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The Navigation of Inclusivity and Language Development : The Impact of Autism Spectrum Disorder in the English as a Foreign Language ClassroomAdio, Aurelia, Ali, Fatema January 2024 (has links)
In today’s society, neurodevelopmental disorders (NDDs) have been researched in different areas of life. However, what has yet to be explored broadly is the correlation between the characteristics of various neurodevelopmental disorders and their possible impact on a primary school student’s language learning, speaking development, and inclusivity in the English as a Foreign language (EFL) classroom. Additionally, the term neurodiversity is introduced as a shift in viewing disorders as solely deficits, but rather from a practical aspect that should be attended to positively. This secondary data analysis aims to focus on what particular beneficial and problematic characteristics students with NDDs might experience. As well as, how these characteristics might affect language learning and speaking development in an EFL classroom. Since neurodevelopmental disorders is an abstract term with different disorders and characteristics, this analysis chose to further research Autism Spectrum disorder (ASD). This thesis attempts to answer and observe the impact Autism Spectrum disorder characteristics have in an EFL classroom. The results will provide three key findings. The first finding presents the strengths and challenges of ASD in English language learning. The second finding analyzes useful tools to help students with communication. The third and last finding will discuss the perception regarding the disorder and its effects in the inclusive classroom. Furthermore, the correlation between the research and the Swedish school institution, its laws, its curriculum, teachers’ impact, and a useful theoretical approach can be seen. Lastly, a thorough discussion regarding bilingualism, multilingualism, and its benefits will be delved into.
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Autism Paradigms and Mental Well-Being Among Autistic Adults: A Quantitative ExplorationWalker, Libbey 12 January 2023 (has links)
No description available.
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Perspectives of Priorities for Supporting College Students on the Autism SpectrumNelson, Carly Grace 01 June 2018 (has links)
No description available.
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Inclusion Practices for Neurodivergent Individuals : A Qualitative Study on Managers' Ideas about Inclusion PracticesSandström, Emil, Öst, Isa January 2024 (has links)
Individuals that are diagnosed with a neurodiverse condition (including, among other things, ADHD, autism, dyslexia, and Tourette syndrome) are not feeling included in organizations in today’s society. The feeling of not being included stems from experiencing discrimination, from bullying and harassment, and not given the same opportunities regarding succeeding at work. The discrimination experienced by neurodiverse individuals in work environments is partly a result of the managers' limited knowledge about the various neurodiverse conditions and how to include them in organizations. In Sweden between 10-15% have a neurodiverse condition, 3% of adults have ADHD, 1-2% have autism, 0,5% have Tourette’s syndrome and 5-8% have dyslexia which indicates that the problem with including neurodiverse individuals is affecting a portion of the population as well as the organizations themselves. This study’s purpose is to examine what managers’ ideas are about how to promote inclusion for neurodivergent employees in Swedish organizations. To conduct this research a literature review was carried out to gather knowledge about neurodiversity and the conditions the term entails, inclusion and the problems of employment for individuals with neurodiversity and it guided the research to a gap in previously written studies. An interview guide was created to use during the semi-structured interviews, a total of five interviews were performed both through online video chats and in person to gather relevant, in-depth information to answer the research question. The results indicated that managers are on the right track in progressing towards promoting inclusion of neurodivergent individuals during the stages of attracting, orientation and familiarization, and in training. However, the interviews also indicated that managers could devote more efforts in adapting towards neurodivergent individuals in the stages of recruitment process, performance tracking, progression plans, and in evaluating processes. Interestingly, as seen in the findings regarding the stages of creating awareness and keeping employees, the managers understand the importance of educating themselves and other employees regarding neurodiversity within their organization. Although, the overall findings indicates that their knowledge regarding neurodiversity is insufficient, even though they are advocating for the significance of including neurodivergent individuals in organizations. A possible reason for the lacking adjustment in inclusion practices towards neurodivergent individuals is that organizations need further resources in terms of human resources as well as the economic aspects of it. Finally, the study shows that the majority of the managers had not reflected anything regarding potentially negative outcomes from the signals that inclusion practices can produce and be perceived by other employees within the organization, which can be crucial in understanding how to successfully implement inclusion practices for neurodivergent individuals
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Using Parent-Identified Strengths of Autistic Children to Advance Strength-Based InterventionTrigueros, Angelique Francesca 01 January 2018 (has links)
Questions remain about the range of abilities autistic children possess and what constitutes effective treatment. Strength-based intervention contrasts with traditional autistic intervention approaches that focus on children's deficits. Studies on strength-based intervention approaches have not revealed how children's strengths are identified and have not used the insights of parents for this purpose. Neurodiversity serves as the conceptual framework because the tenets of neurodiversity align with those of strength-based approaches and hold that autism is a variation of the human condition rather than a disability. The purpose of this qualitative interpretive phenomenological study was to explore how the parent-identified strengths of autistic children may act as the basis for the advancement of strength-based intervention. The research questions focused on identifying the strengths of autistic children through semistructured interviews with 15 parents of high-functioning autistic children, who were recruited using purposive sampling. Data were analyzed using a three-level method, and six themes emerged: Routine, Caring for Others, Relationship with Parent, Intervention in School, Therapy, and Outlook for the Future. Practical implications for community psychology include development of strength-based approaches based on altruism, parent-child relationships, and positive outlooks for the future. Further research is recommended on caring for others and displaying affection in relation to strength-related constructs, such as resiliency and growth. Effective strength-based interventions may help autistic children develop based on their strengths, leading to positive social change.
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Psychometric Development of the Autism Trait SurveyBarnhart, Gwendolyn S. 18 May 2021 (has links)
No description available.
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A Multiple Case Study to Capture and Support the Engineering Design Thinking of Children with Mild AutismHoda Ehsan (9181898) 30 July 2020 (has links)
<p>Research in pre-college engineering education
has been on a sharp rise in the last two decades. However, less research has
been conducted to explore and characterize the engineering thinking and
engagement of young children, with limited attention to children with special
needs. Conversations on broadening participation and diversity in engineering
usually center around gender, socio-economic status, race and ethnicity, and to
a lesser extent on neurodiversity. Autism is the fastest growing neurodiverse
population who have the potential to succeed in engineering. In order to
promote the inclusion of children with autism in engineering education, we need
to gain a deep understanding of their engineering experiences. </p>
<p> </p>
<p>The overarching research question that I intend
to answer is <i>how do children with mild autism engage in engineering design
tasks</i>? Grounding this study in theories of Constructivism and Defectology,
I focused on children’s engagement in engineering design practices and the ways
their parents supported their engagements. To engage children with mild autism
in engineering, I have developed an engineering design activity by considering
suggestions from these theories and previous literature on elementary-aged
children’s engagement in engineering design, and by focusing on individuals
with mild autism strengths in STEM. This activity provides opportunities for
children to interact with their parents while solving engineering design
problems. The families are asked to use a construction kit and design their
solutions to the problem introduced in the engineering design activity. The
engineering design activity consists of a series of five challenges, ranging
from well- to ill-structed.</p>
<p> </p>
<p>This is an exploratory qualitative case study,
using a multiple case approach. These cases include 9-year-old children with
autism and their families. Video recordings of the families are the main source
of data for this study. Triangulation of data happens through interviewing
parents and children, pictures of children’s artifacts (i.e. their prototypes),
and use of the Empathizing-Systemizing survey to capture background information
and autism characteristics. Depending on the data source, I utilized different
methods including video analysis, thematic analysis and artifact analysis. </p>
<p>This study expands our understanding of what
engineering design can look like when enacted by children with mild autism,
particularly as engineering design is considered to be a very iterative process
with multiple phases and actions associated with it. The findings of this study
show that these children can engage in all engineering design phases in a very
iterative process. Similarities and differences between these children’s design
behaviors and the existing literature were discussed. Additionally, some of the
behaviors these children engaged in resemble the practices of experienced
designers and engineers. The findings of this study suggest that while children
were not socially interacting with their family members when addressing the
challenges, their parents played an important role in their design engagement.
Parents used different strategies during the activity that supported and
facilitated children’s engineering design problem-solving. These strategies
include soliciting information, providing guidance, assisting both verbally and
hands-on, disengagement and being a student of the child. </p>
<p> </p>
This study provides aspirations for future research
with the aim to promote the inclusion of children with neurodiversity. It calls
for conducting similar research in different settings to capture the
engineering design engagement of children with mild autism when interacting
with teachers, peers, siblings in different environments. Additionally, the
findings of this study have implications for educators and curators of
engineering learning resources.
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Designing video call spaces with and for adults with learning disabilities : A remote participatory design approachMaus, Benjamin January 2021 (has links)
Video calls have received growing attention since the beginning of the COVID 19 pandemic, accompanied by technological innovations, such as spatial audio or AI for simulating eye contact. The increased use of video calls in personal and professional environments poses opportunities for evaluating and shaping this technology by going beyond the notion of a single user and including people with different cognitive abilities. This study proposes a remote participatory design process with people with learning disabilities (LD), aiming to investigate considerations for the design of video call platforms. In cooperation with NetzStecker, the Office for Inclusive Media Education based in Münster, Germany, a four-stage research through design process is conducted with a group of adults with LD, including online workshops and mobile device-based diary studies. Perceptions and experiences are explored through the lens of phenomenology and lead to a set of design recommendations around the themes of spatiality and communication. Methodological conclusions discuss the challenges of using the medium of study as the principal medium of research and indicate a potential for proximity chats as design spaces.
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Assessing perceptions of disability knowledge of campus police at inclusive universitiesShultz, Hannah 01 May 2022 (has links)
The purpose of this study is to analyze the perception of knowledge of campus police on intellectual and developmental disabilities (I/DD), including autism, in inclusive college programs. A survey was sent to both campus police and representatives of 50 inclusive higher education programs across the United States. These questions involved perceptions of campus police knowledge, training, and the safety of students with I/DD.
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Reconceptualizing Rhetorics of Madness: A Theory of NeurodiversityHarris, Patrick 20 July 2017 (has links)
No description available.
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