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Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning

Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning (Paperback)

£41.50
To Order. Estimated despatch in 1-3 weeks.
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Synopsis

Technology holds great promise for helping students with autism learn, communicate, and function effectively in the modern world. Start leveraging that power today with this forward-thinking book, your in-depth guided tour of technologies that support learners with autism and help them fully participate in their classroom and community. You'll learn about readily available technologies you can use right now-from apps to video modeling-and explore next-wave innovations that will help shape the future of autism intervention, such as therapeutic robots and advanced virtual reality technologies. You'll also get critical guidance on how to select the appropriate technology for your needs, weave technology into a universal design for learning framework, and conduct effective professional development so teachers make the most of new tools and strategies.Discover technologies that helpsupport the overall learning of children on the autism spectrumteach social skills and support emotion regulation through independent data collectiondevelop executive function strategies and improve flexibility, memory, and transitionsboost literacy and language skillssupport young adults' transition to the workplacemake data collection and program evaluation more effective and efficientstrengthen teacher training programsenhance use of evidence-based practicesExplore the benefits of technologies likeapps for education, communication, behavior regulation, and morevideo modelinglanguage processing softwarecustomized digital stories and book creator appselement cue supportsemotional regulation and sensing technologiesinteractive learning software to improve feedback and metacognitionvisualization and mind mapping appstext-to-speech and speech to text softwaree-readers and tablets with integrated multimedia (e.g., cameras, microphones, etc.) electronic data collection forms for use with handheld devicesand more

EducationTeaching SkillsTeaching of specific groups & persons with special educational needsTeaching of students with specific learning difficulties / needs Publisher: Brookes Publishing Co Publication Date: 04/11/2013 ISBN-13: 9781598572629  Details: Type: Paperback Format: Books
Availability: To Order. Estimated despatch in 1-3 weeks.  

Gregory D. Abowd, D.Phil., is Regentsa and Distinguished Professor in the School of Interactive Computing at the Georgia Institute of Technology. He received the degrees of M.Sc. and D.Phil. in computation from the University of Oxford. Dr. Abowd leads a research group interested in human-centered applications of mobile and ubiquitous computing technologies, with an emphasis on home and health. He was a leader in establishing the importance of computing technology to address a variety of challenges linked to autism and has published widely on this topic and assisted in the development of commercial solutions. He is Fellow of the Association of Computing Machinery (ACM). In 2009, he was awarded the ACM Eugene Lawler Humanitarian Award for his research efforts. Rosa I. Arriaga, Ph.D., is a developmental psychologist in the School of Interactive Computing and Director of Pediatric Research for the Health Systems Institute at Georgia Institute of Technology. Her emphasis is on using psychological theory and methods to address fundamental topics of human-computer interaction. Current research interests in the area of health include how technology and crowd sourcing can aid individuals with autism spectrum disorders and their caregivers, how mobile solutions can improve chronic care management, and how lab-based technologies can be scaled and deployed to broaden their impact. Emma Ashwin, Ph.D., received her undergraduate degree in psychology at the University of Cambridge in 2003 and subsequently began work as a research assistant at the Autism Research Centre (ARC) in Cambridge, England. She then completed a Ph.D. in the ARC, investigating fetal hormonal effects on social and emotional development and the effects on later brain function and structure. She is currently a research scientist at Bath University, England. Simon Baron-Cohen, Ph.D., Director of the Autism Research Centre (ARC) in Cambridge, England, is Professor of Developmental Psychopathology at the University of Cambridge and Fellow at Trinity College, Cambridge. He holds degrees in Human Sciences from New College, Oxford, a Ph.D. in Psychology from University College, London, and an M.Phil. in Clinical Psychology at the Institute of Psychiatry. He is Director of the Cambridge Lifespan Asperger Syndrome Service, a clinic for adults with suspected autism. He is author or editor of numerous books for both scholarly audiences and parents and teachers and is author of the DVDROM "Mind Reading," nominated for a BAFTA for Best Off-Line Learning. He is also editor-in-chief of the online open access journal "Molecular Autism." He has received awards from the American Psychological Association, the British Association for the Advancement of Science, and the British Psychological Society for his research into autism, which currently is focused on testing the a extreme male braina theory. He has been president of the Psychology Section of the BA and vice president of the International Society for Autism Research as well as the National Autistic Society. Katharine P. Beals, Ph.D., holds a Ph.D. in linguistics from the University of Chicago and worked for 5 years as a senior software engineer in the Natural Language group of Unisys Corporation before joining the University of Pennsylvania Graduate School of Education and Drexel University School of Education. Her research interests include language acquisition, educational software, and the education of children with autism. She has presented posters at the Autism Association of America and International Meeting for Autism Research conferences and has published articles and book chapters on computational linguistics, pragmatics, and autism. She is also the architect of the GrammarTrainer software program, a comprehensive English grammar curriculum for children on the autistic sp"

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