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Academic literature on the topic 'Autistic children – Education – Research'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Autistic children – Education – Research"

Cahyo Adi Kistoro, Hanif, Caly Setiawan, Eva Latipah, and Himawan Putranta. "Teacher’s experiences in character education for autistic children." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 65. http://dx.doi.org/10.11591/ijere.v10i1.20743.

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Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.

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Kim, Sung-Min. "Research of Education Program for Autistic Children the Clay." Journal of the Korea Contents Association 9, no. 3 (2009): 91–98. http://dx.doi.org/10.5392/jkca.2009.9.3.091.

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Handajani, Rinawati Pudji, and Rizky H. Pramesti. "Mapping the Motion Space of Children in Autism Treatment Center of Malang City with TEACCH Approach (Treatment and Education of Autistic and Related Communication Handicapped Children)." Review of Urbanism and Architectural Studies 18, no. 1 (2020): 64–72. http://dx.doi.org/10.21776/ub.ruas.2020.018.01.6.

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The Autism Treatment Center in Malang City applies structured teaching-learning methods, namely the TEACCH approach (Treatment and Education of Autistic and Related Communication Handicapped Children) with four essential components: physical structure, schedule, work system, and visual structure. The four components are interrelated with each other so that the goal of helping the development of autistic children can be achieved. The physical structure is the first step to encourage the interest of autistic children. An excellent physical arrangement of space can minimize the tantrum effect of autistic children. Thus, this paper aims to research the space for autistic children with the TEACCH approach. This study used behavioral mapping in the form of person-centered mapping, place centered mapping, and physical trace that aims to determine the pattern of activity, furniture layout, and trace activities of autistic children during therapy activities. The results show the motion space mapping of autistic children.

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Ahmed, Fayza Ebrahim. "Extents of abuse and behavioural disorders in autistic children who were abused and who were not abused." Cypriot Journal of Educational Sciences 16, no. 1 (2021): 114–28. http://dx.doi.org/10.18844/cjes.v16i1.5513.

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This study aimed at identifying the extents of abuse of autistic children and some behavioural disorders in who were abused and who were not abused from parents and teachers’ perspective. To achieve the study’s objectives, the researcher adopted a descriptive research method and used a survey as a tool for the task. The sample consisted of 200 autistic children. The study found a positive relationship between the extents of abuse (physical, emotional, neglect and sexual) and the degrees of behavioural disorders (self-harm, aggression, anxiety and depression) in children with autism who were abused. Autistic children who were abused suffered more from these behavioural disorders. The study recommends an increase in interest in children with autism within the family and community levels by planning and implementing programmes that can help them to adapt socially to the environment, which keeps them away from the exposure to abuse.  Keywords: Abuse extents, behavioural disorders, autistic children.

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Bosra, Mustari Bosra, Hanif Cahyo Adi, and Greget Annisa Syawaliani. "Teacher’s Communication Model in Learning Islamic Education for Autism Children." Al-Ta lim Journal 27, no. 3 (2020): 306–17. http://dx.doi.org/10.15548/jt.v27i3.636.

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The communication model in the education process is the main thing—no exception in education for children who experience psychological difficulties such as children. The material, methods, and learning media needed are supported by a useful communication model to help the progress of religious education for autistic children. This study uses teacher communication methods in learning Islamic Religious Education (PAI). Data collection uses interviews with the support of documentation in the form of photos, videos, and event support during field monitoring. Relevant research results in the study show that the communication model applied in the teaching of Islamic religion in special autistic school children, Bina Anggita Yogyakarta, uses two models: 1 (one) Direction and 2 (two) Directions. One-way communication is used for children whose verbal ability has not yet appeared. While 2-Way communication is used for autistic children who are able to communicate verbally. Strategies in learning use the concept of one teacher, one child. While education is done using the ABA and PECS methods. This method is useful in training and training students in expressing their desires. Based on the findings in this study, the communication model applied in special autism children development schools can be used as a learning model in other schools that manage autistic children.

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Chaichitwanidchakol, Pitsanu, and Witcha Feungchan. "Design and Implementation of Interactive Mobile Application for Autistic Children in Physical Education Class." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 14 (2020): 134. http://dx.doi.org/10.3991/ijim.v14i14.15477.

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Each autistic child has different characteristics and severity of symptoms ranging from not being able to do daily routine tasks such as exercising by themselves to not being able to care for themselves and needing caretakers to look after them for most of the time. In the Autistic Research Centre, Khon Kaen University Demonstration School, Thailand, every morning, one of their routine tasks is exercise, especially on the treadmill, which can reduce their weight and improve their focus on school during the day. The aim of this research is to find video interaction in the form that encourage autistic children’s exercise on a treadmill suitable for individual child. Six interaction techniques were designed and tested. The techniques included: Face Detection (FD), Upper Body Detection (UBD), Color Detection (CD), QR Code Detection (QCD), Motion Detection (MD), and Adaptive Video Interaction (AVI). All interactions were developed on the iOS platform and tested on eight autistic children. Each child was tested at least 12 sessions on the treadmill, and performance of the six techniques were evaluated from the accuracy of application detecting the child’s presence on the treadmill compared to the actual number of times that each child disappeared. The results showed that the AVI was the most suitable technique for autistic children with an average accuracy rate of 92.31%. The study shows that the application is able to reduce the caretaker’s burden and motivate autistic children to focus while exercising.

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Crane, Laura, Lok Man Lui, Jade Davies, and Elizabeth Pellicano. "Autistic parents’ views and experiences of talking about autism with their autistic children." Autism 25, no. 4 (2021): 1161–67. http://dx.doi.org/10.1177/1362361320981317.

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Little is known about how parents talk about autism with their autistic children, particularly among families in which both a parent and child are autistic. Using an online survey, we gathered quantitative and qualitative data from 34 autistic parents (most of whom had told their children about their diagnosis) to address this knowledge gap. There was considerable overlap between the views and experiences of the autistic parents in this study and the largely non-autistic parent samples in previous research. Specifically, parents emphasised the importance of being open and honest about the diagnosis, disclosing the diagnosis as early as possible, individualising discussions to children’s needs and framing the diagnosis positively. There were, however, areas in which the views and experiences of the current sample differed from previous research on non-autistic samples. First, our sample of autistic parents outlined the benefits of their own experiential expertise, which they felt resulted in heightened understanding and empathy with their children. Second, our sample tended not to express concerns about disclosure potentially having a negative impact. Finally, our participants did not express a want or need for professional support with disclosure. Instead, they reported feeling well equipped to support their children using their own knowledge and lived experience. Lay abstract Previous research examining how parents talk about autism with their children has tended to focus on parents who are not autistic themselves. We collected information on this topic from 34 autistic parents of autistic children (most of whom had told their children about their diagnosis). We found similarities, but also differences, between the views and experiences of autistic parents in this research and those reported in previous research (in studies of largely non-autistic parents). Similarities include the following: it is important to be open and honest about the diagnosis; the diagnosis should be introduced/discussed as early as possible; discussions should be tailored to each individual child’s needs; and we should not overlook the challenges associated with autism, but it is important to focus on positive aspects too. Differences include the following: autistic parents used personal experiences in conversations about autism, which was felt to result in increased understanding and empathy with their children; autistic parents overwhelmingly focused on more positive aspects of an autism diagnosis; our sample did not express concerns that discussions could have negative consequences too (e.g. making children more anxious); and autistic parents did not want or need professional support to talk about autism with their children (instead, they felt confident in using their own knowledge/experiences to guide discussions).

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Lahav, Orly, Vadim Talis, Ravit Shelkovitz, and Rona Horen. "High-functioning autistic children programming robotic behaviour." Journal of Enabling Technologies 13, no. 2 (2019): 82–91. http://dx.doi.org/10.1108/jet-12-2018-0069.

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Purpose The purpose of this paper is to examine the ability of high-functioning autistic (HFA) children to programme robotic behaviour and sought to elucidate how they describe and construct a robot’s behaviour using iconic programming software. Design/methodology/approach The robotic learning environment is based on the iPad, an iconic programming app (KinderBot), and EV3. Two case studies, of A. and N., both HFA children of average age 10.5, are the focus of this research. Findings The research revealed how the participants succeeded in programming the behaviour of an “other” at different programming complexity levels (from simple action to combinations of states of two binary sensors and rule with subroutine). A transformation from procedural to declarative description was also found. Practical implications This research on the ability of HFA children to programme robotic behaviour yielded results that can be implemented in K-12 education. Furthermore, learning to programme robots and understand how robotic technologies work may help HFA children to better understand other technology in their environment. Originality/value In this research, the authors present an innovative approach that for the first time enables HFA children to “design” the behaviour of smart artefacts to use their sensors to adapt in accordance with the environment. For most HFA children, this would be the first opportunity to “design” the behaviour of the other, as opposed to oneself, since in most of their experience they have been largely controlled by another person.

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Alves Ribeiro, Francisco Adelton, Álvaro Itauna Schalcher Pereira, Miguel de Sousa Freitas, and Dina Karla Plácido Nascimento. "Gamifying the teaching of facial expressions for children with autistic spectrum disorder." Revista EDaPECI 20, no. 1 (2020): 66–77. http://dx.doi.org/10.29276/redapeci.2020.20.112194.66-77.

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The game is an educational tool developed by the multidisciplinary team of the Federal Institute of Education Science and Technology of Maranhão, composed of professors, students and volunteers, to be applied in the daily life of children with disorder of Autistic Spectre. It follows the differentiated teaching model, because it aims to assist in the treatment of autistic children through the recognition and interpretations of facial expressions, in their various spectra (mild, moderate or severe), exercising their stimuli and Cognitive ability to recognize distinct facial expressions through mobile devices in a multiple choice environment, allowing the gradual increase of the autistic's sensitivity to external stimuli, a predilection for facial images that are They handle repetitively, developing the wearer's motricity, improving their interpersonal relationship. The methodology used is Applied Behavior Analysis (ABA), commonly associated with the treatment of people with autism spectrum disorders using positive reinforcements, thus contributing to the teaching and practice effectively based on Evidence, because it consists of basic, applied and theoretical research, through social behaviors and patterns. The research was distinguished, in the academic and scientific environment, with three works published in international events.

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Poole, Daniel, Emma Gowen, Ellen Poliakoff, and Luke A. Jones. "‘No idea of time’: Parents report differences in autistic children’s behaviour relating to time in a mixed-methods study." Autism 25, no. 6 (2021): 1797–808. http://dx.doi.org/10.1177/13623613211010014.

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An emerging body of research suggests that temporal processing may be disrupted in autistic children, although little is known about behaviours relating to time in daily life. In the present study, 113 parents of autistic and 201 parents of neurotypical children (aged 7–12 years) completed the It’s About Time questionnaire and open-ended questions about their child’s behaviour relating to time. The questionnaire scores were lower in the autistic compared with the neurotypical group, suggesting that behaviours are affected. Three key themes were identified using thematic analysis: autistic children had problems with temporal knowledge, learning about concepts relating to time, such as how to use the clock and language around time. There were differences in prospection with autistic children having more difficulties with how they thought about the future and prepared themselves for upcoming events. The final theme, monotropism, described how autistic children viewed their time as precious so they could maximise engagement in their interests. The present study indicates that behaviours relating to time can have a considerable impact on the daily lives of autistic children and their families. Further work exploring the development of temporal cognition in autism would be valuable for targeting effective educational and clinical support. Lay abstract Many everyday activities require us to organise our behaviours with respect to time. There is some evidence that autistic children have problems with how they perceive and understand time. However, little is currently known about this, or the ways in which behaviours related to time are impacted in daily life. In this study, 113 parents of autistic children and 201 parents of neurotypical children completed a questionnaire and open-ended questions about their child’s behaviour relating to time. Questionnaire scores were lower in the autistic group compared with neurotypicals, which suggests that behaviours relating to time are affected in autistic children. The open-ended responses further confirmed that the autistic children struggled with time and that this impacted on them and their family. Three key themes were identified. Theme 1: autistic children have problems with learning about concepts relating to time such as telling the time from a clock and using words to describe time (hours, minutes, etc.) appropriately. Theme 2: autistic children think about the future differently. Planning and working under time pressure were described as a problem. Theme 3: autistic children have strong interests which take up a lot of their attention and worrying about having sufficient time to pursue these interests causes anxiety. This research indicates that behaviours related to time can have a considerable impact on the lives of autistic children and that targeted support may be required.

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Dissertations / Theses on the topic "Autistic children – Education – Research"

Kok, Mandie. "Enabling autism educators to identify and address challenges using participatory action research." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7881.

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Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.

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Jones, Glenys Elizabeth. "Research into policy and practice in the education of children with autistic spectrum disorders : issues and challenges : a collection of publications." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411406.

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Hansen, Michelle. "Helping Children with Autism Learn with Mathematics Software." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/3.

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Autism spectrum disorders (ASDs) are conditions where a person may exhibit developmental disabilities, significant social, communication and behavioral challenges, and process information differently than people without ASD. The Federal Government guidelines mandate inclusion of all students into the public school facilities. All school age children in the United States are afforded the same opportunities for public education. The goal of this investigation was to evaluate the effectiveness of Computer-Aided Instruction (CAI) as a treatment for teaching mathematics to a group of autistic pupils in an elementary school environment. The public later elementary school is located in Kalamazoo, Michigan and had a student enrollment of 488 in grades 3-5 for the 2011-2012 school year (MDE; http://michigan.gov/mde, February 12, 2014). Questionnaires were used to gather feedback from teachers and itinerant staff, including social workers, psychologists and speech and language therapists. Data were gathered using tests developed by teachers and designed to meet state guidelines. Data analysis involved comparing the test scores of ASD pupils taught by CAI to those for pupils taught using conventional teacher-led instruction. The computer-based treatment (TeachTown® software) was compared to the traditional treatment of teacher-led instruction using data from pre- and post-testing as well as observation, and was shown to improve both pupil attentiveness (time on task) as well as math test scores. As schools, educators, staff and parents continue to wrestle with the adverse effects of increased numbers of diagnosed ASD pupils and decreased dollars dedicated to their human teachers, an option seems to lie in the use of CAI software and the focusing of resources in matching pupils to computers. It is recommended that school administration evaluate the cost of CAI and training as an option to monies appropriated to adding more teachers and teacher human aides. It is also recommended that more research be conducted to evaluate the use of CAI software with ASD pupils of larger population size and different socio-economic environments.

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Gang, Na-Hyun. "Action research : an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1081.

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Pentz, Christelle Marie. "Alternative stories about a girl with autism spectrum disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4311.

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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2010. ENGLISH ABSTRACT: In this research voyage of discovery, we story the voices of me (the research inquirer), my family and a teacher about our experience with a young woman with Autism Spectrum Disorder – my youngest sister Leyna.1 This is our attempt to give Leyna and (dis)ability a voice. Their voices have been silenced from research for too long. I try to explain a narrative research lens as a foundation for this document – one that views autism not as a disorder, but as a difference that needs to be embraced. People often live their lives according to the problem stories they tell themselves, and do not see the alternative stories that surround them every day. On this voyage I therefore tell our story to document the inspirational experiences that people with autism bring about in the lives of those supporting them. Little research that focuses on alternative stories about autism has been done on a global scale. Moreover, little research has been done on autism specifically in the South African context. This thesis relates the stories of the people involved in caring for my sister with autism. It brings a message of hope and suggests possibilities for future research voyages about autism. 1 Pseudonym AFRIKAANSE OPSOMMING: In hierdie navorsingsontdekkingsreis vertel ons 'n storie deur verskeie stemme te laat hoor: ek, die navorsingsondersoeker, my gesin en 'n onderwyseres vertel 'n storie oor ons ervaringe met 'n jong vrou met Outisme Spektrum Versteuring – my jongste suster Leyna.2 Hierdie is ons onderneming om vir Leyna en gestremdheid 'n stem te gee. Te veel stemme is al te lank deur navorsing stilgemaak. Ek probeer die narratiewe navorsingslens te verduidelik as 'n grondslag vir hierdie dokument – een wat outisme nie as 'n versteuring sien nie, maar eerder as 'n verskil wat aangegryp en gerespekteer moet word. Mense leef dikwels hul lewens uit op grond van die probleemgesentreerde stories wat hulle aan hulself vertel, en sien nie die alternatiewe stories raak wat hulle daagliks omsluit nie. In hierdie reis vertel ek dus ons storie om die inspirerende ervarings wat mense met outisme in die mense wat hulle ondersteun teweeg bring, te dokumenteer. Min navorsing wat op die alternatiewe stories oor outisme fokus is tot op hede op 'n globale skaal gedoen. Verder is daar nog min navorsing oor outisme spesifiek in die Suid-Afrikaanse konteks gedoen. Hierdie studie vertel die stories van die mense wat betrokke is in die versorging van my suster met outisme. Hiermee word 'n boodskap van hoop gebring en moontlikhede voorgestel vir toekomstige navorsingsreise oor outisme. 2 Skuilnaam is gebruik

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Songlee, Dalhee. "Parents' satisfaction with the education of their child with autism." Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Songlee.pdf.

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McGrath, Wanita. "Educating children presenting with autistic spectrum disorder: exploring parents' experiences." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/10265.

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According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.

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Al, Kandari Mohammad Taleb M. "Parenting an autistic child in Kuwait Kuwaiti mothers' voice and experiences with children labeled autistic /." Related electronic resource:, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Thiess, Erica Kimberly. "Awareness of autism spectrum disorders in general education." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thiesse.pdf.

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Peerenboom, Timothy D. "A literature review of the Treatment and Education for Autistic and Related Communication Handicapped Children (TEACCH) Program." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf.

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Books on the topic "Autistic children – Education – Research"

Educating students with autism spectrum disorders: Research-based principles and practices. Routledge, 2012.

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Whinney, Veronica. Facilitating learning for children with autism: Research into the various factors that contribute to the educationof children within the autistic continum. University of Birmingham, 1994.

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Madelyn, Regan, ed. Management of autistic behavior. Pro-Ed, 1988.

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Pittman, Mary. Helping children with autistic spectrum disorders to learn. PCP, 2007.

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Pittman, Mary. Helping children with autistic spectrum disorders to learn. PCP, 2007.

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Pittman, Mary. Helping children with autistic spectrum disorders to learn. PCP, 2007.

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Educating children and youth with autism: Strategies for effective practice. PRO-ED, 2016.

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Jordan, Rita. Educational provision for children with autism in Scotland. School of Education, University of Birmingham, 1996.

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Egel, Andrew L. School success for kids with autism. Prufrock Press, 2012.

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Pierangelo, Roger. Teaching students with autism spectrum disorders: A step-by-step guide for educators. Skyhorse, 2012.

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Book chapters on the topic "Autistic children – Education – Research"

Rani, Nurdalilah Mohd, Siti Hajar Abdul Rahman, and Muhamad Fairus Kamaruzaman. "Color Cognition Framework for Autistic Children Development." In Proceedings of the International Symposium on Research of Arts, Design and Humanities (ISRADH 2014). Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-530-3_47.

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Artoni, Silvia, Maria Claudia Buzzi, Marina Buzzi, Claudia Fenili, and Simona Mencarini. "Accessible Education for Autistic Children: ABA-Based Didactic Software." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21657-2_55.

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, et al. "Treatment and Education of Autistic and Communication-Related Handicapped CHildren." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101476.

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Campbell, Daniel, Corey Ray-Subramanian, Winifred Schultz-Krohn, et al. "Treatment and Education of Autistic and Related Communication-Handicapped Children." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_949.

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Shea, Victoria. "Treatment and Education of Autistic and Related Communication-Handicapped Children." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_949.

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Migliarini, Valentina. "The Education of Refugee Children." In Global Perspectives on Education Research. Routledge, 2018. http://dx.doi.org/10.4324/9781351128421-3.

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Garner, Joanna K., and John A. Nunnery. "“The Children Come And Go”." In Global Perspectives on Education Research. Routledge, 2018. http://dx.doi.org/10.4324/9781351128421-6.

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Esperanza Rock Núñez, María. "Memory, poetry, art, and children." In Poetry, Method and Education Research. Routledge, 2020. http://dx.doi.org/10.4324/9780429202117-24.

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Yang, Minggang, and Xuemei Li. "Research on the Interactive Design of Wearable Devices for Autistic Children." In Universal Access in Human-Computer Interaction. Methods, Technologies, and Users. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92049-8_47.

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Knoop, Hans Henrik. "Positive Education, or Just Education." In Research, Applications, and Interventions for Children and Adolescents. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6398-2_12.

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Conference papers on the topic "Autistic children – Education – Research"

Iyer, Sridari, and Dhananjay R. Kalbande. "Research on educative games for autistic children." In 2014 International Conference on Circuits, Systems, Communication and Information Technology Applications (CSCITA). IEEE, 2014. http://dx.doi.org/10.1109/cscita.2014.6839296.

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Jiang, Xiaoyan, Zuojin Hu, and Wei Wang. "Research on the Rehabilitation of Autistic Children Based on Virtual Motion System." In 2016 8th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2016. http://dx.doi.org/10.1109/itme.2016.0067.

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Sumarti, Endang, Dwi Nurhayati, and Yahmun Yahmun. "Expressive Speech Acts In The Speech Of Autistic Children." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286839.

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Ika, Septiana, Yulianto Bambang, and Laksono Kisyani. "Intonation Contour of Combination of Indonesian Words in Interrogative Sentence With Yes or No Answer Spoken by Autistic Children." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.17.

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Zhou, Lai. "Research on Introducing the Five Senses of “Vision, Hearing, Smell, Taste and Touch” into the Design of Picture Books for Autistic Children." In 7th International Conference on Arts, Design and Contemporary Education (ICADCE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210813.091.

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Krisnawati, Dewi, and Khathibul Umam Zaid Nugroho. "Increasing Self-efficacy through Inclusive Education for Autistic Children." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.28.

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Castillo, Tayde A., Concepcion Perez de Celis, Carmen Lara, et al. "Authic: Computational tool for children with autistic spectrum disorder." In 2016 International Symposium on Computers in Education (SIIE). IEEE, 2016. http://dx.doi.org/10.1109/siie.2016.7751838.

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Iswari, Mega, Elsa Efrina, Kasiyati, and Arisul Mahdi. "Developing Social Skills of Autistic Children through Role Play." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.14.

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Aldjon Nixon Dapa, Aldjon, Aldjon Nixon Dapa, and Henny B.A Kiriweno. "Pool Therapy to Reduce Aggressive Behavior of Autistic Children." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.47.

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Ramloll, Rameshsharma, Cheryl Trepagnier, Marc Sebrechts, and Andreas Finkelmeyer. "A gaze contingent environment for fostering social attention in autistic children." In the Eye tracking research & applications symposium. ACM Press, 2004. http://dx.doi.org/10.1145/968363.968367.

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Reports on the topic "Autistic children – Education – Research"

Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.

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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.

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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Bellwood-Howard, Imogen, and Abdulai Abubakari. Children’s Harmful Work in Ghana’s Lake Volta Fisheries: Research Needed to Move Beyond Discourses of Child Trafficking. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/acha.2020.004.

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Children work throughout the Lake Volta fisheries value chain. It is commonly assumed most have been trafficked. Research and advocacy has focused on dangers to young boys harvesting fish, and poverty as a driver, precluding attention to harms experienced by non-trafficked children, girls’ experiences and work-education dynamics. More work is needed on the proportions of children who fish and perform harmful work; structural, ecological and historical contexts; young people’s agency in pursuing fishing work; and why attention to trafficking dominates.

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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

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Professor Sue Fletcher-Watson ‘How early life experiences of autistic children shape them as autistic adults’ – In Conversation. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.12926.

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Professor Sue Fletcher-Watson discusses how children develop and learn, about using technology for learning with augmentative and alternative communication systems, and her work as Director at the Salveson Mindroom Research Centre, University of Edinburgh.

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