An Exploration of Autistic Children’s Learning Process through Supported Typing Communication

• Main Authors: Chen,Chia-Yu, 陳佳玉
• Other Authors: Liu,Hui-Mei
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/50389735856254796156

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 104 === This study examined the learning process and the influence of using supported typing communication as the primary intervention method in two autistic children. It was conducted using qualitative case study design. The participants were two school-aged children and their mothers. Over about six months of data collection period, the researcher has come up with the following findings: The two cases developed differently along the learning process of supported typing communication. Their parents adopted different intervention methods mainly according to their parenting beliefs, the children’s ages, their capabilities and the educational environments. The main common feature of the two cases was that both children were able to improve the qualities and quantities of expression over time and through experience development, and thereafter they gradually became uninfluenced by their facilitators. Nevertheless, the amount of intervention from the facilitators affects the speed and quality of their outputs, which is the main common difficulty both cases have encountered. The most significant change and influence of learning supported typing communication lied on the various extensive learning opportunities and resources when the cases presented different inner cognitive abilities through it. In addition, the changes of learning environments and interactive patterns helped stabilize their emotional behavior and thus made significant progress on learning. Furthermore, the educational environments at different learning phases greatly affected the cases’ learning motivation and performance, and indirectly influenced the collaboration relationship between the parents and the educational institution. In both cases, the mothers regard supported typing communication as a means for their children to move forward and eventually express themselves independently. Their utmost reflection on adopting the supported typing communication is that it allows parents to have insight to their children’s inner worlds. Despite the existing limitations of the status quo and the anxiety about the children’s symptoms, the intervention of supported typing communication has brought more plans and visions about the future to the children and families. Lastly, based on the observation and findings of this study, the researcher proposed the viewpoints and suggestions for current situations of supported typing communication implementation and possible future development. These opinions could be provided as references and consideration for the families intending to adopt this communication method and future research.