Fostering parents-professional collaboration for facilitating the school inclusion of students with ASD: design of the "
Autism spectrum disorder
Ecosystemic approach
Parent-professional relationships
School inclusion
User-centered design
Journal
Educational technology research and development : ETR & D
ISSN: 1042-1629
Titre abrégé: Educ Technol Res Dev
Pays: United States
ID NLM: 9884865
Informations de publication
Date de publication:
2022
2022
Historique:
accepted:
21
11
2021
pubmed:
9
12
2021
medline:
9
12
2021
entrez:
8
12
2021
Statut:
ppublish
Résumé
In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD). However, most of them remain individual-centered and do not consider the social environment. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan. The study followed a two-step design process: (1) a need analysis for identifying information domains deemed important by the stakeholders; (2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedbacks on the design, which was integrated in subsequent prototype versions of the " The online version contains supplementary material available at 10.1007/s11423-021-10073-w.
Identifiants
pubmed: 34876798
doi: 10.1007/s11423-021-10073-w
pii: 10073
pmc: PMC8638642
doi:
Types de publication
Journal Article
Langues
eng
Pagination
231-262Informations de copyright
© Association for Educational Communications and Technology 2021.
Déclaration de conflit d'intérêts
Conflict of interestThe authors declare that they have no conflict of interest.
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