Participatory design in the special education classroom : designing technology with educators for students with autism spectrum disorder
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Rahal, Louai
issued: 2022-01-06T21:43:15Z
issued: 2021
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Visual supports have been found to facilitate communication with and teaching of students with Autism Spectrum Disorder (ASD) (Hodgdon, 2016; Mirenda & Fossett, 2015). However, the creation of visual supports is often a time-consuming task, and ensuring both their safety and portability can be challenging as well. The use of mobile tablets has been found to significantly reduce the time requirements for creating visual supports and facilitating their portability (Giles & Markham, 2017; Hirano et al., 2010). However, the use of these devices has introduced new challenges related to technology integration in teaching. Limited technical support and mismatch between educatorsâ pedagogical beliefs and the technologies that are available to them have made the process of integrating tablets harder for educators. One suggested solution to the problems of technology integration is to involve educators in the design of the technology they use and to produce with them technologies that closely match their needs and pedagogical values. The objective of this study was to codesign web applications with educators that they could use to create and display visual supports on tablets. The researcher collaborated with three groups of educators and codesigned a web application with each group. A qualitative analysis of the design process helped to elicit the factors that facilitated and/or hindered the process of designing technology with educators. Factors that facilitated participation included perceived usefulness of the designed products and participantsâ knowledge about design and technology. Some of the factors that hindered participation included turnover and career changes (especially among educational assistants) and differences between stakeholders (teachers, speech language pathologists, educational assistants, and students). Based on the findings of the study, the researcher articulated recommendations on engaging in Participatory Design (PD) in special education, such as a…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/80570
note: Participatory Design in the Special Education Classroom: Designing Technology with Educators for Students with Autism Spectrum Disorder by Louai Rahal B.Sc., The American University of Beirut, 2007 M.A., The University of British Columbia, 2011 M.Sc., The University of Hertfordshire, 2017 LL.M., The University of Law, 2020 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning, and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December, 2021 © Louai Rahal, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Participatory Design in the Special Education Classroom: Designing Technology with Educators for Students with Autism Spectrum Disorder submitted by Louai Rahal in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Jennifer Shapka, ECPS department, Faculty of Education, UBC Supervisor Dr. Pat Mirenda, ECPS department, Faculty of Education, UBC Supervisory Committee Member Dr. Ido Roll, Centre for Teaching, Learning and Technology, UBC Supervisory Committee Member Dr. Rob VanWynsberghe, Faculty of Education, UBC University Examiner Dr. Joanna Erin Cannon, Faculty of Education, UBC University Examiner iii Abstract Visual supports have been found to facilitate communication with and teaching of students with Autism Spectrum Disorder (ASD) (Hodgdon, 2016; Mirenda & Fossett, 2015). However, the creation of visual supports is often a time-consuming task, and ensuring both their safety and portability can be challenging as well. The use of mobile tablets has been found to significantly reduce the time requirements for creating visual supports and facilitating their portability (Giles & Markham, 2017; Hirano et al., 2010). …
has type: Thesis/Dissertation
date issued: 2022-05
is shown at: 10.14288/1.0406187
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Shapka, Jennifer
type: Text
identifier URI: http://hdl.handle.net/2429/80570