Intercultural Blended Design Considerations: A Case Study of a Nordic-Baltic Course in Autism Intervention

Abstract

Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.

Autism and ABA: The Gulf Between North America and Europe

“…In addition, the average number of hours per week in which they worked one-to-one with the child was 2.56. It appears, therefore, that the epistemological and philosophical gulf between these sectors is in need of bridging, which should minimally include recognition of ABA in mainstream pedagogy and special pedagogy (see Roll-Pettersson and Ala i'-Rosales 2009; Käck et al 2014). In light of parents' lack of a legal mandate, there is also a need for inter-organisational contractual agreements guaranteeing children with autism the right to appropriate and individualized ABA interventions implemented with integrity.…”

Higher education and behavior analysis in Europe: creating a unified approach for the training of autism professionals

“…For example, within the Nordic region, there is relatively widespread integration of teaching of behaviour analysis in higher education. A good example was the Nordic-Baltic funded higher education graduate course that used blended learning technologies to provide students in remote areas with course content not otherwise available (Käck et al, 2014).…”