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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.
People with neurological disorders may experience significant
problems, isolation, detachment, and passivity while dealing with
environmental requests. They constantly rely on caregivers and
family assistance, which can create negative outcomes on their
quality of life. An emerging way to overcome these issues is
assistive technology-based interventions (AT). AT-based programs
are designed to fill the gap between human/individual capacities or
skills and environmental requests. These technologies can also
bring about independence and self-determination and provide people
with neurological disorders an active role, positive participation,
and an enhanced status in being able to achieve functional daily
activities by reducing the roles of their families and caregivers.
The positive impacts of this technology are an important area of
research, and its usage for neurological disorders is critical for
the assessment and recovery of patients. Assistive Technologies for
Assessment and Recovery of Neurological Impairments explores the
use of AT-based programs for promoting independence and
self-determination of individuals with neurological disorders. The
chapters discuss AT-based interventions in detail with the specific
technologies that are being used, the positive effects on patients,
and evidence-based practices. This book also focuses on specific
technologies such as virtual reality (VR) setups and augmented
reality (AR) as valid ecological environments for patients that
ensure methodological control and behavioral tracking for both
assessment and rehabilitation purposes. This book is essential for
occupational therapists, speech therapists, physiotherapists,
neurologists, caregivers, psychologists, practitioners, medical
professionals, medical technologists, IT consultants, academicians,
and students interested in assistive technology interventions for
people with neurological impairments.
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.
Rett syndrome, a rare genetic disease caused by mutations of the
MECP2 gene, includes severe to profound developmental impairments.
Communicative, intellectual, and motor disabilities are usually
embedded. Children with Rett syndrome are individuals with multiple
difficulties. Caregivers, families and professionals face to
serious daily challenges due to clinical conditions determined by
Rett syndrome. Accordingly, traditional interventions may not be
adequate. Customized programs based on cognitive-behavioral
approaches and assistive technology setups are highly warranted.
The current book includes the newest empirical contributions to
tackle functional consequences of Rett syndrome. Sleep and pain
disorders were targeted in Chapter One. A cross-disciplinary
investigation to enhance active participation and constructive
engagement of children with Rett syndrome was detailed in Chapter
Two. The importance of functional activities was emphasized in
Chapter Three. Communication guidelines to support communication
skills of individuals with Rett syndrome were critically discussed
in Chapter Four. The relevance of music and music therapy to
promote positive participation was argued in Chapter Five. A
selective review on the use of assistive technology-based programs
in individuals with Rett syndrome was provided in Chapter Six. A
case report to help locomotion fluency of an adolescent with Rett
syndrome through the use of microswitches and contingent positive
stimulation was presented in Chapter Seven. The book was supported
by illustrative examples described by the chapters' contributors
and their professional experience. Readers may find helpful
insights within each edited chapter. Caregivers, families, and
professionals may have a practical guide to everyday settings and
environments or contexts. Clarity and readability for a large
audience are undoubtedly strengths and advantages of the current
volume. Although technical terminology was used throughout, both
future research and practice can widely find meaningful tips and
tangible suggestions to tackle daily barriers and/or obstacles in
individuals with Rett syndrome and severe to profound developmental
delays.
Cerebral Palsy (CP) represents one of the most frequent
neurological disorder in the infancy and in the childhood. It
includes brain injuries or developmental defects. According to the
World Health Organization, it is a main problem of public health.
It may include communication, intellectual, and motor disabilities
with negative consequences on children inclusion in daily life and
caregivers burden. Rehabilitative interventions are primarily
focused on promoting self-determination and independence of
individuals with CP. Postural control, gait, and motor skills are
usually embedded. Additionally, one may envisage request and choice
programs aimed at enhancing the child's awareness of his/her own
behavior. The volume summarizes some illustrative evidence-based
contributions to emphasize the effectiveness and the suitability of
the adopted programs. Beside stability of upper limbs and motor
performance of children with CP (chapter one), the therapeutic
effects of a horse riding simulator which was compared to a
traditional physiotherapy on the sitting position of children with
spastic CP (chapter two), the evaluation of stability in children
with different form of CP was assessed through a rehabilitative
platform was implemented (chapter three). The aforementioned
experimental examinations presented between-groups investigations.
Furthermore, four case-report studies were included. Assistive
technology-based setups were used to promote an active role,
constructive engagement, and positive participation of the enrolled
children with CP and intellectual disabilities. The beneficial
outcomes on their quality of life were considered. Chapter four
describes a microswitch-based program to enhance ambulation
responses of a child with CP. Chapter five provides a detailed
illustration of such program to support locomotion fluency. Chapter
six illustrates a cluster-technology aimed at pursuing the dual
goal of fostering an adaptive response and reducing a challenging
behavior. Chapter seven refers to a computerized system focused on
enabling a child with CP and intellectual delays with academic
performance and communication opportunities. Whenever available,
the effects on indices of happiness and/or positive participation
were analyzed. Social validation procedures involving external
raters were conducted. Practical features of the retained
treatments were privileged. Clinical, educational, psychological,
and rehabilitative implications of the findings were systematically
and critically discussed. Caregivers, educators, families of
children with CP, practitioners, psychologists, speech and
occupational therapists, medicine or psychology students, and
teachers may find some useful insights for both research and
practice in daily life settings.
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