Adapting the Use of Digital Content to Improve the Learning of Numeracy Among Children With Autism Spectrum Disorder in Rwanda: Thematic Content Analysis Study

Abstract

Background Many teachers consider it challenging to teach children with autism spectrum disorder (ASD) in an inclusive classroom due to their unique needs and challenges. The integration of information communication technology (ICT) in the education system allows children with ASD to improve their learning. However, these ICT tools should meet their needs to lead a productive life. Objective This study aimed to examine the possibilities of re-creating and adapting digital content to improve the learning of numeracy among children with ASD in inclusive school settings. Methods We conducted 7 focus group discussions (FGDs) with 56 teachers from 7 schools and 14 parents from April to November 2019. Each of the FGDs took around 1 hour. Two clustered sets of questions were used: (1) general knowledge about teaching children with ASD and (2) analysis of selected online educational video content of early math (specifically, counting numbers). The researchers used video to understand current methodologies used in teaching children with ASD, possibilities of adaptation of the content in the current teaching environment, future challenges when the content is adapted, and possible solutions to overcome those challenges. All data, including audio recordings, field notes, and participants’ comments, were transcribed, recorded, and analyzed following the steps recommended in qualitative data analysis. Results The researchers identified ten themes from the analysis of the data: (1) awareness of the existence of ASD among children in schools and the community, (2) acceptance of children with ASD in an inclusive classroom and the community, (3) methods and models used when teaching children with ASD, (4)realia used to improve the learning of children with ASD, (5) the design of educational digital content, (6) the accessibility of online educational content, (7) quality of the content of the educational multimedia, (8) the opportunity of using the translated and re-created content inside and outside the classroom, (9) the relevance of the digital content in the Rwandan educational system, and (10) enhancement of the accessibility and quality of the digital content. We found that participants assumed that the content translation, gamification, and re-creation would help teach children with ASD. Moreover, they recommended contextualizing the content, increasing access to digital devices, and further research in the education of different subjects. Conclusions Although many studies have identified the possibilities of using ICT to support children with ASD, few studies have documented the possibilities of integrating the existing technologies tested in the international community. This study is charting new territory to investigate online content to suit the context of schools. This study recommends further exploration of possible methodologies, such as applied behavior analysis or verbal behavior therapy, and the development of contextualized technologies that respond to the educational needs of children with ASD.

Gamified Environments and Serious Games for Students With Autistic Spectrum Disorder: Review of Research

“… Design of the environment, intervention with monitoring, and evaluation. Ntalindwa et al ( 2022 ). Rwanda.…”

“…Simões et al ( 2022 ) carry out a literature review to identify the key motivations of these environments. Furthermore, Ntalindwa et al ( 2022 ) study the feasibility of integrating gamified resources in the Rwandan context.…”

“…In this context, it is important to integrate gamified techniques in clinical or psychoeducational treatments, especially when the aim is to develop skills such as self-recognition and social performance (Constain et al, 2019 ). Ntalindwa et al ( 2022 ) underline the opportunity that these environments present when appealing to centers of interest for children. In addition, the incorporation of augmented reality in these gamified environments can favor the interpretation of the incorporated simulations (Mota et al, 2020 ).…”

Contribution of Smart Class Platform on Grade Seven Students’ Achievement and Interest in Mathematics in Nyagatare District, Rwanda

“…E-learning is one of greatest educational approaches as it addressed personal needs of the learner (Galy et al, 2011). Using Smart Class teaching and learning tools helps students better understand the value of homework in the learning process (Ntalindwa et al, 2022). In contrast to a typical classroom, Smart Class teaching and learning fosters an interactive environment where students may openly express themselves with greater confidence (Sevindik, 2010).…”

Readiness of Program Teachers Towards the Use of Multimedia Teaching Aids in Learning and Speaking of Autistic Students

“…Therefore, special care needs to be given to this special group, especially from the learning aspect. To improve the quality of education and the potential of autistic students, the use of multimedia teaching aids (TEACHING AIDS) needs to be implemented in the T & L process (Ntalindwa et al, 2022). The use of multimedia teaching aids software such as audio, images, graphics, animations, and video clips can fill the needs, and desires and create the motivation and interest of students, especially students with autism (Hanafiah et al, 2020).…”