The Use of Social Media . As an Assistive Technology for Students with Autism Spectrum Disorder. http://ed646.wikispaces.com/. Rationale. Grounded in the wisdom of Dr. Temple Grandin, Ph.D.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
As an Assistive Technology for
Students with Autism Spectrum Disorder
"What would happen if the autism gene was eliminated from the gene pool? You would have a bunch of people standing around in a cave, chatting and socializing and not getting anything done."
-Temple Grandin (The Way I See It: A Personal Look at Autism and Asperger\'s)
Autism Spectrum Disorder has been defined as “a developmental disorder that appears in the first 3 years of life, and affects the brain’s normal development of social communication skills.”
In December 2009, the Centers for Disease Control and Prevention issued their ADDM autism prevalence report. The report concluded that the prevalence of autism had risen to 1 in every 110 births in the United States and almost 1 in 70 boys.
(CDC, 2009 as cited by The Autism Society)
…ensure that students with disabilities have access to education and they are protected from discrimination based on having a disability.
….IDEA requires consideration of students’ needs for assistive technology during the development of their individualized education programs (IEPs).
(Dell et. al, 2008)
(Schwartz et. al., n.d.)
Many children can benefit from the use of an augmentative communication system. An augmentative communication system is any approach that supports, enhances, or adds to the way a person tells you something.
Augmentative communication may include:
Diagnosed in early childhood with severe autism, Carly was unable to communicate through speech. At age 13,while working with her speech therapist Barbara Nash, Carly began typing words. Much to the surprise of her family, therapists and doctors, Carly was able to communicate and was in fact a very intelligent, literate young woman. Her story was chronicled in an ABC News Health Report by John McKenzie.
One of the many ways Carly finds to communicate with peers as well as admirers around the globe is the use of the social network Facebook (she also blogs, has a twitter account and contributes to various wikis). Carly has even worked as a blogger for CNN host Larry King.
Carly’s Facebook Page: http://www.facebook.com/pages/Carly-Fleischmann/68996682748?sk=wall
Carly’s Blog for Larry King:
Carly’s Twitter Page:
Social Stories Intervention Methodology
According to Gray and Garland (1993), the goal of social stories is not to change an individual’s behavior but rather to expose the individual to a better understanding of an event thereby encouraging an alternative and proper response. They should;
SQUAG (pronounced Skwag)
Squagis a social networking site specifically designed for children and teens with autism. Hosted by Squag, Inc, this social networking site provides the autistic child or teen with a safe place to interact with their autistic peers while under the close supervision of family members, teachers, therapists and site monitors.
Social Networking (media) technologies have many positive uses in schools and libraries. They are an ideal environment for teens to share what they are learning or to build something together online. The natures of the medium allows teens to receive feedback from librarians, teachers, peers , parents and others. Social networking technologies create a sense of community (as do the physical library and school) and in this way are already aligned with the services and programs of the library and/or school.
Social Networking (i.e. blogs, podcasts, RSS feeds, social networking, tagging and wikis) tools give teens meaningful ways to use and improve reading and writing skills. All social networking software requires teens to read and write. When a teen…
Reading and writing skills are required. That is why these technologies are often referred to as the read/write web.
Along with the educational benefits of using social networking (media), there are developmental goals that can be attained through their use as well. Through the use of social networks (media), teens can;
The utilization of social media offers the possibility of opening up an avenue through which these students can attain educational and social success while at the same time finding a means of self expression more easily afforded their non-autistic peers. With close supervision by family members, teachers and therapists, students with ASD, such as Carly Fleischmann, may find a means through which to learn, develop social and life skills and communicate with the world.
Autism Spectrum Disorders: Pervasive Developmental Disorders. (n.d.). U.S. Department of Health and Human Services:National Institute of Mental Health. Retrieved from http://nimhautismspectrum.pdf
Grandin, T. (2008) The Way I See It: A Personal Look at Autism and Asperger\'s. Arlington, TX: Future Horizons.
Grandin, T. (2006). Thinking in Pictures: My Life with Autism. New York, NY: Vintage Books.
Gray, C. A., & Garland, J. D. (1993). Social Stories. Improving responses of students with autism with accurate social information. Focus on Autistic Behaviors, 8, 1-10.
McKenzie, J. (2008). Autism Breakthrough: Girl’s Writings Explain her Behavior and Feelings. ABC News Health Report. Retrieved August 2, 2011 from http://abcnews.go.com/Health/story?id=4311223&page=1
Ryan, J. B., Hughes, E. M., Katsiyannis, A., McDaniel, M. &, Sprinkle, C. (2011). Research-Based Educational Practices for Students With Autism Spectrum Disorders. TEACHING Exceptional Children, 43(3), 56-64.
Schwartz, I. S., Billingsley, F. F., McBride, B. M. (n.d.). Including children with autism in inclusive preschools: Strategies that work. Retrieved August 5, 2011 from http://www.wiu.edu/starnet/newsite/pdf/handouts/Including%20Children%20With%20Autism%20in%20Inclusive%20Preschools_%20Strategies%20that%20Work.pdf
Squag: Connecting Kids with Autism through Social Networking.(2010). Support for Special Needs. [Website]. Retrieved from http://supportforspecialneeds.com/2010/10/14/squag-connecting-kids-with-autism-through-social-networking/
Teaching Students with Autism: A Resource Guide for Teachers. (2000). [Special Publication] British Columbia: Ministry of Education.
Teens & Social Networking in School & Public Libraries: A Toolkit for Libraries & Library Workers.(n.d.). Young Adult Library Services Association. Chicago, IL. Retrieved from http://www.ila.org/netsafe/SocialNetworkingToolkit.pdf
The Prevalence of Autism Spectrum Disorders. (December 18, 2009). The Centers for Disease Control and Prevention. 58(SS10);1-20. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5810a1.htm