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.
General
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