Calming Connections: Prototyping Tools for Emotional Regulation in the Autism Spectrum.

Outline

1. Introduction and Context (5-10 minutes per group)
Content:
Provide an overview of the session’s focus on inclusion, emotional regulation, and the use of technology (iPads, apps, basic electronics) to support students on the autism spectrum. Share the personal story of the presenter’s experience as a caregiver and educator.
Engagement Tactic:
Start each interaction with a brief overview, emphasizing how the project was inspired by real-world needs and experiences with students on the autism spectrum.
Use a reflective question to invite participants to share their experiences or perspectives on inclusion and neurodiversity.
2. Demonstration of Tools and Technologies (15-20 minutes per group)
Content:
Participants will be shown the technological tools used to create solutions for emotional regulation, such as apps for routine development, iPads, and basic electronic components (e.g., Makey Makey kits for sensory devices).
Engagement Tactic:
Hands-On Demos: Allow participants to explore the apps and experiment with basic electronics to see how these tools can help manage transitions and regulate emotions.
Guided Exploration: The presenter will guide participants through the demo, answering questions and offering real-time feedback as they interact with the tools.
3. Prototyping and Hands-On Exploration (20-25 minutes per group)
Content:
Participants will engage in a simplified makerspace activity, where they can prototype a basic emotional regulation tool using available resources.
Engagement Tactic:
Interactive Prototyping: Provide participants with the opportunity to design a basic product (e.g., an app-generated routine or a sensory feedback tool).
Presenter Support: The presenter will actively engage with each group, offering step-by-step guidance and technical support.
4. Reflection and Sensitization (10-15 minutes per group)
Content:
Discuss the emotional and social needs of students with autism, emphasizing the importance of inclusion, diversity, and equity in educational settings.
Summarize key takeaways and offer additional resources for participants to explore.
Engagement Tactic:
Reflection Prompt: Encourage participants to share how they might implement the tools and strategies in their classrooms or educational environments.
QR Code for Resources: Provide digital guides, apps, and other tools for participants to download and use in their practice.
5. Closing and Takeaways (5 minutes per group)
Content:
Summarize the key points of the session and reinforce the importance of developing inclusive, technology-driven solutions for emotional regulation.
Offer participants a final opportunity to ask questions or share reflections.
Engagement Tactic:
Final Poll: Use an interactive poll to gather feedback and insights from participants about what they’ve learned and how they plan to apply it.
QR Code for Further Learning: Direct participants to resources for continued exploration after the session.

Supporting research

INCLUSIVE EDUCATION
Inclusive education is a growing field of research that focuses on ensuring that all students, regardless of their abilities or backgrounds, have access to quality education in a supportive, accommodating environment. Below is an overview of key research areas supporting educational inclusion:
1. The Philosophy of Inclusion
• UNESCO and the Salamanca Statement: The Salamanca Statement (1994) is a landmark document in the history of inclusive education, endorsed by UNESCO. It emphasizes that children with special educational needs (SEN) should be educated in regular schools, alongside their peers, with necessary supports in place.
• Social Model of Disability: Inclusive education is grounded in the social model of disability, which posits that barriers to learning are created by societal structures rather than by the individual’s disability. Schools are seen as environments that should adapt to diverse learning needs.
2. Benefits of Inclusive Education
• Academic Outcomes: Research consistently shows that inclusive education benefits not only students with disabilities but also their peers. Students in inclusive classrooms tend to achieve better academic outcomes than those in segregated environments.
• Social and Emotional Development: Students with disabilities who learn in inclusive environments are more likely to develop better social skills, experience higher self-esteem, and form meaningful relationships with peers. For students without disabilities, inclusion promotes empathy, understanding, and the ability to work with diverse individuals.
• Long-term Success: Studies show that students with disabilities who are included in mainstream classrooms are more likely to continue education, find employment, and engage in their communities as adults.
3. Teacher Training and Attitudes
• Teacher Preparedness: One of the key factors in successful inclusion is teacher training. Research has shown that when teachers are well-prepared with skills in differentiated instruction, classroom management, and understanding of diverse needs, they are more effective in inclusive settings.
• Attitudes Toward Inclusion: Studies highlight that teachers’ attitudes toward inclusion are crucial. Teachers who believe in the benefits of inclusion and feel supported are more likely to create positive, inclusive environments. Professional development programs that focus on empathy-building, awareness, and strategies for inclusion can shift teacher attitudes positively.
4. Differentiated Instruction
• Inclusive Pedagogy: Research supports the effectiveness of differentiated instruction, where teachers modify content, processes, and assessments to meet diverse student needs. This involves using various teaching methods, such as group work, visual aids, technology, and hands-on learning to reach all learners.
• Universal Design for Learning (UDL): UDL is a framework that aims to improve educational outcomes by providing multiple means of representation, expression, and engagement. It helps ensure that educational environments are accessible and beneficial to all students, including those with disabilities, language barriers, and different learning styles.
5. Support Services and Resources
• Paraprofessionals and Specialists: Research shows that the presence of trained paraprofessionals and specialists (such as speech therapists, occupational therapists, and counselors) in the classroom is critical for the success of inclusion. They provide additional support to both students and teachers.
• Assistive Technology: The use of assistive technology (AT) has been shown to be highly beneficial for students with disabilities. AT can range from simple tools like text magnifiers to more complex systems like speech-to-text software. Research indicates that technology helps level the playing field for students with learning or physical disabilities, allowing them to participate more fully in classroom activities.
6. Barriers to Inclusion
• Resource Allocation: One of the most cited barriers to effective inclusion is the lack of adequate resources. This includes a shortage of trained staff, insufficient classroom support, and limited access to specialized materials or technology.
• Systemic Issues: Studies have highlighted that rigid curricula, standardized testing, and large class sizes can hinder the success of inclusive education. Structural changes, such as flexible learning environments and policies that support individual learning plans (IEPs), are necessary to overcome these barriers.
7. Policy and Legislative Support
• International and National Laws: The rights of students with disabilities to inclusive education are protected under international frameworks such as the Convention on the Rights of Persons with Disabilities (CRPD), which calls for the full inclusion of persons with disabilities in all aspects of society, including education. National policies in many countries have followed suit, advocating for inclusive education models within public schools.
8. Case Studies and Best Practices
• Successful Models: Countries like Finland and Canada have been praised for their inclusive education systems, where children of all abilities learn together in the same classrooms. These models emphasize collaborative teaching, flexible curricula, and strong support systems.
• Whole-School Approach: Research shows that inclusion works best when the entire school embraces it as a core value. This means not just modifying individual classrooms but creating a culture where diversity is celebrated and all students are seen as valuable members of the school community.

Inclusive education is an evolving field, with ongoing research contributing to understanding how best to meet the needs of all learners in a way that is equitable, supportive, and empowering. The ultimate goal is to create educational environments where all students, regardless of ability, can succeed and thrive.

ASPERGER'S SYNDROME
Asperger’s syndrome is a term sometimes used to describe a developmental disorder that’s part of the autism spectrum disorder (ASD). People who have this type of ASD tend to have a hard time relating to others socially. Asperger syndrome is characterized by significant difficulties in social interaction, nonverbal communication, and restricted, repetitive patterns of behavior and interests. People who have it usually stick to a very specific routine, have a narrow set of interests, and act in repetitive ways such as flapping their hands.
Doctors sometimes call Asperger's a "high-functioning" type of ASD, which means its symptoms tend not to be as severe as other kinds of autism spectrum disorder.
Asperger’s Symptoms
Asperger’s symptoms start early in life. Most diagnoses happen between ages 5 and 9, although some people are adults before they get their diagnosis. No two people have the same symptoms. But they're usually related to emotional, communication, and behavioral skills.
People with the disorder may:
Have trouble making eye contact.
Feel and act awkward in social settings
Have trouble responding to people in conversation
Miss social cues that other people find obvious
Struggle to read body language
Don’t understand what facial expressions mean
Show few emotions
Speak in a flat, robotic tone
Talk a lot about one topic such as rocks or football stats
Repeat words, phrases, or movements
Dislike change
Keep the same schedule and habits, such as eating the same meals
Adult Asperger's symptoms
No symptoms are specific to adults, though some are more common, including:
Clumsiness
Strong verbal skills
Obsession with a topic
Social difficulties
Hypersensitivity
Below is an overview of key research areas that support the understanding of Asperger syndrome:
1. History and Diagnosis • Hans Asperger: In 1944, Hans Asperger, an Austrian pediatrician, first identified the condition in a group of children who exhibited normal intelligence and language development but struggled with social integration. • Diagnostic Criteria: Asperger’s was once a separate diagnosis under the DSM-IV but was reclassified under the broader term “Autism Spectrum Disorder” (ASD) in the DSM-5 in 2013.
2. Neurobiological Basis • Brain Differences: Research has identified structural and functional differences in the brains of individuals with Asperger syndrome, especially in areas related to social interaction, such as the prefrontal cortex, amygdala, and fusiform gyrus. • Connectivity Hypothesis: Studies suggest that those with Asperger’s may have altered connectivity between different brain regions, affecting the ability to integrate emotional and sensory information effectively.
3. Social Interaction and Communication • Challenges in Social Cues: Research shows that individuals with Asperger’s often struggle with interpreting social cues such as facial expressions, tone of voice, and body language. • Theory of Mind: A common characteristic is difficulty in understanding that others have thoughts, feelings, and perspectives different from their own. This concept is referred to as “Theory of Mind.”
4. Repetitive Behaviors and Narrow Interests • Restricted Interests: A hallmark of Asperger syndrome is an intense focus on specific topics or hobbies. Research shows that these “special interests” may serve as coping mechanisms and pathways for social interaction. • Repetitive Behaviors: Individuals may engage in repetitive routines or behaviors, which can provide a sense of structure and predictability in their daily lives.
5. Cognitive Functioning • Intelligence: Many individuals with Asperger’s have average or above-average intelligence, but they may exhibit uneven cognitive profiles, excelling in specific areas like math or science while struggling in others. • Executive Functioning: There are often challenges with executive functions, such as organization, planning, and time management.
6. Educational Approaches • Support in Schools: Research supports individualized education plans (IEPs) and the use of visual aids, structured routines, and social skills training for children with Asperger’s. Early intervention programs can greatly enhance social functioning and learning outcomes.
7. Comorbid Conditions • Co-occurring Disorders: Many individuals with Asperger syndrome may also have anxiety, depression, ADHD, or sensory processing issues, which can complicate diagnosis and treatment.
8. Therapies and Interventions • Cognitive Behavioral Therapy (CBT): CBT has been shown to be effective in helping individuals with Asperger’s manage anxiety, social skills, and emotional regulation. • Social Skills Training: Research highlights the benefit of programs that focus on improving social understanding and communication, which can help individuals integrate better into social environments.
These areas of research have contributed significantly to our understanding of Asperger syndrome, guiding diagnosis, support, and intervention strategies to improve quality of life for those on the autism spectrum.

SOURCES
Asperger’s Syndrome. (2023, 20 septiembre). WebMD. https://www.webmd.com/brain/autism/mental-health-aspergers-syndrome
1. Hans Asperger’s Research:
• Asperger, H. (1944). “Die Autistischen Psychopathen im Kindesalter.” Archiv für Psychiatrie und Nervenkrankheiten. This was one of the earliest observations of children with characteristics now associated with Asperger’s syndrome.
• Wing, L. (1981). “Asperger’s syndrome: a clinical account.” Psychological Medicine, 11(1), 115-129.
2. DSM-IV and DSM-5 Diagnostic Criteria:
• American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington, DC.
• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC.
3. Neurobiological Basis and Brain Differences:
• Courchesne, E., & Pierce, K. (2005). “Brain overgrowth in autism during a critical time in development: implications for frontal pyramidal neuron and interneuron development and connectivity.” International Journal of Developmental Neuroscience, 23(2-3), 153-170.
• Baron-Cohen, S. (2002). “The extreme male brain theory of autism.” Trends in Cognitive Sciences, 6(6), 248-254.
4. Social Interaction and Communication:
• Frith, U. (2001). Autism and Asperger Syndrome. Cambridge University Press.
• Happe, F. (1994). “An advanced test of theory of mind: understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults.” Journal of Autism and Developmental Disorders, 24(2), 129-154.
5. Repetitive Behaviors and Restricted Interests:
• South, M., Ozonoff, S., & McMahon, W. M. (2007). “Repetitive behavior profiles in Asperger syndrome and high-functioning autism.” Journal of Autism and Developmental Disorders, 37(5), 834-839.
6. Cognitive Functioning:
• Klin, A., Volkmar, F. R., & Sparrow, S. S. (Eds.). (2000). Asperger Syndrome. Guilford Press.
7. Educational Approaches:
• Myles, B. S., & Simpson, R. L. (2001). “Effective practices for students with Asperger syndrome.” Focus on Autism and Other Developmental Disabilities, 16(4), 254-263. • Attwood, T. (2007). The Complete Guide to Asperger’s Syndrome. Jessica Kingsley Publishers.
8. Comorbid Conditions and Interventions:
• White, S. W., Oswald, D., Ollendick, T., & Scahill, L. (2009). “Anxiety in children and adolescents with autism spectrum disorders.” Clinical Psychology Review, 29(3), 216-229.
• Wood, J. J., & Gadow, K. D. (2010). “Exploring the nature and function of anxiety in youth with autism spectrum disorders.” Clinical Psychology: Science and Practice, 17(4), 281-292.

1. UNESCO and the Salamanca Statement:
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
2. Social Model of Disability:
• Oliver, M. (1990). The Politics of Disablement: A Sociological Approach. Macmillan Education UK.
• Shakespeare, T. (2006). Disability Rights and Wrongs. Routledge.
3. Benefits of Inclusive Education:
• Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A Summary of the Evidence on Inclusive Education. Institute on Disability and Policy, University of Massachusetts Boston.
• Ruijs, N. M., & Peetsma, T. T. D. (2009). “Effects of inclusion on students with and without special educational needs reviewed.” Educational Research Review, 4(2), 67-79.
4. Teacher Training and Attitudes:
• Avramidis, E., & Norwich, B. (2002). “Teachers’ attitudes towards integration/inclusion: a review of the literature.” European Journal of Special Needs Education, 17(2), 129-147.
• Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). “Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of the novice pre-service teacher.” International Journal of Special Education, 21(2), 80-93.
5. Differentiated Instruction and Universal Design for Learning (UDL):
• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
• Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
6. Support Services and Assistive Technology:
• Lindsay, G. (2007). “Educational psychology and the effectiveness of inclusive education/mainstreaming.” British Journal of Educational Psychology, 77(1), 1-24.
• Edyburn, D. L. (2004). “Rethinking assistive technology.” Special Education Technology Practice, 6(4), 16-23.

7. Barriers to Inclusion:
• Florian, L., & Rouse, M. (2009). “The inclusive practice project in Scotland: Teacher education for inclusive education.” Teaching and Teacher Education, 25(4), 594-601.
• Slee, R. (2011). The Irregular School: Exclusion, Schooling, and Inclusive Education. Routledge.
8. Policy and Legislative Support:
• United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD). New York: UN General Assembly.
• European Agency for Special Needs and Inclusive Education. (2018). Inclusive Education in Action: Policy and Practice.
9. Case Studies and Best Practices:
• Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). “Making schools effective for all: Rethinking the task.” School Leadership & Management, 32(3), 197-213.
• Haug, P. (2017). “Understanding inclusive education: ideals and reality.” Scandinavian Journal of Disability Research, 19(3), 206-217.