About this paper

Appears in:
Pages: 4086-4091
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1879

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

PERCEPTION OF VISUAL SCHEMES IN CHILDREN WITH AUTISM SPECTRUM DISORDER, INTELLECTUAL DISABILITY AND DEVELOPMENTAL LANGUAGE DISORDER AND ITS IMPACT ON EDUCATION

K. Vitásková, L. Kytnarová, J. Tabachová

Palacký University Olomouc, Faculty of Education, Institute of Special Education Studies (CZECH REPUBLIC)
Introduction:
The comprehension of visually presented nonverbal communication features is one of the very important parts of the process of acquiring information needed for social interaction and functioning pragmatic communication. In children with special needs, the difficulties or differences in comprehending the social-pragmatic signals during communication have been described, but usually not in the context of speech and language therapy and inclusive education context.

Methodology:
The aim of the research is to compare perception of visual schemes in the three groups of children with special education needs, n=90 (autism spectrum disorder, intellectual disability, developmental language disorder) and one group of children without specific education needs, n=30. We would like to present the influence of the different perception of visual schemes on the process of education.

Results:
Surprisingly, the results between the groups are not so different, as we expected. Quantitative evaluation showed that the worst results in perception of visual schemes are achieved in children with autism spectrum disorder. Based on qualitative evaluation, visual schemes are assessed similarly. Children not pay attention to social situation on the pictures but they more perceive the details of pictures or they looking for differences of pictures.

Conclusion:
We are discussing the possibilities of applying the results in educational settings with relation to intervention of communication difficulties in children with autism spectrum disorder, intellectual disability, and developmental language disorder.
@InProceedings{VITASKOVA2017PER,
author = {Vit{\'{a}}skov{\'{a}}, K. and Kytnarov{\'{a}}, L. and Tabachov{\'{a}}, J.},
title = {PERCEPTION OF VISUAL SCHEMES IN CHILDREN WITH AUTISM SPECTRUM DISORDER, INTELLECTUAL DISABILITY AND DEVELOPMENTAL LANGUAGE DISORDER AND ITS IMPACT ON EDUCATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1879},
url = {http://dx.doi.org/10.21125/edulearn.2017.1879},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {4086-4091}}
TY - CONF
AU - K. Vitásková AU - L. Kytnarová AU - J. Tabachová
TI - PERCEPTION OF VISUAL SCHEMES IN CHILDREN WITH AUTISM SPECTRUM DISORDER, INTELLECTUAL DISABILITY AND DEVELOPMENTAL LANGUAGE DISORDER AND ITS IMPACT ON EDUCATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1879
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 4086
EP - 4091
ER -
K. Vitásková, L. Kytnarová, J. Tabachová (2017) PERCEPTION OF VISUAL SCHEMES IN CHILDREN WITH AUTISM SPECTRUM DISORDER, INTELLECTUAL DISABILITY AND DEVELOPMENTAL LANGUAGE DISORDER AND ITS IMPACT ON EDUCATION, EDULEARN17 Proceedings, pp. 4086-4091.
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