جلد 12 - شماره سال ۱۴۰۱
جلد (12): 97 |
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Bakhtiarvand M, Zaraii Zavaraki E, Sharifi Daramadi P, Jafarkhani F, Delavar A. Research Synthesis of the Components of Instructional Model of Technology-Based Picture Exchange Communication System in the Education of Children With Autism Spectrum Disorder. MEJDS 2022; 12 :97-97
URL: http://jdisabilstud.org/article-1-2697-fa.html
URL: http://jdisabilstud.org/article-1-2697-fa.html
بختیاروند مرتضی، زارعی زوارکی اسماعیل، شریفی درآمدی پرویز، جعفرخانی فاطمه، دلاور علی. سنتزپژوهی مؤلفه‌های الگوی آموزشی نظام ارتباطی مبادلهٔ تصویر مبتنی‌بر فناوری در آموزش کودکان مبتلا به اختلال طیف اتیسم. مجله مطالعات ناتوانی. 1401; 12 () :97-97
1- گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی
2- گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی
3- گروه سنجش و اندازه‌گیری، دانشگاه علامه طباطبائی
2- گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی
3- گروه سنجش و اندازه‌گیری، دانشگاه علامه طباطبائی
چکیده: (4103 مشاهده)
زمینه و هدف: نظام ارتباطی مبادلهٔ تصویر (پکس) مبتنی‌بر فناوری با تکیه بر نمادهای دیداری، زمینهٔ مناسب را برای برقراری ارتباط، همکاری، مشارکت و تعامل اجتماعی فراهم می‌کند. هدف پژوهش حاضر، تعیین مؤلفه‌های الگوی آموزشی پکس مبتنی‌بر فناوری در آموزش کودکان مبتلا به اختلال طیف اتیسم بود.
روش‌بررسی: در این پژوهش از روش سنتزپژوهی استفاده شد. پژوهش‌های خارجی و داخلی در فاصلهٔ سال‌های ۲۰۱۰تا۲۰۲۰، با کلیدواژگان نظام ارتباطی مبادلهٔ تصویر، پکس مبتنی‌بر فناوری، اتیسم، آموزش کودکان مبتلا به اختلال طیف اتیسم، ارتباط مکمل و جایگزین، شناسایی شدند. پژوهش‌هایی که دارای هماهنگی و تناسب بیشتری با هدف پژوهش (مؤلفه‌های الگوی آموزشی پکس مبتنی‌بر فناوری) بودند، برای سنتز انتخاب شدند.
یافته‌ها: نتایج نشان داد، الگوی آموزشی پکس مبتنی‌بر فناوری دارای پنج مؤلفهٔ اصلی بود: ۱. تحلیل شامل بیان اهداف و فعالیت‌های پیش از آموزش، تحلیل فراگیر و ایجاد انگیزه؛ ۲. طراحی شامل فناوری کمکی بستر اجرای آموزش، محتوای گرافیکی و طراحی پیام و اثربخشی تقویت؛ ۳. تولید شامل تصحیح خطاهای فراگیر، ارائهٔ بازخورد و ویژگی‌ها و فعالیت‌های یادگیری انفرادی؛ ۴. پشتیبانی و اجرا شامل تدارک راهنمایی و حمایت، بهبود تعامل و مشارکت و ارائهٔ تمرین؛ ۵. ارزشیابی شامل ارزشیابی فراگیر، ارزشیابی فناوری کمکی و ارزشیابی پیامد.
نتیجه‌گیری: براساس یافته‌های این پژوهش، الگوی آموزشی پکس مبتنی‌بر فناوری طراحی شده است و امکان کاربرد این الگو برای تمامی دوره‌های رسمی، غیررسمی، بلندمدت، کوتاه‌مدت، ثابت و متغیر، باتوجه به استفاده برای آموزش کودکان مبتلا به طیف اتیسم وجود دارد.
نوع مطالعه: مقاله فراتحلیل |
موضوع مقاله:
توانبخشی
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