Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
There is a burgeoning need to consider new ways of providing
early educational services for young and often newly diagnosed
children with Autism Spectrum Disorder (ASD) and their
families. Such children do not respond naturally to linear
curricular delivery, normally utilized in inclusive classrooms
that predominate public education, but rather need an
educational model incorporating intra and interpersonal
development skills. In addition, there is an urgent need for the
ability of keeping track of and addressing uneven progress in
specific areas; characteristic of learners with ASD. It is
suggested that a new curricular model be designed that
integrates the advantages of e-learning for data management
and communication exchange with the inclusion classroom
learning. A multi-disciplinary approach to the problem has lead
to the proposal of an alternate model using an Intelligent
Guided E-Learning System, which can be of benefit to such
learners, their parents, and their teachers. This system utilizes a
Knowledge Representation model that incorporates the complex
multidisciplinary data related with ASD, along with curricular
information as well as other Artificial Intelligence techniques
that guide the curriculum in a simple and directed, yet evolving,
manner such that the complexity increases as the learner with
ASD’s understanding progresses.
