Literaturnachweis - Detailanzeige
Autor/inn/en | Sam, Ann M.; Kucharczyk, Suzanne; Waters, Victoria |
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Titel | Online Tools to Support the Delivery of Evidence-Based Practices for Students with ASD |
Quelle | In: TEACHING Exceptional Children, 50 (2018) 3, S.141-152 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-0599 |
DOI | 10.1177/0040059917745654 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Educational Technology; Technology Uses in Education; Learning Modules; Special Education; Evidence Based Practice; Self Evaluation (Individuals); Goal Orientation; Independent Study; Elementary Secondary Education; Early Childhood Education Autismus; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Special needs education; Sonderpädagogik; Sonderschulwesen; Zielorientierung; Zielvorstellung; Selbststudium; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik |
Abstract | Educators continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with autism spectrum disorder (ASD) may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing academic needs. The emergence of online learning modules can provide the support that teachers, who work in a variety of settings, need to implement evidence-based practices (EBPs). Online tools that support the implementation of EBPs for students with ASD, and a step-by-step process for using these tools, are provided. (ERIC). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |