Autism Spectrum Disorder learning space
Introduction
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behaviour. (National Institute of Mental Health, 2020). I have chosen the online learning space for people with ASD as it can provide transformational changes with their speech, interaction, participation and communication. Teaching children with ASD can be a challenge, majority of the time extra help is required to keep these children at the same stage as the rest of the class. My prototype will explore how students with ASD can be assisted to enhance their learning.
Initial prototype
My prototype design is the online/digital learning space for the cohort of ASD students in years 1 -2. The online learning space is one that is easily accessible and will be used in the classroom to assist teachers while they are working with other students. My online platform will focus on academic skills, these skills will be explained and shown in a way that appeals to students with ASD. While the focus is on academic skills other skills like independence, motivation and attention will be supported. (Autism speaks, 2020).
Refined prototype after feedback
After my prototype was peer reviewed, I decided to delve into whether my prototype would be explored in the classroom alongside other students during the lesson, or if it will be a tool used outside the classroom with online support. This feedback was helpful as it assisted me in deciding how the digital learning space will be used. I decided that my prototype is a tool that will be used in the classroom to help with topics that are being taught in class, as well as outside the classroom for additional help. The prototype focuses on academic skills taught in the classroom, it will have diagrams, videos, interactive components and additional resources that students can explore.
How will the digital learning space enhance the learning and engagement of ASD students?
The online learning prototype will enhance the learning and engagement of the year 1 -2 cohort. It will be set up as a website, so it is accessible at any time for students. The layout of the website will be simple and clear to avoid additional distractions, and will use calming colours like pale pink, pale blue, soft greens and muted purple. Research shows that “Kids with autism thrive in calm and relaxing settings where they can decompress.” (Lydia Felton, 2017). Because the website focuses on academic content, it will include simple diagrams, videos and interactivities. For example, a simple diagram could present how to complete an addition problem, or a video can include how to pronounce particular words. It will be very visual as these individuals’ first language is pictures, not words. For example, a maths section on the website will show visually how to count up by twos, threes, fives and tens. By having this available in the classroom, students with ASD can use this learning space when the rest of the class is doing activities on the same topic. The teacher is not always available for ASD students, so it is an assisting tool for ASD students while the teacher attends to other children.
This online learning platform can also be used outside the classroom. This way parents can work with their children with a program that covers the academic content, so students have just as much support outside of the classroom. Students with ASD will be more engaged to a digital learning platform, “Technology just makes visual images more accessible to the individual with ASD. Computer graphics capture and maintain their attention.” The prototype will be available on computers, tablets and iphones for unlimited access and assistance for these students. Not only will the use of technology assist students with academic knowledge, it will also assist them in other areas like communication and independence. Students can become less anxious in the classroom if they feel as though they are at the same level as the rest of the cohort. This can help them feel more comfortable to communicate with others in and outside the classroom. By having access to a learning device at school and at home, students can also become more independent with their learning. While the content of the academic skills on the website is targeted at year 1 – 2 students, they will begin to access the technology and their own and once they are comfortable with using it they will become more independent with their learning.
Counting by 2's
This diagram is ASD appropraite, students can practice by reciting out loud or filling in the blanks.
This video talks about the toys students play with everyday. It focuses on the vocabulary used and the spelling of the toys. Videos such as this one are very visual and are a great assistance to ASD students for spelling.
Potential challenges for educators
While the online learning space for ASD students brings many benefits, there are also some challenges that come with it for educators. Students may become accustomed to learning online and may not want to engage in classroom activities. This can be a challenge for the educator as they can lose track of what stage the ASD student is at, especially if there is multiple ASD students in the classroom.
It is essential for teachers to establish a positive teacher-student relationship. If the student does not feel comfortable, they will not reach out for assistance, especially when using the digital learning space in the classroom. This can pose challenges for not only the current educator, but future educators of the student. “Close, supportive relationships with teachers are associated with stronger social skills and higher peer acceptance in typically developing young children. However, on average, children with ASD experience poor relationships with their teachers as evidence by low closeness and high conflict.” (Yasamin Bolourian, 2019)
While the online learning space has its challenges in the classroom, there are also implications that come with the use of the online learning space outside the classroom. My prototype is designed to be used in and out of the classroom, the educators who are challenged outside the classroom are the parents or guardians of the ASD student. Monitoring the use of the digital space can be difficult for parents as technology is very readily available everywhere for students to use. Parents may struggle to make a limit of technological use for their child, while the digital learning space is a great way to enhance learning, it should be used in moderation as children need to experience other learning mechanisms such as physical play.
Common Teaching Mistakes to Avoid for Children with Autism
Potential challenges for the cohort with the digital learning space
My prototype of the digital learning space for academic use has many benefits to education for ASD students, however, it can pose some challenges for the students in this cohort. ASD students can suffer from sensory perception issues. This means that a child might be “especially sensitive to certain sounds, have a poor sense of balance and lack depth perception.” (Butterfly Effects, 2020) If technology is something that triggers an ASD student, it can be difficult for them to get comfortable and use the digital space in or outside the classroom. Students in the ASD cohort have different abilities to other students in regard to motor skills. Motor skills in an education setting include handwriting and physical tasks. While the digital learning space focuses on academic skills, skills like handwriting cannot be neglected. An excessive use of the online space may put ASD students even further behind in their motor skills, as they are not working so much physically but cognitively. This is an issue especially for young students as handwriting is something that needs to established in the early years of education. If a student struggles in older year levels it not only can disadvantage them in moving forward in their learning, but it can also create a sense of anxiousness in the classroom for these students as they can feel as though they are the odd one out.
Recommendations for approaches to resolving challenges
While there are some challenges that come with online learning, there are approaches that can resolve some of the issues that educators and ASD students experience. A recommendation to solve the challenges that educators face is ensuring that ASD students are comfortable in the classroom environment and feel included in class activities and discussions. This way, the primary way these students will learn is in the classroom and engaging in activities, the online learning space is there for assistance and to reinforce the academic topics covered in the class. To prevent ASD students feeling a sense of anxiousness while using the online space in the classroom, the teacher can communicate to the parent/guardian of the student and encourage them to introduce the digital learning space at home. This can avoid sensory overload, as “unexpected things can be distracting to students with autism.” (Liz Manolis, 2016). To assist parents in monitoring their child’s use of the digital learning space, they can create a timetable for when their child should be using it. For example, 3 times a week for 1 hour after school. This way ASD students get the benefits of online learning while still leaving appropriate time for physical activity and other means of learning.
Approaches to resolving challenges within the cohort is ensuring that ASD students can become comfortable with the digital learning space. Because these students can suffer from sensory overload, the colours, sounds and images may be intimidating. While students may be reluctant to the use of technology at first, the teacher can slowly introduce them to online sites and get them used to different devices, such as a computer or IPad. By slowly easing the students into the digital learning space, they are more likely to be welcoming to the idea rather than reluctant. Online learning needs to be used in moderation to ensure ASD students are still working on their motor skills. These students still need to complete handwriting and physical activities in and out of the classroom. A teacher can assist in this issue by encouraging the student to write a sentence on what they learnt or found fun on the online learning space each time they use it. This way rather than neglecting motor skills by using the digital learning space, it enhances their motor skill learning and actually assists them in practicing these skills more.
Diverse Learning Hub
This video talks about an online prgram built for students who have autism. It has online videos, worksheets and activities that are autism appropriate. It focuses on academic, general knowledge and motivational skills that will assist ASD students in their every day life. I highly recommend joining this website if you have a child or student who could use some extra help.
Website: https://www.youtube.com/watch?v=XdWT3QziqrU
This link leads to another helpful website for ASD students that has online game for all areas of academics.
Concluding comments
My prototype is a viable way of expanding the learning of Autism Spectrum Disorder students. It is accessible in and outside of the classroom and will assist greatly in building on their academic skills. Not only will the digital learning space benefit the students academically, but it is effective in introducing technology in a way that does not overload the senses.
References
Autism speaks, (2020). Technology and Autism. Retrieved 30 September 2020 from:
https://www.autismspeaks.org/technology-and-autism
Butterfly Effects, (2020). Autism in the Classroom: Overcoming Challenges. Retrieved 30 September 2020 from:
https://butterflyeffects.com/advice-column/autism-in-the-classroom-overcoming-challenges/
Liz Manolis, (2016). 6 Tips for Teaching Students With Autism. Teach For America. Retrieved 16 October 2020 from: https://www.teachforamerica.org/stories/6-tips-for-teaching-students-with-autism
Lydia Felton, (2017). How to create a calming sensory bedroom. Retrieved 16 October 2020 from:
https://www.todaysparent.com/family/special-needs/how-to-create-a-calming-sensory-bedroom/
Meghan Cortez, (2016). 3 ways assistive technology can help students with autism. Retrieved 16 October 2020 from:
https://edtechmagazine.com/k12/article/2016/08/3-ways-technology-can-help-students-autism
National Institute of Mental Health, (2020). Autism Spectrum Disorder. Retrieved 17 October 2020 from:
https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
Yasamin Bolourian, Katherine K.M. Stavropoulos and Jan Blacher,
(2019). Autism in the Classroom: Educational Issues across the Lifespan. Retrieved 17 October 2020 from:
IMAGES AND VIDEOS
Best Practice Autism, (2020). Guide to the spectrum. Retrieved 20 October 2020 from:
https://bestpracticeautism.blogspot.com/2019/06/
Diverse Learning Hub, (2019). Distance Learning For Students with Autism During Covid-19. Retrieved 20 October 2020 from: https://www.youtube.com/watch?v=XdWT3QziqrU
Elf Kids Videos, (2018). My Toys Vocabulary Chant - Inside, Outside and Playground TOYS. Retrieved from: https://www.youtube.com/watch?v=n6zDC2b-w8E
Mary Barbera, (2019) Turn Autism Around. Retrieved 20 October 2020 from: https://www.youtube.com/watch?v=LHBvK-MiHyY
Speech & Occupational Therapy of North Texas, (2019). Signs and symptoms of autism spectrum disorder in toddlers. Retrieved from:
https://www.speechandot.com/signs-and-symptoms-of-autism-spectrum-disorder-in-toddlers/
Speech Therapist Mom, (2020). FREE APPS for learning- ASD (Children with Autism Spectrum Disorder). Retrieved 21 Ocotber 2020 from: https://www.youtube.com/watch?v=odg-X-ncO0w
The conversation, (2019). Supporting students with autism in the classroom: what teachers need to know. Retrieved 21 October 2020 from: