Mobile Technology for Students &amp; Adults with Autistic Spectrum Disorders (ASD)

Vlachou, Jenny A.; Drigas, Athanasios

doi:10.3991/ijim.v11i1.5922

Cited by 82 publications

(80 citation statements)

References 13 publications

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“…• Social skills: This classifier covers the use of secure virtual environments and the promotion of roleplaying games as a means for exercising certain behavior in a social situation which will allow overcoming the social problems of children with autism [23]. • Math skills: Nowadays the use of educational games adapted for the age of children is a popular practice, although there is no precise and reasoned study related to the actual benefits of it [24]. The classifier "Math skills" covers all the functionalities of the applications which allows the development of logical think-ng and mathematical skills.…”

Section: A Research Methodologymentioning

confidence: 99%

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

Kraleva

Kralev

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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Mobile apps can be used in various environments and at any time. People used them for learning, communications, and entertainment. Because of the ease use of mobile devices interface (like smartphone and tablet), then everyone, including the children with special needs, can have used them. In recent years, there has been an increase in the efforts of educational institutions and of scientists to support children in their daily life. Ongoing developments in communication and information technologies contribute to this process. The main goal of this study is to present the basic functional requirements for the mobile apps for children with special needs. The current state of the scientific research related to the design and development of mobile apps is discussed. This issue became very important in the last years because of an increase in the number of children with special needs on a worldwide scale is observed. And the same time the increase in the use of mobile technologies of them. The proposed model for the evaluation of potential utility provides for the classification of the mobile applications designed for children with special needs about their functionality features. This model is based on our studies of the state-of-art scientific works of many authors. Whit the model for the evaluation of potential utility, the 27 mobile applications for children with special needs, downloaded from the mobile application stores: Apple Store, Google Play and Store Windows Phone Apps, were classified and analyzed. The results showed that despite the variety of mobile applications, those that are suitable for children with special needs are too few. Most of the applications cover only half of the evaluation criteria, which means they have functionalities only for individual needs. Therefore, the proposed utility function metrics of the evaluation can be used as a basis for interface developing for mobile apps, appropriate for children with special needs.

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Section: A Research Methodologymentioning

confidence: 99%

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

Kraleva

Kralev

2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…It has been stated in several studies, e.g. [15], [16], [17]. These studies highlight the benefits of the new technologies used in education and training, since the users (children) have access to information when and where they want, and this information can easily be updated.…”

Section: Methodsmentioning

confidence: 99%

ChilDiBu – A Mobile Application for Bulgarian Children with Special Educational Needs

Kraleva¹

2017

International Journal on Advanced Science, Engineering and Information Technology

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Abstract-Designing applications adapted to the capabilities of each user is an important part of modern software engineering. Children with Autism spectrum disorder and/or intellectual disabilities are a special group of users where standard application design is not a good approach. Some of them have speech disorders, others have disorders of the musculoskeletal system and in their cognitive development. In the literature, these children are referred to as children with special educational needs. Only few researchers are involved in the development of various computer technologies, including mobile applications appropriate for these children. Some specialized mobile applications for these users can be found in the different mobile stores. However, most of these apps are rather expensive or with inappropriate user interfaces. Another disadvantage in all the apps is the lack of support in the Bulgarian language. It makes them unusable for the youngest users with special needs in Bulgaria. A conceptual model based on the investigation of some existing applications, the well-established theoretical practices, and on the opinion of children without disorders is proposed in this paper. An approach to designing and developing the interactive mobile application ChilDiBu for children with special needs, suitable for the Windows Phone mobile operating system, is presented. ChilDiBu is a picture-based app that combines graphic images, texts and audio files which can be used to learn the Bulgarian alphabet, the numbers up to 20, some basic colors and the daily activities that children perform. The application is focused on the development of the fine motor skills, observation and decision-making skills which is completed with a puzzle for arranging the two-digit numbers. At the end of the paper the app interface, the way it is used and its app architecture are shown.

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“…A mobile application which is called PARLE (Portable Affect Reference Learning Environment) can be used to translate transfers into simpler forms (Vlachou & Drigas, 2017). Another application, which is called "MOSOCO", uses augmented reality and helps children practice their social skills in real situations.…”

Section: Icts and Autismmentioning

confidence: 99%

ICTs in inclusive education for learning disabilities

Anagnostopoulou

Lorentzou

Drigas

2021

RSD

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The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.

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Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Cited by 82 publications

References 13 publications

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

An Evaluation of The Mobile Apps for Children with Special Education Needs Based on The Utility Function Metrics

ChilDiBu – A Mobile Application for Bulgarian Children with Special Educational Needs

ICTs in inclusive education for learning disabilities

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