The prevalence rate of individuals with an autistic spectrum disorder (ASD) is estimated to be ap... more The prevalence rate of individuals with an autistic spectrum disorder (ASD) is estimated to be approximately 91/10,000 in the UK. Children with ASD may vary in the extent and type of symptoms they display, but all have the triad of impairments in social interaction, communication and restricted patterns of behaviour. Given that research suggests that early intervention can maximize the potential of a child with an ASD and each child has a unique profile, there is a clear need to develop systems that are not only of benefit and pleasure, but that are also tailorable to individual characteristics. Also, with the wider inclusion of children with special educational needs in mainstream education, there is an additional requirement that such systems should not just be tailorable to a wide range of children, but affordable and robust enough to form part of the every day school environment. This paper outlines the research undertaken in understanding the characteristics of children with ASD and how such an understanding has led to the development of a low cost, multimedia environment for mainstream schools.
This work takes place against the backdrop of worldwide increases in the incidence of autistic sp... more This work takes place against the backdrop of worldwide increases in the incidence of autistic spectrum disorders (ASDs), recognition that children with ASDs benefit from early intervention [1], that computers may be particularly useful to those with ASDs [2], and a growth in the ...
The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to ... more The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to be affected by an autistic spectrum disorder (ASD). This research explores the potential of emerging interactive digital media to engage children affected by an ASD, and the development of design strategies for future professional work in this field. This is accomplished through a literature and state of the art review, and by working alongside families and professionals involved in the provision of care for children with an ASD. As a a result of this process new artefacts have been created, alongside a design methodology for future work.
Schools and other educational environments beyond serving as the primary work places of children ... more Schools and other educational environments beyond serving as the primary work places of children provide the backdrop against which formative emotional, psychological, cognitive and physical development takes place. However, ergonomists have paid little attention to the design of these environments, the interactions within them or their organization from a child's perspective. Children with special education needs, such as those with hearing or visual difficulties, cognitive or social disabilities, or even those with different learning styles may be placed in mainstream schools ill-equipped to suit their needs. Rather than retrofitting classrooms as children with different requirements enter the school, a ground-up approach could be taken to create effective educational environments based on an understanding of the learning tasks to be supported, the learner characteristics and the facilities and interactions needed to effect task completion. The application of an holistic ergonomic model, such as the Hexagon-Spindle model provides a means of systematically considering the variables which need to be included in the design and evaluation of such environments. This paper presents a case study of the application of this model to the design of low sensory classrooms and interactive learning experiences for children with an autistic spectrum disorder.
The prevalence rate of individuals with an autistic spectrum disorder (ASD) is estimated to be ap... more The prevalence rate of individuals with an autistic spectrum disorder (ASD) is estimated to be approximately 91/10,000 in the UK. Children with ASD may vary in the extent and type of symptoms they display, but all have the triad of impairments in social interaction, communication and restricted patterns of behaviour. Given that research suggests that early intervention can maximize the potential of a child with an ASD and each child has a unique profile, there is a clear need to develop systems that are not only of benefit and pleasure, but that are also tailorable to individual characteristics. Also, with the wider inclusion of children with special educational needs in mainstream education, there is an additional requirement that such systems should not just be tailorable to a wide range of children, but affordable and robust enough to form part of the every day school environment. This paper outlines the research undertaken in understanding the characteristics of children with ASD and how such an understanding has led to the development of a low cost, multimedia environment for mainstream schools.
This work takes place against the backdrop of worldwide increases in the incidence of autistic sp... more This work takes place against the backdrop of worldwide increases in the incidence of autistic spectrum disorders (ASDs), recognition that children with ASDs benefit from early intervention [1], that computers may be particularly useful to those with ASDs [2], and a growth in the ...
The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to ... more The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to be affected by an autistic spectrum disorder (ASD). This research explores the potential of emerging interactive digital media to engage children affected by an ASD, and the development of design strategies for future professional work in this field. This is accomplished through a literature and state of the art review, and by working alongside families and professionals involved in the provision of care for children with an ASD. As a a result of this process new artefacts have been created, alongside a design methodology for future work.
Schools and other educational environments beyond serving as the primary work places of children ... more Schools and other educational environments beyond serving as the primary work places of children provide the backdrop against which formative emotional, psychological, cognitive and physical development takes place. However, ergonomists have paid little attention to the design of these environments, the interactions within them or their organization from a child's perspective. Children with special education needs, such as those with hearing or visual difficulties, cognitive or social disabilities, or even those with different learning styles may be placed in mainstream schools ill-equipped to suit their needs. Rather than retrofitting classrooms as children with different requirements enter the school, a ground-up approach could be taken to create effective educational environments based on an understanding of the learning tasks to be supported, the learner characteristics and the facilities and interactions needed to effect task completion. The application of an holistic ergonomic model, such as the Hexagon-Spindle model provides a means of systematically considering the variables which need to be included in the design and evaluation of such environments. This paper presents a case study of the application of this model to the design of low sensory classrooms and interactive learning experiences for children with an autistic spectrum disorder.
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Papers by Alex Woolner