Weak Central Coherence

Luiselli, James; Happé, Francesca; Hurst, Hillary; Freeman, Stephanny; Goldstein, Gérald; Mazefsky, Carla; Carter, Alice S.; Kaufman, Alan S.; Simmons, Elizabeth Schoen; Eernisse, Elizabeth R.; Tsatsanis, Katherine; Fluit, Faye; Klein-Tasman, Bonnie; Feinstein, Adam; Kahl, Allison; Poyau, Shirley; Jones, Catherine R. G.; Volkmar, Fred R.; Wolf, Julie M.; Nadig, Aparna; Cavanagh, Paul; Paul, Rhea; Newman, Diana B.

doi:10.1007/978-1-4419-1698-3_1744

Cited by 2 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The observed link between the teachers' understanding of CC, their prerequisite skills in adapting received instructions and the pupils' abilities to process and contextualize information or discern the whole picture (Happ e, 2013;Knight et al, 2015) was important for the teachers' abilities to recognize or assess the educational context. Wilma's ability to navigate the school context was not evident before the teachers had developed their own responses based on their understanding of her CC.…”

Section: Discussionmentioning

confidence: 97%

“…Before the intervention, the teachers commented frequently about their pupils' disorientation in the educational environment. The teachers' statements corresponded with the core components in Happé's (2013) definition, identifying features that focused on pupils' weak CC. The teachers' awareness of Wilma's reactions when applying the visual frame to the VAS stripe during the lessons can be interpreted as follows: In applying the frame, the teachers did not solely consider aspects of the pupils' CC limitations but also paid attention to their pupil's comparatively high ability to discern concrete details, which is a capability that sometimes occurs in individuals with comorbid ID and ASD (Knight et al , 2015).…”

Section: Discussionmentioning

confidence: 99%

“…These include aspects showing that the student pulled information together, processed it in context and related this information to the big picture or extracted meaning. A fourth aspect was also added, that of overall weak CC, that is, the tendency to focus on and remember details rather than the overall structure or meaning (Happ e, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Phase 3. To identify changes in the teachers' awareness of the pupils' CC, Happé's (2013) definition of the three aspects of CC related to ability was applied in the variation theory analysis. These include aspects showing that the student pulled information together, processed it in context and related this information to the big picture or extracted meaning.…”

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

Klefbeck

2021

IJLLS

View full text Add to dashboard Cite

PurposeThis research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.Design/methodology/approachFive teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.FindingsThe implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.Research limitations/implicationsResearch that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.Originality/valueThis research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.

show abstract

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

Klefbeck

2021

IJLLS

View full text Add to dashboard Cite

show abstract

“…I stedet opleves Frede og andre ligestillede som optagede af detaljer og enkeltdele, og det kan vaere svaert at saette disse i relation til helheden deromkring. Man taler her om, at mennesker med autisme kan have svag central koherens (Happé, 2013). I samarbejde med Frede lagde laereren en plan for aktiviteterne.…”

Section: Case 1: 3d Printning Og Saerinteresserunclassified

Digital fabrikation for unge i specialtilbud

Davidsen¹,

Søndergaard²,

Kanstrup³

2021

LOM

View full text Add to dashboard Cite

Fælles for børn og unge med kognitive handicap er, at de typisk kommunikerer bedst ved brug af visuel kommunikation, simple sætninger, langsomt tempo, kendt struktur, gentagelser og individuelt målrettet kommunikation. Det kan derfor som udgangspunkt være vanskeligt for denne målgruppe at deltage i digital fabrikation, som er kendetegnet ved teambaserede aktiviteter, samfundsrelevante problemstillinger og en høj grad af ansvar for egen læring. I denne artikel præsenterer vi to eksempler på, hvordan digital fabrikation kan praktiseres på en specialskole for børn og unge med autismespektrum forstyrrelser. Vores analyser viser, at arbejdet med digital fabrikation inden for specialområdet især kræver læringsforløb, der tager udgangspunkt i den enkelte elev (dvs. individbaseret frem for teambaseret), interesser (dvs. særinteresser frem for samfundsmæssige problemstillinger) og lærerstøtte (dvs. styrede forløb frem for egen initieret aktivitet). En anden vigtig pointe fra studiet er, at digital fabrikation kan påvirke de unges sociale liv, hvilket er en positiv udvikling for målgruppen.

show abstract

Weak Central Coherence

Cited by 2 publications

References 0 publications

Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

Digital fabrikation for unge i specialtilbud

Contact Info

Product

Resources

About