Inquiry-based Science for Autistic Learners

A Multimedia Literacy Tool for Students With Autism

Project Report
by Judy Vesel, Project Director, TERC, and Tara Robillard, Senior Researcher, TERC

Questions for Reviewers

Interface

• Font Size
  • Is the text (font) large enough for most students to read, connect the text with the pictures, and connect to the spoken text?
• Pictures
  • Which pictures need to be substituted for ones that are more accurate or accepted?
  • What pictures might we use for the terms that do not have pictures?
  • How do we find pictures not included in the data bank to use for the unit?
• Text to speech feature
  • Is there a way to highlight text as it is spoken without going over to Flash?
  • Is the speed of the voiced text appropriate? If not, should it be slowed down or sped up?

Content/Pedagogy

• Reading level
  • Is the reading level appropriate for use with high functioning autistic learners?
  • Is the way the content is delivered easily accessible? Is it too advanced or not rigorous enough?
• Navigation
  • Will students be able to easily follow/navigate the links and pages?
• Internet and White Board Use
  • How comfortable are learners that might use the unit with the Internet and the use of White boards?
  • How comfortable are the teachers with having their students use the Internet and White boards?
  • Can/do students typically view sites on the web (example: Recycle City)?
  • Are students able to understand/access/make sense of content on the web even if it isn’t picture assisted?
  • Is linking to websites that have not been adapted a good idea?

Activities

• Format
  • Which format for using software-based picture icons is best – fill in the blank, open space with word bank for writing/discussion, or should we use it to develop static/PDF activities that are done in print (i.e. circle or check answers)?
• Software-based picture icons challenges
  • Software-based picture icons do not seem to support open-ended response question/discussion format also it is challenging to “format” what is there once it is written. What suggestions do you have for incorporating software-based picture icons activities into this session or the entire unit?

Teacher Materials

• What materials or information do you think teachers will need to support them in implementing/teaching this unit? Please place a check next to all that apply and feel free to add your own.
  • ____ Pointers for using the unit with individual students and groups
  • ____ Set up/questioning techniques
  • ____ How to build on students’ interests and what kids know
  • ____ Glossary/Vocabulary building
  • ____ Content-Concept building ideas
  • ____ Pointers for having kids do the work and the teacher as guide
  • ____ Building in rewards.
  • ____ Setting up where the unit is headed (students collecting their own data/reducing amount of trash)




Overview | Research and Development | Appendix | Questions for Reviewers