A Black Swan in a Sea of White Noise: Using Technology-Enhanced Learning to Afford Educational Inclusivity for Learners with Asperger’s Syndrome
Against a backdrop of increasingly vocation-focussed course provision within higher education, of widening participation initiatives intended to promote greater inclusion for learners affected by learning difficulties, and of moves towards greater use of social and collaborative forms of learning, t...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Cogitatio Press
2015
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| In: |
Social Inclusion
Year: 2015, Volume: 3, Issue: 6, Pages: 7-15 |
| Further subjects: | B
autistic spectrum
B computer-mediated communication B technology-enhanced learning B Asperger’s Syndrome B Collaborative learning |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Against a backdrop of increasingly vocation-focussed course provision within higher education, of widening participation initiatives intended to promote greater inclusion for learners affected by learning difficulties, and of moves towards greater use of social and collaborative forms of learning, this paper discusses the case of an undergraduate Computing student affected by Asperger’s Syndrome (AS).While there is recognition in the literature of problems associated with face-to-face dialogue for persons affected by AS, there is a paucity of research both into the experience of students in higher education, and around the issue of participation in group-work activities increasingly found in creative aspects of computing. This paper highlights a tension between moves towards collaborative learning and UK disabilities legislation in relation to learners with AS. Employing a qualitative case-study methodology, the investigation revealed how a technology-enhanced learning intervention afforded an AS-diagnosed learner greater opportunities to participate in group-work in a higher education context. The findings suggest that not only can computer-mediated communications afford AS-diagnosed learners opportunities to participate meaningfully in group-work, but also that the learner demonstrated higher levels of collective-inclusive versus individual-exclusive phraseology than neurotypical peers, thereby challenging assumptions around participation in collaborative learning activities and assimilation of peer-feedback. | ||
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