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Autism Association of Western Australia n.d., How to Adjust the Curriculum for a Student with Autism What are the Disability Standards for Education?, viewed 13 August 2022, <https://juiceboxcreative-autismwa.s3.ap-southeast-2.amazonaws.com/wp-content/uploads/2020/01/03160413/2.-Curriculum-Adjustments.pdf>.

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What is your professional or interest area?

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What is your professional or interest area?

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Food and Nutrition

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Activities to facilitate and promote the development of skills

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Activities to facilitate and promote the development of skills

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1) VR Game for students to experiment multiple times before the online class to familiarise themselves with the recipes that they will cook along with teacher the following day.
2) Cooking recipe and ingredients to flash cards with image and audio elements to help them remember the ingredients, measurements and steps.

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Technologies supporting these activities? and why these are effective choices 

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Technologies supporting these activities? and why these are effective choices 

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The above technologies lets them practice the learning activities any number of time that they wish to in an enjoyable and motivating way.

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My audience and what this course offers to cater the needs of my audience

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My audience and what this course offers to cater the needs of my audience

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This course will be designed for autistic kids.
It will include a wide range of visual elements, closed captions, cooking games, class recordings, downloadable and printable recipe cards, recipe videos and step wise visual instructions in the form of social stories.

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Prepping a salad by following an online recipe on a digital device

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"My Healthy & Easy Breakfast" would be the course name. It will teach 8 breakfast recipes over the period of 2 months with 1 recipe each week. Students will begin the course by learning about ingredients of the recipe on Monday, then play VR game on Wednesday, followed by a cook-along class on Zoom under parental supervision on Friday. The students will also be taught about the health benefits of the ingredients and vocabulary related to ingredients and kitchen.

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Traditional cooking classes takes place in-person and relies mostly on speech and verbal instructions in a fast pace environment. Autistic kids find the verbal instructions and the pace difficult to follow (Spaeth & Pearson 2021). This course will cater to their learning needs and help them gain life skills and independence in their own kitchen.

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Why the chosen design choices are best solutions ?

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Why the chosen design choices are best solutions ?

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1) Course will be designed in a sequential and incremental order and broken down into small and simple lessons. Autistic Students are more likely to learn new concepts and eventually be able to use them independently when they are introduced to them gradually (Murray 2015).

2) Virtual Reality will be included to make children feel and be in control of the environment. Autistic children prefer a predictable, structured, and thus 'safe' environment, as well as the ability to 'control' the interaction. (Dautenhahn 2000).
3)Visual and auditory supports such as visual cues, social stories, pictures, text, gestures, sounds will be included as many autistic students are visual learners (Murray 2015).

The above choices makes the course multimodal. It  can be accessed anywhere anytime from online devices.

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Tools in use for communication/collaboration 

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Tools in use for communication/collaboration 

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1) Padlet and discussion forums with written prompts for students to share their views and interact with other students. Students will be supplied with word banks to communicate.
2) On-demand free consultation with teacher on zoom call
3) Gallery to share their recipe images and dishes with other students with the like and comment feature.
4)To assist with technical issues, an online chat system will be provided. Students and parents can give ratings and written feedbacks on the content, teaching. They can contact teacher when personal assistance is required.

The above activities promote active learning and give space for feedback and analytics.

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Potential Roadblocks andtheir Solutions 

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Potential Roadblocks andtheir Solutions 

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Challenges could be:
1) VR (Virtual Reality) implementations
Solution: By using Oculus Plus 2 which offers best quality at lower prices (Greenwald 2022).

2) Security and privacy can be an issue if VR is used.
Solution: VPN, firewall, avoid sharing personal information (Kaspersky 2021)

3)Handling different dietary and sensory requirements of students
Solutions:Making note of all such requirements during the students enrollment and provide choices for alternative ingredients

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There are a handful of quality virtual reality headset options, whether you’re looking for a standalone model or one that tethers to your PC or console. Step into another dimension with these top-rated VR headsets and platforms.

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Technologies to assess student work and progress 

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Technologies to assess student work and progress 

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H5P - Fill in the blanks, Drags the words, Image Sequencing, Guess the Answers,Drag and Drop Images

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Technology/Methods & Tools used to present content and instruction to learners

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Technology/Methods & Tools used to present content and instruction to learners

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VR Game in Oculus 2- Cooking Game
H5P-Short Cooking Video
H5P-Flash Cards
Zoom - Cook-Along Class
Downloadable and Printable Resource: Ingredients List, Social Story, Recipe with step and step and small instructions with pictures

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Using Virtual Reality to Help Kids with Autism | Freethink Superhuman

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How do the assessments and technologies are connecting to overall teaching approach

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How do the assessments and technologies are connecting to overall teaching approach

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1)Assessments will not be timed.
2)Word Bank will be supplied.
3)Oral and written responses will be allowed as per the student's choice.
4)Rest breaks will be provided
5)To avoid overwhelming the students, short interactive assessments will be distributed throughout the course rather than at the end.

According to research, autistic students will be able to demonstrate their knowledge by making some changes to standard assessments and the strategies as described above.
(Autism Spectrum Australia 2012)

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Managing and storing educational content

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Managing and storing educational content

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Website: Secure access to students to course contents including all the videos and all the teaching materials.

Document management system: All the details related to students, their learning preferences will be recorded and stored in a secure document management system.

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How this technology fit into overall approach of teaching and learning

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How this technology fit into overall approach of teaching and learning

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The multimedia learning approach focuses on learning materials that are both verbal and audio-visual. The strain on a single sensory channel is reduced because multimedia stimulates multiple sensory channels. Texts, graphics, animations, images, videos, and sounds can all be accessed easily and interactively by learners (Sani-Bozkurt, Vuran & Akbulut 2017).

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Why these technologies work well for learners in this approach ? 

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Why these technologies work well for learners in this approach ? 

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Research suggests that autistic kids respond well to virtual environments which are controlled and safe environments without any real world stress where they can practice communicating with their peers (Cheng & Ye 2010).

This collaboration tools such as word banks, discussion forums help children share emojis, pictures etc. resulting in boosting their confidence. Discussion forms also let children express themselves through text as they often struggle with speech expressions (Gillespie-Lynch et al. 2014).

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Autism Spectrum Australia 2012, Adjusting Assessments for students with an ASD, education.vic.gov.au, viewed 13 August 2022, <https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/adjustassessment.docm>.

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CAST 2018, The UDL guidelines, udlguidelines.cast.org, CAST, viewed 13 August 2022, <https://udlguidelines.cast.org/>.

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Cheng, Y & Ye, J 2010, ‘Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment – The pilot study’, Computers & Education, vol. 54, no. 4, pp. 1068–1077, viewed 13 August 2022, <https://www.sciencedirect.com/science/article/pii/S0360131509002966>.

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Dautenhahn, K 2000, Design Issues on Interactive Environments for Children with Autism, August, viewed 14 August 2022, <https://www.researchgate.net/publication/2459814_Design_Issues_on_Interactive_Environments_for_Children_with_Autism>.

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Freethink 2019, Using Virtual Reality to Help Kids with Autism | Freethink Superhuman, www.youtube.com, viewed 13 August 2022, <https://www.youtube.com/watch?v=n87yaF37QEc>.

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Gillespie-Lynch, K, Kapp, SK, Shane-Simpson, C, Smith, DS & Hutman, T 2014, ‘Intersections Between the Autism Spectrum and the Internet: Perceived Benefits and Preferred Functions of Computer-Mediated Communication’, Intellectual and Developmental Disabilities, vol. 52, no. 6, pp. 456–469, viewed 13 August 2022, <https://pubmed.ncbi.nlm.nih.gov/25409132/>.

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Greenwald, W 2022, The Best VR Headsets For 2020, PCMag Australia, viewed 13 August 2022, <https://au.pcmag.com/virtual-reality-1/42713/the-best-vr-headsets>.

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Kaspersky 2021, What are the Security and Privacy Risks of VR and AR, https://usa.kaspersky.com/resource-center/threats/security-and-privacy-risks-of-ar-and-vr, viewed 13 August 2022, <https://usa.kaspersky.com/resource-center/threats/security-and-privacy-risks-of-ar-and-vr>.

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Kern, A 2019, Vista Community Fair Social Story, Vista, viewed 14 August 2022, <https://vistaautismservices.org/news-and-events/vista-news/vista-community-fair-social-story/>.

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Murray, J 2015, ‘Practical Teaching Strategies for Students with Autism Spectrum Disorder: A Review of the Literature’, BU Journal of Graduate Studies in Education, vol. 7, no. 2, viewed 13 August 2022, <https://files.eric.ed.gov/fulltext/EJ1230708.pdf>.

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Sani-Bozkurt, S, Vuran, S & Akbulut, Y 2017, ‘Design and Use of Interactive Social Stories for Children with Autism Spectrum Disorder (ASD)’, Contemporary Educational Technology, vol. 8, no. 1, viewed 13 August 2022, <https://files.eric.ed.gov/fulltext/EJ1126817.pdf>.

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Spaeth, E & Pearson, A 2021, ‘A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice’, viewed 13 August 2022, <https://www.researchgate.net/publication/355299201_A_Reflective_Analysis_on_Neurodiversity_and_Student_Wellbeing_Conceptualising_Practical_Strategies_for_Inclusive_Practice>.