Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy

Hyun Jae Jo; Seung Jin Chung; Debra Satterfield

doi:10.1007/978-3-319-41661-8_57

Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy

Hyun Jae Jo, Seung Jin Chung, Debra Satterfield

Department of Integrated Design

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

2 Citations (Scopus)

Abstract

The purpose of this study is to develop a specific design class for children and youth with ASD as the necessity of diversified educational approaches for them rises. And this study aims to motivate ASD students to feel emotional empathy through indirect questions. In this regard, this research focuses on indirect design class and suggests the strategies for instructors to encourage ASD’s spontaneous language production, imaginative thinking and independent achievements. We pursue an indirect design class, which is expected to focus on design-thinking rather than design-outcome while concerning the identity of the students with ASD, improving their spontaneous communication and emotional empathy. More importantly, this study’s ultimate long-term goal is to suggest a guideline of Individualized Educational Plans (IEP) based on the analysis of five-week ITAD proposed in this study.

Original language	English
Title of host publication	Advances in Affective and Pleasurable Design - Proceedings of the AHFE International Conference on Affective and Pleasurable Design, 2016
Editors	Cliff Sungsoo Shin, WonJoon Chung
Publisher	Springer Verlag
Pages	581-591
Number of pages	11
ISBN (Print)	9783319416601
DOIs	https://doi.org/10.1007/978-3-319-41661-8_57
Publication status	Published - 2017
Event	International Conference on Affective and Pleasurable Design, 2016 - Walt Disney World, United States Duration: 2016 Jul 27 → 2016 Jul 31

Publication series

Name	Advances in Intelligent Systems and Computing
Volume	483
ISSN (Print)	2194-5357

Conference

Conference	International Conference on Affective and Pleasurable Design, 2016
Country/Territory	United States
City	Walt Disney World
Period	16/7/27 → 16/7/31

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2017.

All Science Journal Classification (ASJC) codes

Control and Systems Engineering
General Computer Science

Access to Document

10.1007/978-3-319-41661-8_57

Cite this

Jo, H. J., Chung, S. J., & Satterfield, D. (2017). Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy. In C. S. Shin, & W. Chung (Eds.), Advances in Affective and Pleasurable Design - Proceedings of the AHFE International Conference on Affective and Pleasurable Design, 2016 (pp. 581-591). (Advances in Intelligent Systems and Computing; Vol. 483). Springer Verlag. https://doi.org/10.1007/978-3-319-41661-8_57

Jo, Hyun Jae ; Chung, Seung Jin ; Satterfield, Debra. / Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy. Advances in Affective and Pleasurable Design - Proceedings of the AHFE International Conference on Affective and Pleasurable Design, 2016. editor / Cliff Sungsoo Shin ; WonJoon Chung. Springer Verlag, 2017. pp. 581-591 (Advances in Intelligent Systems and Computing).

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abstract = "The purpose of this study is to develop a specific design class for children and youth with ASD as the necessity of diversified educational approaches for them rises. And this study aims to motivate ASD students to feel emotional empathy through indirect questions. In this regard, this research focuses on indirect design class and suggests the strategies for instructors to encourage ASD{\textquoteright}s spontaneous language production, imaginative thinking and independent achievements. We pursue an indirect design class, which is expected to focus on design-thinking rather than design-outcome while concerning the identity of the students with ASD, improving their spontaneous communication and emotional empathy. More importantly, this study{\textquoteright}s ultimate long-term goal is to suggest a guideline of Individualized Educational Plans (IEP) based on the analysis of five-week ITAD proposed in this study.",

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Jo, HJ, Chung, SJ & Satterfield, D 2017, Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy. in CS Shin & W Chung (eds), Advances in Affective and Pleasurable Design - Proceedings of the AHFE International Conference on Affective and Pleasurable Design, 2016. Advances in Intelligent Systems and Computing, vol. 483, Springer Verlag, pp. 581-591, International Conference on Affective and Pleasurable Design, 2016, Walt Disney World, United States, 16/7/27. https://doi.org/10.1007/978-3-319-41661-8_57

Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy. / Jo, Hyun Jae; Chung, Seung Jin; Satterfield, Debra.
Advances in Affective and Pleasurable Design - Proceedings of the AHFE International Conference on Affective and Pleasurable Design, 2016. ed. / Cliff Sungsoo Shin; WonJoon Chung. Springer Verlag, 2017. p. 581-591 (Advances in Intelligent Systems and Computing; Vol. 483).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - The purpose of this study is to develop a specific design class for children and youth with ASD as the necessity of diversified educational approaches for them rises. And this study aims to motivate ASD students to feel emotional empathy through indirect questions. In this regard, this research focuses on indirect design class and suggests the strategies for instructors to encourage ASD’s spontaneous language production, imaginative thinking and independent achievements. We pursue an indirect design class, which is expected to focus on design-thinking rather than design-outcome while concerning the identity of the students with ASD, improving their spontaneous communication and emotional empathy. More importantly, this study’s ultimate long-term goal is to suggest a guideline of Individualized Educational Plans (IEP) based on the analysis of five-week ITAD proposed in this study.

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Jo HJ, Chung SJ, Satterfield D. Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy. In Shin CS, Chung W, editors, Advances in Affective and Pleasurable Design - Proceedings of the AHFE International Conference on Affective and Pleasurable Design, 2016. Springer Verlag. 2017. p. 581-591. (Advances in Intelligent Systems and Computing). doi: 10.1007/978-3-319-41661-8_57

Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy

Abstract

Publication series

Conference

Bibliographical note

All Science Journal Classification (ASJC) codes

Access to Document

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