Indirect Teaching for All and Autism Spectrum Disorder (ASD) in Design Class (ITAD) Encouraging Their Emotional Empathy
The purpose of this study is to develop a specific design class for children and youth with ASD as the necessity of diversified educational approaches for them rises. And this study aims to motivate ASD students to feel emotional empathy through indirect
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Abstract The purpose of this study is to develop a specific design class for children and youth with ASD as the necessity of diversified educational approaches for them rises. And this study aims to motivate ASD students to feel emotional empathy through indirect questions. In this regard, this research focuses on indirect design class and suggests the strategies for instructors to encourage ASD’s spontaneous language production, imaginative thinking and independent achievements. We pursue an indirect design class, which is expected to focus on design-thinking rather than design-outcome while concerning the identity of the students with ASD, improving their spontaneous communication and emotional empathy. More importantly, this study’s ultimate long-term goal is to suggest a guideline of Individualized Educational Plans (IEP) based on the analysis of five-week ITAD proposed in this study. Keywords Indirect teaching empathy
Autism spectrum disorder (ASD)
Emotional
1 Introduction Most of classes for the students with ASD in various fields including art and design in South Korea implement directive teaching method concerning the outcomes from learning and focusing let them learn routine activities which is necessary in their H.-J. Jo (&) S. Chung IT Media, Shingu College, 377 Gwangmyeong-ro, Seongnam 462-743, South Korea e-mail: [email protected] S. Chung e-mail: [email protected] D. Satterfield California State University Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840, USA e-mail: debra.satterfi[email protected] © Springer International Publishing Switzerland 2017 W. Chung and C.S. Shin (eds.), Advances in Affective and Pleasurable Design, Advances in Intelligent Systems and Computing 483, DOI 10.1007/978-3-319-41661-8_57
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H.-J. Jo et al. Goal setting: ITAD to enhance emotional empathy ability
Literature review and participantobservation : Ethnographic observation
Identification of teaching themes : Creative design for my dear
ITAD design and test : based on Borich theory & NLF for ASD
Experiment (Teaching class) : five-week design class, 3 participants
Analysis and conclusion: ITAD & IEP guides
Fig. 1 We had reviewed the literature of design pedagogy for ASD students in U.S. and Korea for around one year to identify the potential of indirect teaching method (Hypothesis 1), leading to the design of Indirect Teaching for All and ASD Design Class (ITAD) (Hypothesis 2). This five-week design class consisted of analyzed categories reflecting social empathy, which was provided together with guideline for Individualized Educational Plans (IEP)
daily life. Unfortunately, even though design approaches for the problem resolution has a potential to draw positive abilities of the students, the design class for ASD in South Korea is not common. Therefore, we developed the design class curriculum for ASD students to encourage pervasive development, especially emotional empathy ability according to the Borich’s indirect teaching theory. This study’s particular hypotheses are: • Hypothesis 1. Indirect t
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