Monday, 28 December 2020

Ideas for Teaching and Learning materials in 2021

In 2021, we will be posting ideas for Teaching and Learning materials which teachers can use in Ghanaian classrooms. 
There will be recommendations about the type of observations you can make in your classrooms, to help you identify children who will need referral or assessments.
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Wednesday, 28 October 2020

Our networks during Covid-19 pandemic: Autism Awareness Care and Training Centre (AACT)

Autism Awareness Care and Training Centre (AACT) has always been of immense support to AutismDTgh, and continues to be a fountain of knowledge on Autism in Ghana. 

AACT is an NGO, local support and education centre for children with autism in Ghana.

https://aactgh.org/newaact/ 

https://m.facebook.com/profile.php?id=230175567121419&__tn__=C-R

https://www.instagram.com/explore/locations/230175567121419/autism-awareness-care-and-training-centre-kokomlemle?hl=en

https://twitter.com/aact_ghana?lang=en


AACT is moving to 

Digital Address: GE-259-4572;
Address: Adjin Nye St;


New site


Pictures from old site at Kokomlemle
 


 




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Sunday, 25 October 2020

Our networks during Covid-19 pandemic: Enny Foundation

 Enny Foundation continues to be a crucial part of our network especially during the Covid-19 pandemic.

https://www.facebook.com/ennyfoundation/


Emmanuel Nyarko training Facilitators for outreach services on 24.10.2020




Continuous professional development is paramount.


Enny Foundation is planning to collect data from stakeholders about the impact of Covid-19 on Special Needs and Disability children. It will help inform the services they provide. 
Evidence-Based Practice.


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Autism Awareness Care and Training Centre (AACT) and AutismDTgh

 https://m.facebook.com/1987804434793148/photos/a.2040403826199875/2637246446515607/?type=3




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Tuesday, 22 September 2020

Autism Basics for Parents and Caregivers (Part 1)

 In collaboration with Tanzania Autism Resource Centre, AutismDTgh presented on Saturday 19th September 2020.

The presentation was in English and Swahili.

For further information, contact 



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Tuesday, 21 July 2020

Happy anniversary!!!

Happy anniversary!!!
In spite of Covid-19, we have made great strides.
A lot of interaction, awareness creation, networking, media broadcast, influencers-at-work etc.
Believe it or not, the journey has already been 3 years!
As a team, we have put in 100s and 100s of hours to get here
We can all give ourselves a huge pat on the back.
Ayeeko!!!
Thank God for it all.
God bless all our efforts, God bless all of us, and God bless AutismDTgh!

 -From the Core Team
Joshua Addy
Nana Akua Owusu
Emmanuel Ntow Nyarko
Mrs. Serwah Quaynor
Hannah Ackom-Mensah
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Thursday, 11 June 2020

Articles by Inclusion practitioners

Principal leadership pipeline for inclusive education ( Eunice A. Turkson)

https://www.gna.org.gh/1.18418388



 

http://www.specialmothers.org/national-assessment-resource-centre-children-disabilities-looks-useless/ 


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Wednesday, 10 June 2020

Autistica: 'Managing the transition back to school'

Very interesting and informative webinar by Autistica today. 
Webinar posted on Facebook 

 Host: Dr. James Cusack, Director of Science at Autistica

 Panellists:
Dr. Catherine Carroll, Researcher and Senior Lecturer in Education at St. Mary's University
Freddie Adu, Headteacher at Queensmill School
Louisa Harrison, Parent and PACT therapist









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Sunday, 31 May 2020

News paper articles & other online media re: AutismDTgh

Articles for 2021





Articles for 2019-2020



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Literature on Digital Technology, Dialogue & ...

AUTISM & DIGITAL TECHNOLOGY
  1. Francis, G. A., Farr, W., Mareva, S., & Gibson, J. L. (2019). Do tangible user interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys. Research in Autism Spectrum Disorders, 58, 68-82. https://doi.org/10.1016/j.rasd.2018.08.005


DIGITAL TECHNOLOGY 
  1. Classroom dialogue and digital technologies: A scoping review (L. Major, P. Warwick, I. Rasmussen, S. Ludvigsen & V. Cook) 
  2. Assar, S., El Amrani R. & Watson, R. T. (2010). ICT and education: A critical role in human and social development. Information technology for development, 16(3), 151-158. https://doi.org/10.1080/02681102.2010.506051
  3. Hennessey, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. https://doi.org/10.1080/0022027032000276961
  4. Hennessey, S., Haßler, B., & Hofmann, R. (2015). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. Technology, Pedagogy and Education, 24(5), 1–28. https://doi.org/10.1080/1475939X.2015.1092466 
  5. Acquah, B. Y. S. (2012). Status of implementation of the ICT curriculum in Ghanaian Basic Schools. Journal of Arts and Humanities (JAH), 1, 27-37. https://doi.org/10.18533/journal.v1i3.31 


DIALOGUE
  1. Promoting academically productive student dialogue during collaborative learning (Robyn M)
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Literature on Autism Spectrum Conditions/Disorder (ASC/D)

  1. Autism Spectrum Disorders in Africa: Current Challenges in Identification, Assessment, and Treatment: A Report on the International Child Neurology Association Meeting on ASD in Africa, Ghana, April 3-5, 2014 (Kavita Ruparelia, BA, Amina Abubakar, PhD, Eben Badoe, MMed, Muideen Bakare, MNIM, Karren Visser, BA, Diane C. Chugani, PhD, Harry T. Chugani, MD, Kirsten A. Donald, PhD, MPhil, Jo M. Wilmshurst, MD, Andy Shih, PhD, David Skuse, MBChB, and Charles R. Newton, MD)
  2. Strategies for Transitioning Preschoolers with Autism Spectrum Disorders to Kindergarten ( 
    3. Wilson K. Agbeke)
  3. Transition from preschool to Kindergarten for Children with Autism Spectrum Disorder A Systematic Review (Qixiu Miao)
  4. Autism and talent: the cognitive and neural basis of systemizing (Simon Baron-Cohen, PhD, MPhil; Michael V. Lombardo, PhD)
  5. Genetic contribution to ‘theory of mind’ in adolescence (Varun Warrier & Simon Baron-Cohen)
  6. Reflections on a university based social group for students with Asperger syndrome (Joanna Hastwell, John Harding, Nicola Martin & Simon Baron-Cohen)
  7. Evidence-based support for autistic people across the lifespan: Maximizing potential, minimizing barriers, and optimizing the person-environment (Meng-Chuan Lai, Evdokia Anagnostou, Max Wiznitzer & Carrie Allison)
  8. LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome (Gina Owens, Yael E Granader, Ayla Humphrey & Simon Baron-Cohen)
  9. Sensory perception in autism (Caroline Robertson & Simon Baron-Cohen)
  10. The misnomer of ‘high functioning  autism’: Intelligence is an  imprecise predictor of functional  abilities at diagnosis (Gail A Alvares , Keely Bebbington1, Dominique Cleary,  Kiah Evans, Emma J Glasson, Murray T Maybery, Sarah Pillar, Mirko Uljarević , Kandice Varcin, John Wray and  Andrew JO Whitehouse)

  • Badoe, E. V. (2014). The Child who does not speak: The face of autism in Accra. In Welbeck, J. E., Goka, B. Q., Renner, L. A., Oduro-Boatey, C. & Oppong, S. A. (Eds.). Tropical issues in Maternal and Child Health in Ghana, Clinical Sciences Series Reader. No. 9, 45-59. Digibooks. 
  • Baron-Cohen, S. (2008). Theories of the autistic mind. The Psychologist, 21, 112-116. https://thepsychologist.bps.org.uk/volume-21/edition-2/theories-autistic-mind
  • Belmonte, M. K., Saxena-Chandhok, T., Cherian, R., Muneer, R., George, L., & Karanth, P. (2013). Oral motor deficits in speech-impaired children with autism. Frontiers in integrative neuroscience, 7, 47. https://doi.org/10.3389/fnint.2013.00047
  • Camarata, S. (2014) Early identification and early intervention in autism spectrum disorders: Accurate and effective? International Journal of Speech-Language Pathology, 16(1), 1-10, https://doi.org/10.3109/17549507.2013.858773  
  • Franz, L., Chambers, N., von Isenburg, M., & de Vries, P. J. (2017). Autism spectrum disorder in sub-Saharan Africa: A comprehensive scoping review. Autism Research, 10(5), 723-749. https://doi.org/10.1002/aur.1766  
  • Fletcher-Watson, S., Adams, J., Brook, K., Charman, T., Crane, L., Cusack, J., Leekam , S., Milton, D., Parr, J. R. & Pellicano, E. (2019). Making the future together: Shaping autism research through meaningful participation. Autism, 23(4), 943–953. https://doi.org/10.1177/1362361318786721
  • Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250. https://doi.org/10.1105/tpc.11.5.949
  • Karanth, P., Shaista, S., & Srikanth, N. (2010). Efficacy of communication DEALL-an indigenous early intervention program for children with autism spectrum disorders. Indian Journal of Pediatrics, 77(9), 957-962. https://doi.org/10.1007/s12098-010-0144-8
  • Kenny. L., Hattersley, C., Molins, B., Buckley, C., Povey, C. & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community, Autism, 20(4) 442-462. https://doi.org/10.1177/1362361315588200
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Sunday, 15 March 2020

Professor Bhismadev Chakrabati presenting at AutismDTgh 2019 by Skype

Professor Bhismadev Chakrabati presenting at AutismDTgh 2019 by Skype

https://mobile.twitter.com/AutismTgh/status/1153932703152168960/photo/1

@bhismadev post about AutismDTgh 2019

 https://twitter.com/bhismadev/status/1153302544128663552?s=20
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AutismDTgh

Go to link - https://autismdtgh.wordpress.com

AutismDTgh brings together parents, carers, professionals and other stakeholders to research ways in which Digital Technology impacts Autism Spectrum Disorder/ Conditions and uses dialogue to explore how research can improve policy making and conditions in Ghana and across Africa.

Professor E. Badoe presenting at AutismDTgh 2019
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