A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

Autor/inn/en	Diener, Marissa L.; Wright, Cheryl A.; Dunn, Louise; Wright, Scott D.; Anderson, Laura Linnell; Smith, Katherine Newbold
Titel	A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)
Quelle	In: International Journal of Disability, Development and Education, 63 (2016) 2, S.181-200 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2015.1053436
Schlagwörter	Pervasive Developmental Disorders; Workshops; Summer Programs; Visual Aids; Spatial Ability; Geometric Concepts; Depth Perception; Autism; Creativity; Social Development; Social Behavior; Computers; Pilot Projects; Males; Scaffolding (Teaching Technique); Peer Teaching; Mentors; Adults; Qualitative Research; Utah + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Sommerkurs; Anschauungsmaterial; Räumliches Vorstellungsvermögen; Elementare Geometrie; Depth psychology; Tiefenpsychologie; Autismus; Kreativität; Soziale Entwicklung; Social behaviour; Soziales Verhalten; Digitalrechner; Pilot project; Modellversuch; Pilotprojekt; Male; Männliches Geschlecht; Peer group teaching; Peer Group Teaching; Qualitative Forschung
Abstract	This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven boys (ages 8-17) participated in this pilot programme over a 6-month period. The methodology was a qualitative thematic analysis of videotapes and transcripts of workshop sessions. The two key themes that emerged were: (1) development of authentic peer relationships through humour, common interests, physical actions, and playful competition; and (2) the importance of a scaffolded learning environment with support from peers and an adult mentor, as opportunities for social engagement. These findings indicate that 3D design technology can build on strengths and interests of students with ASD and promote social engagement in naturally occurring environments. A positive youth development philosophy focusing on technology interests may be useful with students with ASD, especially in connection to existing service delivery models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01