عناصر مشابهة
Developing the Language Ability of Children with Autism Spectrum Disorder "ASD" Using Assistive Technology and a Picture Exchange Communication System "PECS" Through Adapting Elements of the Australian Educational Environment on Inclusive Public Schools in Saudi Arabia
| العنوان بلغة أخرى: | تطوير القدرة اللغوية للأطفال ذوي اضطراب طيف التوحد باستخدام التكنولوجيا المساعدة ونظام بكس عن طريق تكييف عناصر البيئة التعليمية الاسترالية على المدارس السعودية |
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| المصدر: | مجلة التربية الخاصة والتأهيل |
| الناشر: |
مؤسسة التربية الخاصة والتأهيل
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| المؤلف الرئيسي: | |
| المجلد/العدد: | مج10, ع36 |
| محكمة: | نعم |
| الدولة: | مصر |
| التاريخ الميلادي: | 2020 |
| الصفحات: | 1 - 47 |
| DOI: | 10.21608/SERO.2020.104310 |
| ISSN: | 2314-8608 |
| رقم MD: | 1059272 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | English |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
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| المستخلص: | لاضطراب طيف التوحد تأثير كبير على التواصل الاجتماعي واللغوي والتحصيل الدراسي على الأطفال ذوي التوحد. في المملكة العربية السعودية، لا يزال الكثير من الأطفال ذوي التوحد يواجهون الكثير من التحديات بما في ذلك السمة السائدة عنهم بالإضافة إلى ضعف التحصيل الأكاديمي المرتبط بضعف التحصيل اللغوي. تهدف هذه الدراسة إلى تقنين عناصر البيئة المدرسية الأسترالية على المدارس السعودية لتطوير القدرة اللغوية للأطفال ذوي التوحد باستخدام التكنولوجيا المساعدة ونظام بكس. Autism Spectrum Disorder (ASD) has a significant impact on the social development and educational achievement of affected students. In the Kingdom of Saudi Arabia (KSA), students with ASD still face a number of challenges, including stigmatization and poor academic achievement. The current study thus seeks to develop the language ability of children with ASD using assistive technology (AT) and a Picture Exchange Communication System (PECS) through adapting elements of the Australian educational environment on inclusive public schools in KSA. Five studies published in peer-reviewed journals between 2010 and 2015 were identified and reviewed through a systematic review approach. The study established that the uses of PECS and AT in most Australian inclusive public schools do not produce the desired outcomes because of a lack of a conducive policy environment, insufficient trained and experienced teachers and speech-language pathologists (SLPs) in PECS and AT, poorly designed and implemented PECS and AT, negative perceptions of most teachers towards the inclusion of children with ASD in mainstream classrooms, and barriers to service access. However, the study findings indicate that the use of PECS and AT in the Australian educational environment had been successful because most of the inherent gaps attributed to the planning and implementation of PECS and AT had been addressed. Therefore, borrowing from the Australian lessons, the study recommends the need to enhance the effective and successful design and implementation of PECS and AT in inclusive public schools in KSA by improving service access, developing service inclusion policies, training staff and improving SLPs’ expertise in PECS and AT, improving access of children with ASD to AT, adopting a user-centered design of PECS and AT, adopting a collaborative approach to implementing PECS and AT, as well as understanding ASD-related challenges. |
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