Educational technology for inclusion: Design of an educational software for individuals with autism spectrum disorders

Open access

Abstract

The study illustrates the design, prototyping and production stages of an educational software aimed at promoting the development of social skills in autistic pupils attending the Italian primary school. The educational design of the proposed activities within the software was created on the basis of the theory of simplexity, while the design of the forms of interaction of the activities was constructed on the basis of the tasks proposed in the educational programme for autistic individuals by Patricia Howlin. The research project aims to achieve two objectives: creating an educational freeware software designed to foster the development of social skills in autistic pupils attending Italian primary schools; assessing if and to what extent the introduction of a technological variable can determine changes in terms of teaching effectiveness in Howlin’s programme.

Baron-Choen S. (1995). Minblindness. An Essay on Autism and Theory of Mind. Cambridge, MA: MIT Press.

Baron-Cohen S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders,18: 379-402.

Baron-Cohen S., Leslie A.M. & Frith U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21: 37-46.

Baron-Cohen, S. (1997). L'autismo e la lettura della mente. Astrolabio.

Baron-Cohen, S. (2009). Autism: the empathizing-systemizing (E-S) theory. Annals of the New York Academy of Sciences, 1156(1), 68-80.

Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: an investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of autism and developmental disorders, 34(2), 163-175.

Baron-Cohen, S., Richler, J., Bisarya, D., Gurunathan, N., & Wheelwright, S. (2003). The systemizing quotient: an investigation of adults with Asperger syndrome or high-functioning autism, and normal sex differences. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 358(1430), 361-374.

Berthoz, A. (2011). La semplessità, Torino: Codice.

Berthoz, A. (2015). La vicarianza. Il nostro cervello creatore di mondi, Torino: Codice.

Colman A. M. (2001), A Dictionary of Psychology, Oxford: Oxford University Press.

Frith, U. (2010). L'autismo, Roma: Laterza.

Gallese V. & Goldman A. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences, 12: 493-501.

Gallese V., Keysers C. & Rizzolatti G. (2004). A unifying view of the basis of social cognition. Trends in Cognitive Sciences, 8: 396-403.

Gallese, V., Migone, P., & Eagle, M. N. (2006). La simulazione incarnata: i neuroni specchio, le basi neurofisiologiche dell'intersoggettività e alcune implicazioni per la psicoanalisi. Psicoterapia e scienze umane, XL, 3: 543-580.

Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., & Baron-Cohen, S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of autism and developmental disorders, 40(3), 269-279.

Grandin T. (1995). Thinking in Pictures. New York: Doubleday Grice H. P. (1975), Logic and conversation. In R. Cole e J. Morgan, Syntax and semantics: Speech acts, New York: Academic Press.

Hadwin, J. A., P. Howlin, et al. (2014). Teaching Children with Autism to Mind-Read: The Workbook, USA: Wiley.

Rivoltella, P. C. (2014). La previsione. Neuroscienze, apprendimento, didattica, Brescia: La Scuola.

Rivoltella, P. C. and P. G. Rossi (2012). L'agire didattico. Manuale per l'insegnante, Brescia: La Scuola.

Rossi, P. G. (2011). Didattica enattiva. Complessità, teorie dell'azione, professionalità docente: Complessità, teorie dell'azione, professionalità docente, Milano: Franco Angeli Edizioni.

Sibilio, M. (2014). La didattica semplessa, Napoli: Liguori.

Journal Information

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 247 247 59
PDF Downloads 89 89 23