Autism and Social Disorders
Cappadocia, M. M., Weiss, J., & Pepler, D. (2012). Bullying Experiences Among Children and Youth with Autism Spectrum Disorders. Journal Of Autism & Developmental Disorders, 42(2), 266-277. doi:10.1007/s10803-011-1241-xThis article highlights the fact that verbal and social bullying are more common that physical bullying – at least according to their survey of parents. Additionally the article discusses the effects of this bullying on the child’s mental health, as well as that of the parents. Finally, the article discusses strategies for parents to assist children undergoing bullying. In other research, I have found support for providing instruction in an UDL based online format. In essence, I will use accessible internet-based instruction to teach parents how to make the internet safely accessible for their children.
Jones, L. M., Mitchell, K. J., Finkelhor, D. (2012). Trends in youth internet victimization: Findings from three youth internet safety surveys 2000–2010. Journal of Adolescent Health, Volume 50, Issue 2, February 2012, 179-186. Retrieved from http://dx.doi.org.pallas2.tcl.sc.edu/10.1016/j.jadohealth.2011.09.015“The trends in unwanted experiences online over the past decade identified by three Youth Internet Safety Surveys may contradict impressions that the general population, professionals, and the media have about what is happening. Trends provide evidence for some optimism that protective adaptations to the online environment have been successful; however, online harassment appears to be increasing for youth, particularly girls, and may require additional mobilization.” Understanding these trends provides the basis for research-supported suggestions and technologies to protect students and instruct parents and teachers on the development of experiences for all children.
Ruiz Calzada, L., Pistrang, N., & Mandy, W. (2012). High-Functioning Autism and Asperger's Disorder: Utility and Meaning for Families. Journal Of Autism & Developmental Disorders, 42(2), 230-243. doi:10.1007/s10803-011-1238-5This journal article discusses the effects of a diagnosis of Autism or Asperger's Disorder on children and their families: how do families perceive the diagnosis, what are the economic and cultural effects, and what are the benefits? Some parents report relief from a diagnosis that enables them to better understand their children and the condition and receive support services at school, however negative effects are also reported. How a diagnosis effects families helps instructors design experiences that meet the needs of all learners (UDL).
South Carolina State Department of Education. (2009). South Carolina k-12 internet safety standards. Retrieved from https://www.ed.sc.gov/agency/cio/documents/SCInternetSafetyStandardsK12.pdfThe internet safety standards specify skills that should be taught to children in varying levels of development to encourage appropriate interactions online, prevent cyberbullying, and protect children from predators. The standards also require children to learn how to avoid scams, search for information, and respect content creator's rights. These standards are the basis for the instructional objectives for lessons and evaluation of acquired understanding.
VanBergeijk, E. (2012). J. Merges: Social Enjoyment Groups for Children, Teens, and Young Adults with Autism Spectrum Disorders: Guiding Toward Growth. Journal Of Autism & Developmental Disorders, 42(2), 321-322. doi:10.1007/s10803-011-1247-4This article reviews a book on group work with children diagnosed with autism, highlighting suggestions and providing criticism that supports the need for further research.
Ybarra, M. L. (2004). Linkages between Depressive Symptomatology and Internet Harassment among Young Regular Internet Users. Cyberpsychology & Behavior, 7(2), 247-257. doi:10.1089/109493104323024500This research article attempts “to understand how youth with depressive symptomatology experience and interact with others online. For example, are these young people more vulnerable to negative experiences, such as Internet harassment? Establishing baseline associations between young people with depressive symptomatology and Internet harassment is the first step in identifying vulnerable subpopulations appropriate for intervention programs aimed at promoting the health and safety of young people on the Internet.” The researchers carefully identified risk factors and variables among respondents and a variety of peer-to-peer interactions including chat, email, and instant messaging in addition to other common uses for the internet. Because depression is a condition that may correlate with excessive internet use, this research is important for designing online experiences based on Universal Design Principles in order to give opportunities for access and assessment that reduce the likelihood of harmful experiences.
Accessiblity and Assistive Technology
Erath, A., & Larkin, V. (2004). Making distance education accessible for students who are deaf and hard-of-hearing. Assistive Technology, 16(2), 116-123.
This article, and others like it, present strategies and tools to assist students who are deaf or hard-of-hearing to access online content and considerations for instructional designers to consider in order to improve access to content for all users.
Littleton, K., & Whitelock, D. (2004). Guiding the Creation of Knowledge and Understanding in a Virtual Learning Environment. Cyberpsychology & Behavior, 7(2), 173-181. doi:10.1089/109493104323024438
Shane, H. C., Blackstone, S., Vanderheiden, G., Williams, M., & DeRuyter, F. (2012). Using AAC technology to access the world. Assistive Technology, 24(1), 3-13. doi:http://dx.doi.org.pallas2.tcl.sc.edu/10.1080/10400435.2011.648716
Learner Characteristics and Site Design
Colleton County School District. (May 8, 2012). Application for a grant to meet the special educational needs of educationally deprived children under title I of public law 107-110. Retrieved from http://www.ccsdtitle1.org/uploads/8/7/1/3/8713276/district_project_5-8-12.pdfResearch to support learner characteristics for this site.
Colleton County School District. (2012). 2011-2012 Parent Survey Results. Retrieved from http://youtu.be/YjCESOWoyVM.Contains survey responses that inform the analysis of user needs for this site. Title I Parents indicate a desire for content on preventing bullying and support for students with special needs.
David, A., Glore, P. (2010). The impact of design and aesthetics on usability, credibility, and learning in an online environment. Online Journal of Distance Learning Administration, Volume XIII, Number IV, Winter 2010. Retrieved from http://www.westga.edu/~distance/ojdla/winter134/david_glore134.html.Informs site design to encourage use of this site.
Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles”. http://www.unm.edu/~moreno/PDFS/chi.pdf.Informs site design to encourage use of this site for educational and informational purposes.
White, P., Selwyn, N. (2012). Learning online? Educational Internet use and participation in adult learning, 2002 to 2010. Educational Review, Volume 64, Number 4. 451-469. http://ejournals.ebsco.com/direct.asp?ArticleID=4C1D855D465FEDD219B9Informs site design to encourage use of this site for educational and informational purposes based on a review of use of other websites by adults.