Music and Developmental Disabilities

The following chapter presents a compilation of research about various types of technology that are employed by music therapists to benefit children with developmental delays. Music therapy can be an effective way to meet the goals of the individual. Music can also be a very powerful motivator. Previous musical skill or experience is not required for music therapy to be effective for clients with developmental disabilities or for clients more generally. Many music-based technologies are designed to create a positive, successful, and enjoyable experience for all users. Music therapy can provide a safe and confidence building environment where children are able to feel in control of a situation, possibly for the first time in their lives.

Video Modeling for Learners with Developmental Disabilities

Video modeling is an evidence-based practice for learners with autism spectrum disorders (ASD). However, the use of video modeling interventions for learners with other developmental disabilities has received less applied attention in home, community, and classroom settings. This is unfortunate since the research literature supports the use of video modeling interventions for all learners with developmental disabilities. The purpose of this chapter is to introduce the research literature and make suggestions for implementing video modeling with learners who have developmental disabilities other than autism.

The Modern Problem of Psychological and Pedagogical Foundations of Russian E-Learning Systems

The chapter draws attention to the psychological and psycho-pedagogical aspects of the use of information technology in education. In this regard, the core aspects are considered. Much attention is paid to such research as the study of the effect of distance learning on cognitive and personal development of students; development of subjectivity university students; psychological and cognitive barriers in distance learning. It is emphasized that only a small number of universities in the Russian Federation has assumed responsibility to engage in learning disability issues. The main difficulty is to teach students with disabilities. This chapter provides annotation project of the Ministry of Education and Science of the Russian Federation “Development and testing of models of teaching and methodical center providing higher education for disabled persons and persons with disabilities with a variety of Diseases”. As part of this project there will be the implementation of a program of networking for students with disabilities in the format of the Consortium. The main objective of the Consortium is to describe the principles of networking schools, considered as a possible model of networking schools and Interpretation of the basic steps of creating intercollegiate information and educational network of universities.

Creating Protective Barriers for Students with Disabilities in E-Learning Environments

As corporations and organizations continue to make strides in employing people with disabilities, in part, as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource. Studies have shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove themselves. In today's workplace, many organizations will need to rethink their employment practices in order to compete for employees from the current, shrinking workforce. Thus, these employers are now looking towards academic institutions for well-qualified candidates. The key question here is whether academic institutions and educators are prepared to enable, educate, protect, and motivate learners with and without disabilities for changes in the workforce. One way that academia is helping to break down barriers to education is through the incorporation of online learning, or “e-learning.” Whereas barriers to education for people with disabilities have traditionally taken the form of architectural and attitudinal impediments, e-learning may help mitigate such barriers, equalizing the learning environment for all students.

Addressing Executive Function Using Assistive Technology to Increase Access to the 21st Century Skills

Access to the common core and the general education environment are attainable goals for learners on the autism spectrum when their autism is clearly understood and meaningful supports and instruction are in place. This chapter focuses on one area that is often not addressed for students with Autism Spectrum Disorders (ASD) yet is critical to academic success: executive function. Specifically, this chapter overviews the executive function challenges related to ASD and technology supports in the executive functions areas of (a) information management, (b) materials management, (c) time management, and (d) self-management.

Social Skills in Individuals with Nonverbal Learning Disabilities

Nonverbal learning disability (NLD) is often a highly misunderstood diagnosis. Challenges with the understanding and use of language in social contexts can have significant negative impacts on individuals with this diagnosis, in that they struggle to interpret both nonverbal communication and nonliteral language. Understanding these challenges is critical in order to provide effective intervention. Assessment in these domains provides information about the areas to target for intervention. While individuals with NLD rely heavily on their auditory skills, it is imperative to provide means for them to learn social pragmatic and language skills in order to function in dynamically changing social exchanges. It is often indicated that teaching must occur only through verbal scripting. However, relying solely on this modality will limit students' abilities to effectively learn to apply targets in real life social situations. Therefore, a balanced approach that strives toward generalization is necessary. This chapter will provide information regarding assessment and intervention practices related to social interactions for individuals with NLD.

Social Skills Development for Children with Autism Spectrum Disorders through the Use of Interactive Storytelling Games

Storytelling is an intricate part of the human psyche and hence, human history. From childhood, stories play an important role in human development, in that, for instance, humans automatically construct a storyline so that they can associate information. There is research to suggest that storytelling in video games can be beneficial because it can be used to help players identify with characters and their goals, creating a greater sense of immersion, positive feelings, and more physiological arousal. Furthermore, when the content is specific and targeted, these games are well suited for promoting acquisition, maintenance, and generalization of skills and knowledge. Findings such as these hold immense promise in the context of improving social skills for children with Autism Spectrum Disorders (ASD). Thus, the use of computers and video games, combined with more traditional storytelling, may serve as hopeful tools for motivating and engaging students as well as promoting learning. This chapter expounds upon this line of reasoning and explores the use of interactive storytelling games as an effective intervention in social skills development for children with ASD.

Nonverbal Learning Disability (NLD)

The purpose of this chapter is to inform practitioners in the teaching, medical, and allied health professions about the complex and serious nature of a nonverbal learning disability (NLD) so that early identification and intervention may prevent mental health issues. Children and young adults with an NLD face many difficulties not experienced by those with a language-based learning disability. Difficulty handling routine daily tasks and responsibilities on a consistent basis can threaten personal and economic independence, and a supportive network of friends may become harder to sustain over time. Involvement with community activities may also be limited. The author seeks to engage the reader with what is an enigma for some—the NLD profile. Discussion includes the origin of the disability, the physical presentation of the profile, differences between NLD and other commonly diagnosed learning disabilities, and possible consequences if the NLD is not identified early and managed.

Applied Behavior Analysis and Autism

Alcanzando Peru is a not for profit organization that provides educational services based on the principles of applied behavior analysis to children in the Autism Spectrum, their families, and professionals interested in the field around the Spanish speaking world. This chapter is meant to share the data from their services over the last 7 years. It will discuss the ethical and cultural considerations that should be in place when providing early intervention behavioral services to these populations in various Spanish-speaking countries.

Helping Struggling Writers

Assistive Technology (AT), in the domain of special education, is defined as both tools and services. This chapter provides a description of this definition, what recent national and international writing assessment results indicate, what the characteristics of struggling writers are, and how AT can help these children improve and manage the complex and interdependent task of creating prose, story writing in particular. Key examples of AT services are Self-Regulated Strategy Development (SRSD: a step-by-step process for teaching a student a strategy) and mnemonic strategies (the use of keywords to help a child retain the steps in managing a task such as story writing). In the context of writing, AT can range from a pencil grip to a complete computer system with writing-assistance software. Furthermore, the author reviews his own research studies about story writing and how integral AT is to helping these children. Finally, the need for students' pre-requisite practice with AT is emphasized.