教自闭症谱系障碍和智力残疾学生独立访问和使用虚拟教学的视点模型

IF 1.2 4区 教育学 Q3 EDUCATION, SPECIAL
Jennifer Annette Cottrell, Robert Alex Smith, Audra I. Classen
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引用次数: 0

摘要

在线教学因其在环境和时间上的灵活性而一直被认为是有益的,但2019冠状病毒病大流行产生了一种基本需求,即在不与他人直接接触的情况下参与学习。对于有广泛支持需求的自闭症谱系障碍和智力残疾(ASD和ID)学生来说,培养参与在线内容所需的技能对于利用远程学习平台和资源并与之互动至关重要。通过可视化任务分析,从最少到最多的提示和强化,ASD和ID的学生可以在没有成人支持的情况下学习使用技术设备进行虚拟教学。通过教学生访问和使用视点视频建模进行在线教学,教师可以促进学生获得基于证据的实践所需的技能,并满足不同的学习目标和目的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction
Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives.
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来源期刊
CiteScore
3.90
自引率
15.80%
发文量
31
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