27 Using Modern Technology To Enhance Learning Of Students With Autism Spectrum Disorders.

Abstract

Autism spectrum disorder is a lifelong developmental disorder in children that made them have difficulties in communication, socialization and increased risk of behavioral problems. Children with autism have different learning characteristics. Each has a preferred style of learning and specific needs when receiving information. Meeting these needs in a classroom setting can be challenging to the teachers, as majority of them are not equipped to give students on various points across the autism spectrum the unique attention they required. Hence, the need for technology as an educational tool to aid teachers and enhance learning among students in the autism spectrum. The study harped on using modern technology to enhance learning of students with autism spectrum disorders. The concepts, ‘technology’ and ‘modern technology’ were reviewed. Also Autism Spectrum Disorder, together with the types, general characteristics and learning characteristics of students with autism spectrum disorder. Finally, how and ways technology can be engaged to help students with autism to enhance their learning were discussed. The study suggests further research on the availability and utilization of modern technology in Nigerian schools to enhance learning of autistic children.

Keywords:  Modern Technology, Learning, Autism Spectrum Disorders.

Introduction

Autism or Autism Spectrum Disorder is a complex neuro-developmental disorder defined by certain set of behaviors, a ‘spectrum condition’ that affects individuals in different ways and to varying degrees. The challenges associated with autism are costly to the affected individual, their families and society. Students with autism have challenges in language development and communication which are considered to be one of the central features of Autism Spectrum Disorder. The difficulty in language, communication and interaction occurs to varying degrees. Some autistic students learn spoken language but they have difficulty in using it in communication and social meaning. Some have echolalia (un-purposeful repeating of other people’s word) not promoting language development. Finally some students with autism spectrum disorder seem never to acquire functional speech. Other challenges of autistic children are in the area of behavioral problems, social relationships and interaction. Regardless of the various challenges of autistic students, they have needs; to express themselves, be understood and interact. This they do in a number of ways quite different from the way non-autistics do it. They use a vast range of conventional and non-conventional non-verbal means to communicate but most times, communication partners are not observant enough to notice and interpret properly and effectively the meaning of these behaviors. Students with autism also have different learning characteristics and each has a preferred style of learning. Meeting the needs of autistic students, especially in a classroom setting is often times challenging and frustrating to the teacher or educator who may not be sufficiently equipped to give each student the required attention he/she needs. This necessitates the engagement of modern technology as an educational tool to enhance learning of students with autism spectrum disorder. Technology refers to the methods, systems and devices which are product of scientific knowledge used for practical purposes. Modern technology is simply the advancement of old technology with new additions and modifications for improved result. It has been shown that many students with ASD enjoy technology. Students with ASD learn well from visual media because pictures are their first language while words are their second language. Technology just makes visual images accessible to the students with ASD. Computer graphics capture and maintain their attention. The features of the technology, contents of the applications and the relative ease with which these technologies use clear rule-based systems make them ideal educational tool for supporting (enhancing) learning in autistic children. Using technology can also improve play skills, decrease challenging behaviors, provide video models and help with speech in autistic children. Use of certain technologies increases student’s independence, which help them in their future. The role of technology in the learning of students with ASD cannot be over-emphasized. Educational technology tools used in various ways to enhance learning among autistic students include: interactive whiteboards, smart phones, tablets, text-to-speech software’s and digital editing tools. These are used for delivering instruction and presenting information to students with ASD. A friendly robot is another tool to help them deal with anxiety and find confidence in themselves. A lot of apps are also available to aid them increase their verbal skills. Examples of such apps include ‘visual scene displays’, ‘Speech with Milo’ or ‘Scene Speaks’. They help autisms to build their interactive and storytelling skills.

Modern Technology

Technology refers to the methods, systems, and devices which are product of scientific knowledge used for practical purposes. Modern technology is simply the advancement of old technology with new additions and modifications for improved result. The 21st century children and students are the key population in the use of modern technology, spending most of their useful times on it. A study had it that most children spend about 15-20 hours a week on technology (Nagar, James,$ Shah, 2013). Students use technology in and out of school and for various purposes which include entertainment, seeking of information and learning of new ideas and trends in the society. Technology can therefore be seen as a tool for learning, modern technology as innovative educational tools for supporting students learning. Virnes, Karnes $ Vellonen, (2015) observed and reported that technology enhances student learning and the types of technology most used in the classroom were; games, assistive technology, interfaces, portable devices, robotic devices, soft ware and videos. The features of these technologies (example, different types of user interfaces) and contents of the application (how interesting the task were in the students opinion), together with the relative ease with which these technologies use clear rule-based systems, make modern and virtual technology an ideal way to support students especially those with ASD in their learning (Vellonen, Karnes, Virnes, 2012; Tanner, Dixon, Verenikina, 2010). They also revealed that students with ASD enjoy learning with technology

Autism Spectrum Disorder (ASD)

Autism or Autism Spectrum Disorder (ASD) is a lifelong brain developmental disorder affecting children from birth or the early months of life. It is a complex neuro-developmental disorder defined by certain set of behaviors, a ‘spectrum condition’ that affects individuals in different ways and to varying degrees (Scott, 2018). Some common causes of autism include blood incompatibility(when the blood of the mother has different rhesus with that of the child), diseases such as rubella, use of drugs example narcotic drugs, alcohol, smoking during pregnancy, malnutrition, accident at pregnancy, x-ray at early stage of pregnancy, chromosomal disorder and complications during birth,. Other causes are post-natal factors such as infections and contagious diseases, accidents and misuse of drugs at early life of a child, chemicals like lead, mercury and other factors including advanced age of the parents. (Adoga, 2018). Autism Spectrum Disorder can be diagnosed in infants as early as 18 Months but recognizable signs appear between 2-3 years of age.

General Characteristics of Children with Autism

1. Difficulty in language development and communication: there are variations of this among autistic students. Some have total lack of development of spoken language or speech. Others may be severely delayed in language development. Some may learn language but have difficulty in using it in communicative and social meaning. Most have echolalia (unpurposeful repeating of other people’s word) (Vellonen, Karnes, Virnes, 2012).
2. Problems with social relationship and interaction: A child with autism may not interest in peer relationship or may have difficulty interacting with his peers and others, thereby failing to engage in friendship. He may prefer to be alone, avoid eye contact, may not point or use other hand gestures.
3. Display of repetitive or ritualistic behaviors: Children with autism spectrum disorder may exhibit poor motor mannerism showing repetitive body movements such as flapping of hands, odd body gestures and abnormal posture such as toe walking. They may insist on following sameness and routines, pre-occupied with narrow restricted range of interest, may like to spin objects, show anger or aggression easily, may not point out things of interest. They may show ritualistic or compulsive behaviour.
4. Medical and mental health issue such as sleep disorder, anxiety and phobias, gastrointestinal disorders, Attention Deficit and Hyperactivity Disorder (ADHD).(Acer for Education Newsletter, 2017).
5. Some other features and characteristics can be seen in the areas of

1. Cognitive function (intelligent quotient): above 75% of autistic children have intelligent quotient (IQ) below average; the other 25% are either on the average or above intelligence. Their performance IQ is generally higher than verbal IQ.
2. Neurological function (seizure) :  prevalence of seizure is higher in children with autism than non-autistic children and it cannot be treated. There is a higher prevalence of seizure in autistic children with intellectual disabilities.
3. Un-even gross and fine motor skill function: motor skills may be well developed in some autistic children and poor developed in others.

Types of Autism Spectrum Disorder (ASD)

There are three major types of autism:

1. Autistic Disorder/Classic Autism: Students with autistic disorder usually have significant language delay, communication and social challenges with unusual behavior and interest. Most students in this group are intellectually disabled.
2. Asperger syndrome: Students with asperger syndrome do not have language problem or intellectual disability but they may have social challenges and unusual behaviors and interest.
3. Pervasive Development Disorder Not Otherwise Specified (PDD-NOS) : This is also called atypical autism, Students with PDD-NOS meet some of the criteria for autistic disorder or asperger but not at all. They usually manifest fewer and milder symptoms which may cause only social and communication challenges.

Learning Characteristics of Autistic Children

Some common learning characteristics associated with ASD students include:

1. Virtual learning: many autistic children are visual learners; this is because pictures are their first language while words are their second language (Lofland, 2019).
2. Modeling: children with autism are good imitatators if they are given enough time.
3. Haptic Modality: This refers to “hands-on” style of learning. Autistic children are often very sensitive to tactile experiences, and they often want to touch virtually everything in sight.
4. Talking to self: self talk help autistic child organize his thought and keep him focused on his assessment.
5. One step at a time: a child with autism may focus on one piece of information at a time.
6. Present ideas literally: figurative language, ideas and complex sentences can be very difficult or confusing for a child with autism.
7. Consistency: This is very needful for an autistic student as it gives him or her sense of order and security.
8. Simple and Direct verbal instructions: autistic children have problem remembering long sequence’ Verbal instructions/directions in the classroom should not be more than two or three steps.
9. Handwriting : good and neat handwriting is sometimes very difficult for autistic students because they have problem with motor control in their hand/ Typing is often used to reduce the frustration and help the children enjoy writing’
10. Singing: students with ASD can sing better than they speak. If words and sentences are song to them by the teacher, they may respond better.

Being presented with multiple learning characteristics of students with autism, it becomes “trial and error” finding the teaching method that will work best for any given child. This may be frustrating to the teacher as he/she keeps trying different strategies within the classroom. Again, each ASD student is unique and has preferred style of learning. The teacher alone cannot adequately and effectively provide or meet each students need. Hence, the need to incorporate modern technology that enable teachers and educators to choose from a wide and increasing range of materials and method to reach all students, no matter their abilities, disabilities and specific challenges. Technology has been found to bridge the gap between students with autism and their teachers, educators and for communication partners. (De-Bros, 2017).

Technology for ASD Students

Technology has been reported to assist students with autism to enhance their learning skills and enable them overcome behavior problems that can severely impact their ability to participate in everyday activities (Dana, R.2013; Nur, Maria, Shahbodin, Ahmad, 2018). Technology that can be used to assist or help individuals with special needs is called assistive technology. Waddell,(2015) defined assistive technology as an item, piece of equipment or product system that can be used to maintain, increase or improve  functional capabilities for any person with special needs. According to Csillag,(2017), there are  two main types of assistive technology for students with ASD: teaching technologies and technologies for communication. Both technologies are integrated in classroom learning experiences of autistic students to help them develop the needful skills.

Virnes,Karna,& Vellonen,(2015), reported in their study that the most commonly used technologies in the classroom were games, assistive technologies, interfaces, portable devices, robotics, devices, softwareZ and videos. Examples include tablets, laptops, 3-D printers, interactive boards, digital camera, communication technology labs and video cameras. Modern apps are also available worldwide. There are over one million apps available in the world today (Lofland, 2019) and about 20,000 of them are used for educational purposes (Simmons, 2014). Several of them are created specifically for students with autism spectrum disorder. Examples of different technologies used in education and how they help autistic students are reviewed bellow:

Educational Technology Tools and how they help Students with ASD.

1. Tools for delivering instruction and presenting information
2. A friendly robot to feel comfortable in the classroom
3. Apps to increase verbal skills.

1, Tools for delivering instruction and presenting information: technologies used in delivering instructions:

1. Internet: a digital environment where the exploration of concepts and spaces is amplified because it leads to more results in less time.
2. Interactive whiteboards: to engage students presenting the information via video, slideshows or interactive game, providing tactile and kinesthetic experiences,
3. Smart phones and tablets: to present information to students via messaging, podcasts, notepads and voice recordings.
4. Text-to-Speech software: to eliminate the barriers of traditional text books.
5. Digital editing tools such as spell checkers, word predictors, online dictionaries and word wizard thesaurus: tools that help students to determine if they are choosing the correct homophones in their writing.
6. Voice detection tools: for writing assistance.

Apps and tools like this are frequently available on smart phones and tablets, but fe applications that provides similar support can also be found online.

1. A friendly robot to feel comfortable in the classroom: Students with ASD are often intimidated by social aspects of the classroom. To help them in dealing with their anxiety and finding confidence in them and in their classmates, robots are introduced in the classroom. Example is the Sphero robots. Sphero is a spherical robot toy capable of rolling around and controlled by a smart phone or tablet. Sphero robot encourages students to explore outside of their comfort zones, and outside of the classroom.
2. Apps to increase verbal skills: majority of student with ASD are identified as non- verbal or low- functioning communicators. Special apps called “Virtual scene displays” can play an important role in assisting students struggling with verbal skills. Apps like “Speech with Milo” or “Scene Speaks”, help students and young people with ASD to develop their story telling skills by creating their own interactive displays and stories,

Areas in which Technology can Help Children/Students with Autism Spectrum Disorder.

1. Communication: The most common use of technology to help children autism is to improve communication skills. There are hundreds of apps and many built – in features of the devices that can help support individuals with autism at all levels. One app for example can be geared towards a non- verbal child while another can help the social cues to strong verbal communication skills.
2. Visual schedules: Visual schedules on tablets is a great tool to help a child complete a task and work on skills like self- care and daily- living. For example, a visual schedule for an evening routine can help him/her learn to manage time and gradually master a routine on his or her own from an after school snack to home work, to teeth brushing and everything in between. The visual schedules can be very helpful in helping autistic children learn independent living skills among others.
3. Decision-making: Individuals with autism who have difficulty communicating can use technology to make their “voices” heard regarding decisions, to help foster the self- advocacy skills that are as important as they age into adulthood. Example, instead of ordering for a child at a restaurant, he/she can use a smart phone or tablet to point to the item he/ she wants.
4. Motivating tool: Technological device like smart phone or tablet can serve as motivation for an autistic child. The use of an I-Pad or a favorite game app can serve as a reward for a positive behaviour like the completion of a job or a home work assessment.
5. Video modeling: Video modeling is a method that involves teaching skills in a visual way. The video could be of the individual him/herself completing a task or assessment, or a teacher or educator or parent teaching the skills and steps required. A student with autism can watch these videos as often as he/she likes/ needs to learn important skills. Because these videos involve using a tablet or smart phone, he/she is more likely most interested in learning the skills this way. Video modeling can help with a wide array of skills including hygiene, job task.
6. Social networking: It can be sometimes easier for adult students with autism to socialize via social networking than through the more traditional methods. Making friends or communicating with others online can help him or her to work on the skills that might translate at school, work or out in the community.
7. Home/Vocational assistance: Technology can be very helpful to some students and young adults with autism in the home and work place. Example, step-by-step check list can help a child with autism stay on top of tasks and complete them in an orderly and successful manner. Reminders and notes about each task incase he/she forgot something, rather than continuously asking other family members or co-worker, can also help child become more independent in the workplace/home.

RECOMMENDATION

Having reviewed the use of modern technology to enhance learning in autistic children, the researcher therefore recommends that further study should be carried out on the availability and utilization of modern technology in Nigerian schools to enhance learning of students with autism spectrum disorder.

CONCLUTION

The use of modern technology as an educational tool to enhance learning of students with ASD cannot be over-emphasized. Autistic students have various challenges in learning different from that of non-autistics. Due to their peculiar disabilities in speech, communication and behavioral pattern, they have learning characteristics which are also different from that of non-autistic students. Technology has also enabled many autistic students develop needful skills which are paramount to their survival and day-to-day activities.

REFERENCES

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Correspondents can be directed to:

Odunukwe, Charity. N.

Department Of Arts Education

University Of Nigeria Nsukka, Enugu State