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The Design of Guidelines for Teachers and Parents in the Use of iPads to Support Children with Autism in the Development of Joint Attention Skills

Mangafa, Chrysoula; Moody, Louise; Woodcock, Andree and Woolner, Alex (2016). The Design of Guidelines for Teachers and Parents in the Use of iPads to Support Children with Autism in the Development of Joint Attention Skills. In: Design, User Experience, and Usability: Novel User Experiences, Springer International Publishing AG, Cham, pp. 178–186.

DOI (Digital Object Identifier) Link: https://doi.org/10.1007/978-3-319-40355-7_17
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Abstract

Children with autism have an affinity with technologies, which imposes the need to keep abreast of new digital technologies [1]. The benefits of mobile devices and interactive technologies in providing structure and predictability [2] and the vast variety of apps that can facilitate social communication makes it imperative to effectively incorporate iPads in the teaching of joint attention. Despite the increase use of mobile devices there is a lack of guidance for parents and teachers on how to use these devices in home and school environments for young children with autism. This study fills this gap. This paper reports on one of the final stages of the project, in which focus groups with teachers, parents, academics and children were conducted to discuss the development of guidelines on how to use the iPads with children with autism to improve their joint attention skills.

Item Type: Conference or Workshop Item
Copyright Holders: 2016 Springer International Publishing AG
ISBN: 3-319-40355-9, 978-3-319-40355-7
Extra Information: Held as Part of HCI International 2016, Toronto, Canada, July 17–22, 2016
Keywords: social communication; joint attention; iPads
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Related URLs:
Item ID: 52147
Depositing User: Chrysoula Mangafa
Date Deposited: 30 Oct 2017 11:54
Last Modified: 07 Dec 2018 10:58
URI: http://oro.open.ac.uk/id/eprint/52147
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