Будь ласка, використовуйте цей ідентифікатор, щоб цитувати або посилатися на цей матеріал: http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/2654
Назва: Using the Augmented Reality to Teach of Global Reading of Preschoolers with Autism Spectrum Disorders
Автори: Коломоєць, Таміла Григорівна
Кассім, Дар'я Олександрівна
Ключові слова: children with autism spectrum disorders (ASD)
preschoolers
augmented reality’s technologies
global reading
correctional education
діти з розладами аутичного спектру (РАС)
дошкільнята
технології доповненої реальності
глобальне читання
корекційна освіта
Дата публікації: 30-лис-2018
Видавництво: CEUR-WS.org
Бібліографічний опис: Kolomoiets T. H. Using the Augmented Reality to Teach of Global Reading of Preschoolers with Autism Spectrum Disorders [Electronic resource] / Tamila H. Kolomoiets, Darja A. Kassim // Augmented Reality in Education : Proceedings of the 1st International Workshop (AREdu 2018). Kryvyi Rih, Ukraine, October 2, 2018 / Edited by : Arnold E. Kiv, Vladimir N. Soloviev. – P. 237-246. – (CEUR Workshop Proceedings (CEUR-WS.org), Vol. 2257). – Access mode : http://ceur-ws.org/Vol-2257/paper24.pdf
Короткий огляд (реферат): Over the last decade a significant increasing of the number of children with autism spectrum disorders (ASD) in the world is marked. Ukraine is no exception. High rates of disease ASD require finding the new ways of correcting these groups of children. The aim of the research: to substantiate feasibility of using of the augmented reality’s technologies to teach of global reading in a special education of autistic children. In the course of the study an experiment, descriptive and comparative analysis methods, generalization, logical research method were used. Results of the research: it is shown that, it is expedient to use technologies of the augmented reality in the educational and correctional process of children with ASD to teach them of global reading. Using the augmented reality reveals a number of new opportunities, the promising of which is an interaction with the artificial world through mobile devices, which are more accessible and predictable for the special development of autistic children. At the initial stage of teaching of global reading, the instrument of augmented reality is used in a set of successive task groups. The first of these is aimed at the development of visual perception, the formation of the ability to analyze, isolate and generalize, navigate in space. The second and third set of tasks included the teaching of children to understand the meaning of words, the correlation of words with images presented on the screen of gadgets. At the final stage, namely, teaching of global reading, the technology of augmented reality has opened unlimited possibilities for using of various text materials and virtual images to them. Conclusions: a) an analysis of experimental work with preschoolers with ASD suggests that the use of augmented reality in teaching of global reading of children helps to increase the efficiency of the educational and correctional process; b) the technology of the augmented reality has allowed rising to a qualitatively new level of mastering of global reading by autistic children; c) prospects for further experimental research will be the implementation of the proposed methodology and obtaining its effectiveness and efficiency in practice.
Опис: 1. Korsunskaia, B.D.: Chtenie kak tcel i sredstvo v sisteme doshkolnogo obucheniia glukhikh (Reading as a goal and means in the system of preschool education for the deaf). Defektologiia. 1, 39–47 (2007) 2. Kret, Ya., Baikina, N.: Navchannia hlobalnomu chytanniu ditei z diahnozom Kannera (rannim dytiachym autyzmom) i zatrymkoiu movnoho rozvytku (Teaching global reading for children with Kanner's diagnosis (early childhood autism) and lingering developmental delay). Pedahohika, psykholohiia ta medyko-biolohichni problemy fizychnoho vykhovannia i sportu. 4, 76–78 (2006) 3. Martcenkovskii, I. A. (ed.): Ocherki detskoi psikhiatrii. Autizm (Sketches of child psychiatry. Autism). NeuroNEWS (2014) 4. Modlo, E.O., Echkalo, Yu.V., Semerikov, S.O., Tkachuk, V.V.: Vykorystannia tekhnolohii dopovnenoi realnosti u mobilno oriientovanomu seredovyshchi navchannia VNZ (Using technology of augmented reality in a mobile-based learning environment of the higher educational institution). Naukovi zapysky, Seriia: Problemy metodyky fizyko-matematychnoi i tekhnolohichnoi osvity. 11(1), 93–100 (2017) 5. Nurieva, L.G.: Razvitie rechi u autichnykh detei: metodicheskie razrabotki (Development of speech in autistic children: methodological developments). Terevinf, Moscow (2016) 6. Sekerin, V.D., Gorokhova, A.E., Shcherbakov, A.A., Iurkevich, E.V.: Interaktivnaia azbuka s dopolnennoi realnostiu kak forma vovlecheniia detei v obrazovatelnyi protcess (Interactive alphabet with augmented reality as a form of involving of children in the educational process). Otkrytoe obrazovanie. 21(5), 57–61 (2017) 7. Tarasun, V.V.: Preventyvne navchannia doshkilnykiv z porushenniamy movlennievoho rozvytku (Preventive training for preschool children with speech development disorders). Pravda Yaroslavychiv, Kyiv (1998)
URI (Уніфікований ідентифікатор ресурсу): http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/2654
https://doi.org/10.31812/123456789/2654
ISSN: 1613-0073
Розташовується у зібраннях:Кафедра дошкільної освіти

Файли цього матеріалу:
Файл Опис РозмірФормат 
paper24.pdfArticle1.79 MBAdobe PDFПереглянути/Відкрити


Усі матеріали в архіві електронних ресурсів захищені авторським правом, всі права збережені.