Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities

Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities

Yefim Kats (Trident University International, USA) and Fabrizio Stasolla (University Giustino Fortunato of Benevento, Italy)
Indexed In: PsycINFO®
Release Date: November, 2020|Copyright: © 2021 |Pages: 391
DOI: 10.4018/978-1-7998-7053-1
ISBN13: 9781799870531|ISBN10: 1799870537|EISBN13: 9781799870555|ISBN13 Softcover: 9781799870548
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Description & Coverage
Description:

Among the disabilities covered at the state and federal levels, autism and related conditions are a sharply growing diagnostic category among children and young adults. In education, administrators and practitioners working with affected learners are continually faced with confronting difficult problems such as getting adequate personnel training and choosing appropriate tools and techniques that best fit the specific needs of their students while at the same time satisfying their budget, technical resources, curriculum, and profile of the ASD population they serve. The choice of appropriate tools is especially complex due to the intrinsic connection between technical specifications, educational/therapeutic methods, and the wide variety of ASDs and related conditions. In this respect, tools chosen to support children may need to target those diagnosed not only with ASD but also with such co-morbidity conditions as attention deficit disorder. The instructional strategies and use of technology currently have room for improvement for online, hybrid, and face-to-face counseling settings. Also, an effective evaluation of educational technologies and tools would be fundamentally incomplete without a thorough understanding and assessment of the related special education practices as well as psychological and neurological issues specific for ASD and learning disabilities.

Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities provides an in-depth analysis on the use of available technology solutions, instructional design methods, and assessment techniques in the context of standards and regulations in classroom or counseling settings. The chapters contain theoretical analyses, vital practical information, and case studies that can function as guidelines for those involved in helping children and young adults with ASD or learning disabilities in online, hybrid, or face-to-face environments. While highlighting topics such as inclusive education, online gaming environments, assistive technologies, and cognitive development, this book is ideally intended for administrators, instructional technology specialists, special education faculty, counselors, instructional designers, course developers, social workers, and psychologists along with practitioners, stakeholders, researchers, and academicians interested in education and technology support for children and young adults with ASD and learning disabilities.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Autism Spectrum Disorders
  • Behavioral Analysis
  • Cognitive Development
  • Educational Games
  • Instructional Technology
  • Learning Disabilities
  • Psychoeducational Strategies
  • Remediation Technologies
  • Robotics
  • Special Education
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Editor/Author Biographies
Dr. Yefim Kats (editor) received his PhD from the Graduate Center of the City University of New York. His teaching and research interests include educational technology, instructional design, educational leadership, e-Learning, technology support for students with autism and learning disabilities and social implications of technology. He has taught courses in instructional technology, computer science, education and social sciences. Dr. Kats has an extensive curriculum development and teaching experience with traditional, hybrid, and online courses. His research record includes peer-reviewed publications in informatics, curriculum development, instructional methodology, e-Learning, and social aspects of technology. Dr. Kats is a recipient – as the Principle Investigator – of the federal research grants from the National Research Council and the National Institute of Health. In addition to research activities, he is currently teaching at Trident University International, Cypress, CA, USA.

Fabrizio Stasolla, PhD, is an Associate Professor of Developmental Psychology at University “Giustino Fortunato” of Benevento.. His topic concerns the assistive technologies for children with multiple disabilities, developmental disabilities, autism spectrum disorders, Rett and Down syndromes, cerebral palsy. His interest deals with cognitive-behavioral interventions and alternative augmentative communication strategies for non verbal individuals. He teaches psychology of disabilities and rehabilitation to educational sciences students. The author works on PECS, VOCA, literacy process, ambulation responses, self-monitoring and self management of instruction cues to promote on-task behavior by persons with learning disabilities. He is coordinator of some research projects regarding the aforementioned themes. He his ad-hoc reviewer for 25 peer-reviewed Journals and he is in the editorial board of 5 peer-reviewed Journals. He is Associate Editor of the International Journal of Behavioral Research and Psychology.

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