Search results for "autismi"

The involvement of autistic children in early childhood education

2023

Research on the involvement of autistic children in daily activities in inclusive early childhood education is scarce. In Finland, all children, including autistic children, under the age of seven (before basic education) are entitled to participate in early childhood education and care. Children also attend compulsory, free-of-charge pre-primary education during the year before their basic education begins. Furthermore, attending early childhood education and care is not dependent whether a child requires day care because of their parents’ work. Autistic children attend early childhood education in inclusive day care centres. Thus, in this study, we examined the involvement of autistic chi…

Kuperkeikkoja autististen lasten kanssa

1999

"Ja vielä kerran alusta" : musiikkikasvattajan mahdollisuudet OCD- ja ASD-oppilaiden tukemisessa

2017

Musiikkikasvattaja saattaa työssään kohdata monenlaisia oppijoita, sillä musiikissa ei yleensä järjestetä minkäänlaista erityisopetusta. Useimmiten erityisoppilailla on kuitenkin hyvät mahdollisuudet osallistua musiikinopetukseen olettaen, että musiikinopettajalla on riittävän hyvät työkalut voidakseen tukea näitä erityisoppilaita ammattimaisesti ja tarkoituksenmukaisesti. Erilaisiin diagnooseihin perehtyminen ja omien pedagogisten tietotaitojen päivittäminen ovat ensisijaisia tapoja auttaa erilaisia oppijoita selviämään koulumaailman haasteista ja saamaan hyviä kokemuksia musiikintunneilta. OCD:ssä (pakko-oireisessa häiriössä) ja ASD:ssä (autismin kirjossa) on paljon samanlaisia piirteitä.…

Social inclusion as a therapeutic and educational factor in a music therapy setting

2016

Inclusive approaches for children with special needs are applied in both the fields of music therapy and (music) education. In practice, inclusive music therapy groups consist only of children with special needs, whereas an inclusive kindergarten group for example may consist of typical and non-typical children, yet not in an actual therapy setting. Both practices hold explicit benefits for typical and non-typical children, however mutually exclusive of one another. The aim of the study is to explore the effects of social inclusion in a group consisting of typically and non-typically developing children within a music therapy setting. The focus lays on the therapeutic benefits for the speci…

The role of linguistic and cognitive factors in emotion recognition difficulties in children with ASD, ADHD or DLD

2020

Abstract Background: Many children with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) or developmental language disorder (DLD) have difficulty recognizing and understanding emotions. However, the reasons for these difficulties are currently not well understood. Aims: To compare the emotion recognition skills of children with neurodevelopmental disorders as well as those children’s skills with the skills of their typically developing (TD) age peers. Also, to identify the role of underlying factors in predicting emotion recognition skills. Methods & Procedures: The 6–10‐year‐old children (n = 50) who participated in th…

An interactional ‘live eye tracking’ study in autism spectrum disorder : combining qualitative and quantitative approaches in the study of gaze

2017

Recent studies on gaze behaviours in individuals with autism spectrum disorder (ASD) have utilised “live eye tracking.” Such research has focused on generating quantitative eye tracking measurements, which provide limited (if any) qualitative contextual details of the actual interactions in which gaze occurs. This article presents a novel methodological approach that combines live eye tracking with qualitative interaction analysis, multimodally informed conversation analysis. Drawing on eye tracking and wide-angle video recordings, this combination renders visible some of the functions, or what gaze “does,” in interactional situations. The participants include three children with ASD and th…

Coactivation of Autonomic and Central Nervous Systems During Processing of Socially Relevant Information in Autism Spectrum Disorder: A Systematic Re…

2023

AbstractBody-brain interaction provides a novel approach to understand neurodevelopmental conditions such as autism spectrum disorder (ASD). In this systematic review, we analyse the empirical evidence regarding coexisting differences in autonomic (ANS) and central nervous system (CNS) responses to social stimuli between individuals with ASD and typically developing individuals. Moreover, we review evidence of deviations in body-brain interaction during processing of socially relevant information in ASD. We conducted systematic literature searches in PubMed, Medline, PsychInfo, PsychArticles, and Cinahl databases (until 12.1.2022). Studies were included if individuals with ASD were compared…

Haasteena Asperger-oppilas : laadullinen tutkimus strukturoinnin käyttämisestä autististen opetuksessa

2003

"Monta eri tapaa, joku oppii salaa" : tapaustutkimus neljän autistisen lapsen lukemaan oppimisesta ja luetun ymmärtämisestä

2002

Authorship in Facilitated Communication: An Analysis of 11 Cases

2014

Abstract. We studied the authorship of messages produced through facilitated communication (FC) for all users of FC in two comprehensive schools in a small city in Finland. The participants were 11 children with intellectual disabilities, including autism, all having used FC from 1 to 3 years. The test conditions involved open and blind information-passing tasks in which the participants were directed to write down the contents of written or pictorial stimuli. The results failed to validate FC as a method of communication for any participant or facilitator. An analysis of the messages produced under the FC condition revealed a large degree of facilitator influence on the content of the mess…