Action Research
P5: The impact of ICT on children with autistic spectrum disorder
Author: Yvonne Seymour, Class Teacher, The Cape Primary School, Sandwell
Date: 2005
Summary
This research considers the impact of introducing ICT into the learning of 'R', a child with Autistic Spectrum Disorder. Particular attention was paid to changes in his engagement in learning and his interpersonal skills, and improvements in both were observed.
Methodology
Attainment was noted prior to introducing ICT into his learning. R was then observed by two teachers over two terms, as a variety of techniques and software packages were gradually introduced into the class.
Outcomes
Observations suggest that the interactive whiteboard supported R's learning by engaging a range of senses. In particular, R is more able to learn abstract concepts if there is a visual image to assist his understanding. The elements of touch and movement on the interactive whiteboard also engage his attention well. "It's magic," said R.
However, sound features on software distracted R and the use of headphones made him withdrawn. The ability to control sound levels was identified as very important, yet the software did not always permit full sound control by the user.
The use of technology had strong purchase on R's attention, which appears to have calmed his behaviour. He was rarely disruptive.
Through the use of ICT, "R was becoming more interactive and was making very good progress. He was developing his fine motor skills, developing his own identity and interpersonal skills through actions such as voice recording and play back, drawing pictures of himself and his friends, and talking to others about what he was doing with the technology.
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