Promoting the Social Inclusion of Students with Autism Spectrum Disorder via Mobile Technologies

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dc.contributor.advisorLund, Darren
dc.contributor.authorPira, Rahim
dc.contributor.committeememberBrown, Barbara
dc.contributor.committeememberMcDermott, Mairi
dc.date2021-11
dc.date.accessioned2021-10-07T15:21:20Z
dc.date.available2021-10-07T15:21:20Z
dc.date.issued2021-10
dc.description.abstractAutism Spectrum Disorder (ASD) is the most commonly diagnosed neurodevelopment disorder in Canada, and approximately 1 out of 66 children is identified with ASD in Canada. Children with autism demonstrate impairments in language, communication skills, and social interactions; hence, these children have difficulties with communicating and interacting socially with their peers, educators, and parents. One of the latest interventions is the use of mobile technologies in assisting children with ASD in developing their social, communication, language, and other educational skills required for their academic success. However, social inclusion of these students in the classroom is still challenging. Hence, there is a need to determine effective ways of integrating mobile technologies in the classroom in order to promote the social inclusion of students with ASD. Using case study research, this mixed method study explored how students with ASD are socially included in the learning activities using mobile technologies and the impact on educators and parents. Educators, other education professionals, and parents participated in surveys and one-on-one interviews to provide further insights about their experiences in meeting students’ communication, social, language, and educational needs via mobile technologies. Analysis of both quantitative and qualitative data resulted into four emerging themes: (a) a balanced learning model where social inclusion of students with ASD is supported through the balance between mobile technologies and personal interaction; (b) resources and supports such as open educational resources, funding to support mobile technologies, evidence-based knowledge on mobile technologies, and training for all stakeholders are necessary in creating a socially inclusive environment for students with ASD; (c) goal oriented and needs-based usage where mobile technologies are used for addressing the needs of students with ASD and for achieving a particular goal or purpose in education; and (d) a team oriented approach that involves collaboration among students, parents, school administrators, educators, other education professionals, and various stakeholders in promoting the social inclusion via mobile technologies. The findings from this research study indicated various aspects (promoters) that are important in promoting the social inclusion of students with ASD via mobile technologies. Through these promoters, effective levels of social inclusion can be achieved where students’ communication, social, language, and educational needs are addressed sufficiently.en_US
dc.identifier.citationPira, R. (2021). Promoting the social inclusion of students with Autism Spectrum Disorder via mobile technologies (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39343
dc.identifier.urihttp://hdl.handle.net/1880/114036
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectsocial inclusionen_US
dc.subjectstudents with ASDen_US
dc.subjectmobile technologiesen_US
dc.subjectcommunication and social skillsen_US
dc.subjectlanguage skillsen_US
dc.subjecteducational needsen_US
dc.subjectcase study researchen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Technologyen_US
dc.titlePromoting the Social Inclusion of Students with Autism Spectrum Disorder via Mobile Technologiesen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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