Perception of Visual Schemes in Children with Autism Spectrum Disorder, Intellectual Disability and Developmental Language Disorder and its Impact on Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73583827" target="_blank" >RIV/61989592:15410/17:73583827 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Perception of Visual Schemes in Children with Autism Spectrum Disorder, Intellectual Disability and Developmental Language Disorder and its Impact on Education

Popis výsledku v původním jazyce

Introduction: The comprehension of visually presented nonverbal communication features is one of the very important parts of the process of acquiring information needed for social interaction and functioning pragmatic communication. In children with special needs, the difficulties or differences in comprehending the social-pragmatic signals during communication have been described, but usually not in the context of speech and language therapy and inclusive education context. Methodology: The aim of the research is to compare perception of visual schemes in the three groups of children with special education needs, n=90 (autism spectrum disorder, intellectual disability, developmental language disorder) and one group of children without specific education needs, n=30. We would like to present the influence of the different perception of visual schemes on the process of education. Results: Surprisingly, the results between the groups are not so different, as we expected. Quantitative evaluation showed that the worst results in perception of visual schemes are achieved in children with autism spectrum disorder. Based on qualitative evaluation, visual schemes are assessed similarly. Children not pay attention to social situation on the pictures but they more perceive the details of pictures or they looking for differences of pictures. Conclusion: We are discussing the possibilities of applying the results in educational settings with relation to intervention of communication difficulties in children with autism spectrum disorder, intellectual disability, and developmental language disorder.

Název v anglickém jazyce

Perception of Visual Schemes in Children with Autism Spectrum Disorder, Intellectual Disability and Developmental Language Disorder and its Impact on Education

Popis výsledku anglicky

Introduction: The comprehension of visually presented nonverbal communication features is one of the very important parts of the process of acquiring information needed for social interaction and functioning pragmatic communication. In children with special needs, the difficulties or differences in comprehending the social-pragmatic signals during communication have been described, but usually not in the context of speech and language therapy and inclusive education context. Methodology: The aim of the research is to compare perception of visual schemes in the three groups of children with special education needs, n=90 (autism spectrum disorder, intellectual disability, developmental language disorder) and one group of children without specific education needs, n=30. We would like to present the influence of the different perception of visual schemes on the process of education. Results: Surprisingly, the results between the groups are not so different, as we expected. Quantitative evaluation showed that the worst results in perception of visual schemes are achieved in children with autism spectrum disorder. Based on qualitative evaluation, visual schemes are assessed similarly. Children not pay attention to social situation on the pictures but they more perceive the details of pictures or they looking for differences of pictures. Conclusion: We are discussing the possibilities of applying the results in educational settings with relation to intervention of communication difficulties in children with autism spectrum disorder, intellectual disability, and developmental language disorder.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

<a href="/cs/project/GA14-31457S" target="_blank" >GA14-31457S: Pragmatická jazyková rovina u osob s poruchami autistického spektra</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN17 Proceedings

ISBN

978-84-697-3777-4

ISSN

2340-1117

e-ISSN

neuvedeno

Počet stran výsledku

6

Strana od-do

4086-4091

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Barcelona, Spain

Datum konání akce

3. 7. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—