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Coming Out Aspergers:Diagnosis, Disclosure and Self-Confidence

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... Moreover, selfidentification and self-advocacy were vital components in obtaining accommodations in postsecondary education (Kaplin & Lee, 2007), which posed an additional challenge for students with ASD. Because ASD was misdiagnosed or undiagnosed (Murray, 2006;Prince-Hughes, 2002), students may have lacked social skills to self-advocate, and students may have chosen not to self-disclose (Murray, 2006). Therefore, programs designed to educate families and assist students in navigating the transition are critical. ...
... Moreover, selfidentification and self-advocacy were vital components in obtaining accommodations in postsecondary education (Kaplin & Lee, 2007), which posed an additional challenge for students with ASD. Because ASD was misdiagnosed or undiagnosed (Murray, 2006;Prince-Hughes, 2002), students may have lacked social skills to self-advocate, and students may have chosen not to self-disclose (Murray, 2006). Therefore, programs designed to educate families and assist students in navigating the transition are critical. ...
... Outside of the medical paradigm, there is a body of literature written by people with ASD that gives voice to their experiences (e.g., Madriaga, 2010;Murray, 2006). Key themes in essays written by postsecondary students with ASD included struggles with misdiagnosis, especially, for students with high intelligence test scores; recognition that social interactions were important, yet consistently struggling with group work; peer rejection and problems interpreting unwritten social norms; sensory issues (e.g., fluorescent lights) hindering the learning experience; and difficulties obtaining a job after graduation (Prince-Hughes, 2002). ...
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More than 50% of all college students with a disability enroll in public 2-year institutions. Autism Spectrum Disorder (ASD) is a type of disability that affects a growing number of students in postsecondary education. Currently, over 70% of 2-year public institutions enroll students with ASD. In spite of increased awareness, the vast majority of existing ASD research focused on primary and secondary education. Research on practices that support students with disabilities in the community college environment is imperative for promoting student success. The purpose of this mixed-methods study was to explore current and best practices that support students with ASD at 2-year public, postsecondary institutions. A web-based tool was used to survey a nationally representative sample of disability service professionals from 367 2-year, public institutions (35.4% response rate). Our results show reasonable accommodations with an academic focus (e.g., extended exam time) were provided more frequently than sensory accommodations. General support services that focused on the transition to college were offered by 42% of the institutions surveyed, and 26% of institutions supplied ASD-specific services. These results indicated that many institutions provide students with a baseline level of academic accommodations; however, accommodations and support services that specifically target the functional limitations of ASD are offered less frequently. Best practices for supporting students with ASD were synthesized and implications for practice were discussed.
... Noen forskere mener at atferdsdefinerte diagnoser innenfor autismespekteret har flere ulemper enn fordeler, blant annet fordi de representerer en fare for stigmatisering og sykeliggjøring (Molloy & Vasil 2002;Moloney 2010;Murray 2006). Molloy og Vasil (2002) mener at Aspergers syndrom har blitt adoptert som en sosialt konstruert forstyrrelse, der målet med ulike tiltak er å normalisere avvik, i motsetning til å betrakte personene som representanter for en interessant, kvalitativ forskjell. ...
... Enhver som ønsker å forstå mennesker med en autistisk tilstand, vil sannsynligvis bli slått av hvor forskjellige disse personene er i vaeremåte, evneprofil og sterke sider, men også når det gjelder spesifikke vansker. Dette poenget understrekes også i personlige beretninger som er skrevet av personer med AST (Murray 2006). ...
... Blant annet kan noen forholdsvis velfungerende ungdommer med autismetrekk finne en kjaerkommen nisje i livet der de vil trives. Under heldige om-stendigheter trenger de kanskje ikke alltid så omfattende oppfølging i arbeidet, kanskje fordi omgivelsene ikke finner dem veldig sosialt dysfungerende eller plagsomt eksentriske (Murray 2006). ...
Article
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Mennesker med en autismespektertilstand (AST) ønsker ofte å finne ut hvorfor de er forskjellige fra andre og faller utenfor det sosiale fellesskapet. Det er ulike oppfatninger om verdien av en atferdsdefinert diagnose som autisme eller Aspergers syndrom. Noen mener at slike diagnoser kan ha flere ulemper enn fordeler, blant annet fordi diagnosene kan representere en fare for stigmatisering og sykeliggjøring. Andre mener at dersom man ikke vet hva vanskene består i, er det vanskelig å tilrettelegge potensielt effektive tiltak. Når et dilemma mellom diagnose eller ikke oppstår, er det viktig å ta hensyn til personens egen opplevelse av det å få en diagnose.
... Många beskriver Aspergers syndrom som en del av sin personlighet som inte borde behöva ändras. Samtidigt medger några att de har vissa problem på grund av sin diagnos vilka de ibland skulle vilja slippa (Murray, 2006:90 f, Nordgren 2002:32, 64 f, 103 f, Hall, 2003. ...
... Då han är 10 år är han fortfarande mycket formbar av sina föräldrar och sina lärare och deras förväntningar på honom. Om man får diagnosen som vuxen kan man tänka sig att de svårigheter man har upplevs som en oföränderlig del av det egna jaget i högre grad och att man kan ha ett större oberoende och självkänsla, som till exempel Michelle som ifrågasätter att hennes enda hopp skulle vara att träna sig i sådant som de normala har tillägnat sig utan ansträngning (Murray, 2006:90 f). ...
... Självacceptans kan räcka. Michelle Dawson(Murray, 2006:90 f) vill till exempel fortsätta att vara den hon är och uppmanar andra med Aspergers syndrom att bara le åt det hycklande samhälle som menar att deras enda hopp är att förändra sig. Andra arbetar med svårigheterna för att de uppskattar att bli mer välfungerande i det samhälle de lever i, som Iris(Johansson, 2007:305) som lärde sig det sociala livets spelregler när hon arbetade på en frisersalong, eller som Kenneth(Hall 2003:54 ff) när han gläds åt sina framsteg i sitt arbete med sin ilska. ...
... However, they are eager to big change concerning particular in person circumstances (Rubio, 2004). Murray (2006) stated that self-confidence is one's own belief, reliant on selective, motivational, perseverant, vulnerable behavior along with subjective patterns of expectations and ambitious effects of a person's self on himself/herself (Ansari & Oskrochi, 2004). Generally speaking, a self-confident person is more probably able to get the desired results. ...
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The study probed the relationship between Iranian EAP learners' self-confidence and language achievement of hotel-management students concerning their gender. Initially, 100 BA male and female students at two non-governmental universities of Darvishi and Pardisan in Mashhad-Iran participated in the study. Based on Krejcie and Morgan's (1970) table of random sampling, 80 participants were considered as the target sample. The data were gathered through administering two instruments including Moradi et.al's (2014) language learners' self-confidence questionnaire and an EAP language achievement test, derived from Rashidi (2017). The data were analyzed using SPSS 24. The study followed a quantitative descriptive design. The findings indicated positive significant relation between learners' self-confidence and language test scores. Concerning gender, there did not exist any significant difference in self-confidence. The findings also proved the significant predicting role of self-confidence for language proficiency level of the participants. The findings have some implications for EAP teachers, syllabus designers, and international tourism industry authorities. The findings suggest the significance of non-linguistic factors including self-confidence in language learning process.
... Individuals on the spectrum are fraught with the decision of whether they should disclose their diagnosis in work settings (Murray, 2006). Research is needed to help autistic individuals make educated decisions on if they should disclose and when/how to disclose. ...
Article
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Research consistently documents the negative postsecondary outcomes of autistic individuals. Identifying facilitators and barriers to obtaining and maintaining employment is imperative to improve postsecondary outcomes. Autism diagnosis disclosure at work may serve as a facilitator or barrier to obtaining and maintaining employment, but little is known about the lived experiences of individuals on the spectrum regarding diagnosis disclosure at work. To ascertain why autistic individuals choose to pursue disclosure or choose not to disclose at work, how they disclose, and the consequences of that disclosure, a state-of-the-art literature review was conducted. Ten studies met the final inclusion criteria and were synthesized to provide guidance to autistic individuals, families, and professionals who support autistic individuals’ transition to employment. Lay abstract Research consistently documents the poor postsecondary outcomes of autistic individuals. It is important to identify supports that help autistic individuals get and keep jobs to improve postsecondary outcomes. Autism diagnosis disclosure at work may serve as a support (e.g., receiving accommodations) or as a barrier (e.g., discrimination) to getting and keeping employment, but little is known about the lived experiences of autistic individuals on diagnosis disclosure at work. To better understand why individuals on the spectrum choose to pursue disclosure or choose not to disclose at work, how they disclose, and the consequences of that disclosure, a state-of-the-art literature review was conducted. Ten studies met the final inclusion criteria and were synthesized to provide guidance to autistic individuals, families, and professionals who support their transition to employment. Findings from the review indicate that diagnosis disclosure is a highly complex decision. Across reviewed studies, participants chose to pursue disclosure for specific reasons, including access to accommodations or support, increase understanding, and advocate for self or others. Autistic individuals participating across reviewed studies shared they chose not to disclose primarily due to fears of discrimination and experience of stigma. Both the hopes (access to accommodations and supports) and fears (bullying and discrimination) were validated in the experienced consequences of disclosure. More research is needed on the contextual experiences of how individuals on the spectrum disclose their diagnosis at work.
... It is characterized by a sense of assurance and certainty in one's own In a broad sense, self-confidence refers to an individual's subjective perception of their own competence and belief in their capacity to effectively do tasks. According to Murray (2006), confidence can be described as "firm trust" in his dictionary. According to the author (p.53), individuals who possess confidence in a particular matter do not experience concern over its eventual result. ...
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English communication skills are necessary for academic and professional success worldwide. A major factor in English language proficiency is self-confidence. This literature review consolidates research on self-confidence and English language proficiency and identifies effective ways to boost language learners' self-confidence. The study shows that those with high self-confidence in their English language skills are more likely to learn a second language and speak it well. Self-confidence boosts drive, tenacity, and language acquisition challenge-taking. The findings found that self-confident people have better pronunciation, vocabulary, and grammar, which are essential for English communication. Self-confidence and English language proficiency is complex and affected by individual traits, cultural history, and language acquisition experiences. Effective treatments to improve language learning confidence are needed for optimal results. Language teachers and educators can use setting goals, encouraging, and reflecting on one to boost students' self-confidence and English language ability in academic and professional settings.
... Sims (1995;12) state that learning styles can be defined as characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. Murray, (2005;3) explains that confidence is also motivation. Low motivation can become high confidence only when strong motivation drives repeated experience. ...
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This research was aimed at finding out the correlation between learning styles and self-confidence on student’s motivation At SMK Perikanan Provinsi Riau. This research was a correlational study using quantitative method. The subject of the research was all students of SMK Perikanan Provinsi Riau consisting 10 classes. The research sample was taken by using random sampling method from ten classes which each class has different number of students. The total population was 227, and the total sample was 114. The data was analyzed by using SPSS version 17. Based on the descriptive statistic of learning styles showed that group was the favorite styles who has chosen by student at Smk Perikanan Provinsi riau with mean score 18.64, another favorite styles was kinesthetic with means score 15.49. Furthermore, the total students who have high self-confidence were 80 persons and 34 students for average score. Additionally, students who have medium level were 69, 30 students for high level and 15 students for low level. The research findings showed that first; there was no significant correlation between learning styles and student’s motivation with score 0.18>0.05. Second, there was significant correlation between self-confidence and student’s motivation with score 0.00< 0.05. Third, there was significant correlation between learning styles and self-confidence on student’s motivation with score 0.00<0.05 at Smk Perikanan Provinsi Riau. Keyword : Learning Styles, Self-Confidence, Student’s Motivation
... Travelling extensively with Dinah, we saw so much overlap in our reactions that we had to conclude she was autistic herself, despite rejecting its medical framework. As such, she contributed to many other projects, lectures and books (D. Murray, 2005Murray, , 2008D. Murray & Aspinall, 2006;D. ...
Article
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So much has changed in our understanding of how autism impacts our lives. We still have a long way to go, however, until it becomes the norm that the principle of ‘nothing about me without me’ is upheld throughout autism research and autism practice. Autistic researchers and practitioners will play a central role in delivering this vision. Currently, the autistic community is mourning the passing of one such person, a true pioneer, Dr. Dinah Murray. It is fitting that we pay a tribute to her achievements and contributions, for these have enriched our lives and over-laid the autism landscape with understanding, acceptance, action and advocacy.
... Confident learners always have particular objectives to attain and simultaneously they trust their capabilities and understand well how to achieve their objectives. They also develop a strong feeling and understanding that they can accomplish them (Murray, 2006;Tracy, 2008). ...
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The present study aimed at investigating the comparative effects of cooperative and competitive learning on English as Foreign Language (EFL) learners' speaking ability and self-confidence. Moreover, EFL learners' attitude towards cooperative and competitive learning procedures were explored. To these ends, from among 140 male intermediate EFL learners, 90 learners were selected on the basis of a sample Preliminary English Test (PET) results and were assigned into three 30-learner cooperative, competitive and control groups. The speaking section of a sample PET test and Academic Confidence Scale (Sander & Sanders, 2006) were administered to the three groups to measure their speaking proficiency and self-confidence level before the treatment. As the treatment, the first experimental group members were primarily engaged in cooperative learning, the second experimental group members were engaged in competitive learning, and the control group received regular teacher-fronted instruction. At the end of the treatment, the speaking section of another sample PET and Academic Confidence Scale were re-administered as the posttests. Additionally, 10 EFL learners were randomly selected from each experimental group and seated for a semi-structured interview. The statistical analyses revealed that while both cooperative and competitive learning procedures had significant within-group effects on the learners' speaking ability, the impact on academic self-confidence was significant only for cooperative learning procedure. Moreover, between-groups comparisons verified that the impact of cooperative learning on speaking ability and self-confidence of EFL learners was statistically superior to the other procedures. In addition, content analysis of the interview data showed that the majority of EFL learners believed that cooperative learning helps them develop their own ideas in greater depth, enhance their participation and creativity in speaking, improve self-confidence and reduce anxiety; on the other hand, the respondents in competitive group mainly believed that competitive learning led to their increased anxiety and reduced self-confidence. Introduction Language learning process, put simply, comprises mastering different language skills, a prominent one of which is speaking. For most people, the ability to speak a language is synonymous with knowing that language, as speech is the most unique aspect and need of human communication (Celce-Murcia, 2001) and when it comes to second or foreign language (SL/FL) pedagogy, teaching speaking skill has been one of the most challenging and arduous tasks due to the multidimensional nature of the skill and the multitude of the factors which affect its development, and production.
... Self-confidence may be defined as "the belief that a person has it in their ability to succeed at a task based on whether or not they have been able to perform that task in the past" (Adalikwu, 2012). Murray (2006), on the other hand, suggests that if one is confident about something, they do not worry about the outcome and, rather, just take it for granted that everything will turn out well. Similarly, self-confidence could be perceived as "a sense that has been present in every individual and that has two essential components: lovability and competence" (Mutluer, 2006). ...
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This study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self- Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.
... The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang 37 Murray (2006) states that self-confidence is a firm belief. If a person is convinced of something, he/she is not worried about the outcome, he/she simply takes it for granted that it will go well. ...
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Speaking in a foreign language can be influenced by such psychological aspects as anxiety and self-confidence. The students who have high level of anxiety, worry, fear and low level of self-confidence in foreign language classes may have difficulties in developing their speaking ability. The objective of this research was to find out whether there was a significant correlation between students’ speaking anxiety, self-confidence, and their speaking achievement. The research used correlation design. The data were collected through interviews that were scored by two raters and two questionnaires that were administered to fifth semester students (n = 28) from a Teacher and Training Faculty in Indonesia. The data were analyzed using descriptive and correlational analysis. The results indicated that speaking anxiety has no significant correlation with speaking achievement. Self-confidence has a significant correlation with speech achievement (p = .01). That is, students with self-confidence have higher achievement. So, it is important for teachers and lecturers to encourage students and practice speaking English in front of class, especially to improve the self-confidence when the students are communicating in English.
... The success of their mobilisation efforts rests in part on changes brought about in the way their potential members view not only their life situation, but also themselves. At the international level, the historical dynamics of this mobilization shows that the people concerned refuse the representation of autism as a disease and criticize a society in which autism is solely understood according to a deficit model (Chamak 2008aChamak , 2010 Murray, this volume). The first association of autistic persons, Autism Network International (ANI), set up in 1991 in the U.S., defends the idea that autism is neither a disease nor a disability, but a different mode of cognitive functioning. ...
... The success of their mobilisation efforts rests in part on changes brought about in the way their potential members view not only their life situation, but also themselves. At the international level, the historical dynamics of this mobilization shows that the people concerned refuse the representation of autism as a disease and criticize a society in which autism is solely understood according to a deficit model (Chamak 2008aChamak , 2010 Murray, this volume). The first association of autistic persons, Autism Network International (ANI), set up in 1991 in the U.S., defends the idea that autism is neither a disease nor a disability, but a different mode of cognitive functioning. ...
Book
At the international level, the study of the historical dynamics of the mobilization of the autistic persons' organizations shows that they refuse the representation of autism as a disease. Generally, the activist movements define autism as another mode of functioning, and stress the positive and creative features associated with neurodiversity. The study of the French case puts other views in evidence. Thus, the aim of the French-speaking association, Satedi, is to shed light on the autistic functioning, to help autistic persons and their families, and to influence the orientation of the research on autism and political decisions. The French system is characterized by a partnership between the State and the associations of parents, and its historical and cultural context, in particular the opposition to communitarianism. These factors do not appear to favour the development of radical demands in the field of disability.
... That support should firstly take the form of appropriate, efficient, speedy diagnosis which should surely, by now, be easier and less traumatic for the families. Individuals with AS may be motivated to find answers to their difficulties and the complexities of their experiences but may have mixed responses to a diagnosis (Willey 1999;Molloy & Vasil 2004;Murray 2005). ...
... Research by Symes and Humphrey (2012) showed the vital importance for pupils with autism at mainstream secondary school of having a 'significant other' from their peer group with whom they would work and be with at lunch and break times. Ideas and literature on sharing the diagnosis with the child are being developed and used (e.g., Murray, 2006;Fletcher, 2013), and there is some evidence that the earlier this is done, the easier it is for the child to explore and discuss (Jones, 2001). It is essential that parents are involved in this process and contribute ideas on how this might be approached. ...
... Professionals need to be mindful of the best ways to communicate with parents experiencing each and all of these reactions and also to be aware of how much information people can cognitively assimilate when in a state of anxiety (Bartolo, 2002;Clarke, Davies, Jenney, Glased, & Eiser, 2005;Sloper & Turner, 1993). Receipt of diagnosis is often the start of a long journey (Murray, 2006). In particular with ASD, the added lack of an obvious physical syndrome with clear facial or physical features can make this adjustment more difficult for some parents (Midence & O'Neill, 1999). ...
Article
Little is known about the lived experience of Irish parents in learning about and adapting to their child’s diagnosis of autistic spectrum disorder (ASD) and the process of disclosing this diagnosis to their child. Semi-structured interviews were completed with seven Irish parents of children with an ASD diagnosis to gain an in-depth understanding of these experiences. An interpretative phenomenological analysis (IPA) revealed key themes affecting the process of adjusting to the diagnosis and communicating this diagnosis to their child, including difficulties obtaining a diagnosis and parents ambivalent feelings upon receiving a diagnosis; challenges accessing appropriate support and resources, and attempting to maintain a ‘normal’ family life; and finally a feeling of needing to protect their child, the realisation that non-disclosure is a poor strategy in the longer term, and adapting communication style to facilitate their child’s understanding of their diagnosis. The importance of the sensitivity and manner in which professionals involved in the diagnosis inform that the parents of the diagnosis cannot be underestimated. Despite guidelines having been developed in Ireland and the UK, ongoing audit of the fidelity of professionals in adhering to these guidelines needs to take place and become a part of service reviews with service user involvement being central to this. Parents also need to be facilitated to discuss the appropriate developmental timing of telling their child about their diagnosis and to explore their ambivalence about this process.
... Professionals need to be mindful of the best ways to communicate with parents experiencing each and all of these reactions and also to be aware of how much information people can cognitively assimilate when in a state of anxiety (Bartolo, 2002;Clarke, Davies, Jenney, Glased, & Eiser, 2005;Sloper & Turner, 1993). Receipt of diagnosis is often the start of a long journey (Murray, 2006). In particular with ASD, the added lack of an obvious physical syndrome with clear facial or physical features can make this adjustment more difficult for some parents (Midence & O'Neill, 1999). ...
Article
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http://dx.doi.org/10.1080/03033910.2014.982143 Free print of article by placing the above DOI in your search field Little is known about the lived experience of Irish parents in learning about and adapting to their child’s diagnosis of autistic spectrum disorder (ASD) and the process of disclosing this diagnosis to their child. Semi-structured interviews were completed with seven Irish parents of children with an ASD diagnosis to gain an in-depth understanding of these experiences. An interpretative phenomenological analysis (IPA) revealed key themes affecting the process of adjusting to the diagnosis and communicating this diagnosis to their child, including difficulties obtaining a diagnosis and parents ambivalent feelings upon receiving a diagnosis; challenges accessing appropriate support and resources, and attempting to maintain a ‘normal’ family life; and finally a feeling of needing to protect their child, the realisation that non-disclosure is a poor strategy in the longer term, and adapting communication style to facilitate their child’s understanding of their diagnosis. The importance of the sensitivity and manner in which professionals involved in the diagnosis inform that the parents of the diagnosis cannot be underestimated. Despite guidelines having been developed in Ireland and the UK, ongoing audit of the fidelity of professionals in adhering to these guidelines needs to take place and become a part of service reviews with service user involvement being central to this. Parents also need to be facilitated to discuss the appropriate developmental timing of telling their child about their diagnosis and to explore their ambivalence about this process.
Article
The article draws on Jodi Picoult’s Change of Heart (2008) and House Rules (2010) to explore the agentic crisis of neurodivergent prison inmates in the context of the criminal justice system. The originality of the article lies in its ability to contribute to the ongoing discussion of law and disability studies by foregrounding the relevance of Picoult’s novels to reflect on the legal structural barriers of the criminal justice system that hinder offering equal justice to neurodivergent people. The article, through a close reading of the novels, also demonstrates how Picoult contests social stereotypes that draw a similarity between neurodivergent people, lack of empathy, and criminality.
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Este artigo investigou a relação entre o autismo e as tecnologias digitais, com o objetivo de compreender como estas últimas podem apoiar a comunicação, socialização e desenvolvimento cognitivo de pessoas no espectro autista. Explorando o uso de tecnologias digitais como ferramentas facilitadoras, destacou-se a importância de criar ambientes digitais inclusivos e acessíveis para indivíduos autistas. A metodologia adotada foi a pesquisa bibliográfica, conforme Lakatos e Marconi (2001), que envolveu a análise de literatura existente sobre o tema, permitindo um entendimento aprofundado das interações entre autismo e tecnologia. A revisão teórica incluiu autores como Moran (1998), que considera as tecnologias digitais extensões do corpo e da mente, e Mineiro e D’Ávila (2019), que enfatizam a importância do lúdico na aprendizagem e desenvolvimento de pessoas autistas. Os resultados indicaram que as tecnologias digitais oferecem oportunidades significativas para melhorar a qualidade de vida de pessoas autistas, permitindo-lhes expressar-se e conectar-se de maneiras inovadoras. Além disso, enfatizou-se a necessidade de pesquisas futuras para explorar o potencial das novas tecnologias emergentes e avaliar seu impacto a longo prazo no espectro autista. Em conclusão, o estudo reiterou a relevância das tecnologias digitais como recursos valiosos para pessoas no espectro autista, destacando a necessidade de ambientes digitais inclusivos que promovam a participação ativa e melhorem a inclusão social.
Article
Este artigo investigou a relação entre o autismo e as tecnologias digitais, com o objetivo de compreender como estas últimas podem apoiar a comunicação, socialização e desenvolvimento cognitivo de pessoas no espectro autista. Explorando o uso de tecnologias digitais como ferramentas facilitadoras, destacou-se a importância de criar ambientes digitais inclusivos e acessíveis para indivíduos autistas. A metodologia adotada foi a pesquisa bibliográfica, conforme Lakatos e Marconi (2001), que envolveu a análise de literatura existente sobre o tema, permitindo um entendimento aprofundado das interações entre autismo e tecnologia. A revisão teórica incluiu autores como Moran (1998), que considera as tecnologias digitais extensões do corpo e da mente, e Mineiro e D’Ávila (2019), que enfatizam a importância do lúdico na aprendizagem e desenvolvimento de pessoas autistas. Os resultados indicaram que as tecnologias digitais oferecem oportunidades significativas para melhorar a qualidade de vida de pessoas autistas, permitindo-lhes expressar-se e conectar-se de maneiras inovadoras. Além disso, enfatizou-se a necessidade de pesquisas futuras para explorar o potencial das novas tecnologias emergentes e avaliar seu impacto a longo prazo no espectro autista. Em conclusão, o estudo reiterou a relevância das tecnologias digitais como recursos valiosos para pessoas no espectro autista, destacando a necessidade de ambientes digitais inclusivos que promovam a participação ativa e melhorem a inclusão social.
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The design of this research was correlational research. This research aimed to find out the correlation between students’ self-confidence and speaking skills at the twelfth grade of SMA N 2 Bukittinggi. The background of this research was there were several problems related to students’ self-confidence, and those problems were contrary to the theory. The population of this research was all of the twelfth-grade students of SMA N 2 Bukittinggi in the academic years of 2020/2021, which consists of 8 classes. The sample was 28 students taken by simple random sampling technique. The research results showed that there is a correlation between students’ self-confidence and their speaking skill. The researcher found that the coefficient of correlation between students’ self-confidence and their speaking skill was 0,286. There was a positive correlation and significance. It means that Ho is accepted. Thus, there is a positive correlation between students’ self-confidence and speaking skills at the twelfth grade of SMA N 2 Bukittinggi.
Article
İşletmelerin, tüketicilerin istek ve ihtiyaçlarını en üst düzeyde karşılayabilmeleri ve günümüzün gittikçe zorlaşan pazar koşullarında başarılı stratejiler geliştirebilmeleri için tüketicileri yakından tanımaları gerekmektedir. Özgüven ile marka beğenilirliği arasındaki ilişkinin anlaşılması, tüketicilerin marka ile olan ilişkilerinin ve markayı değerlendirme şekillerinin tespiti açısından önem taşımaktadır. Bu doğrultuda mevcut çalışma, hedef pazarın önemli bir kısmını oluşturan kadın tüketicilerin, demografik özellikleri ile özgüvenleri ve marka beğenilirliği arasındaki ilişkiyi araştırmak amacıyla yapılmıştır. Bu amaç doğrultusunda toplam 402 kadın tüketiciye anket uygulanmış ve elde edilen veriler bağımsız örneklem t-testi, 2’den fazla grup karşılaştırmasında ise tek yönlü Anova testi uygulanarak analiz edilmiştir. Araştırma hazır giyim sektörü baz alınarak gerçekleştirilmiştir. Yapılan analizler sonucunda, kadın tüketicilerin demografik özellikleri ile özgüven düzeyleri ve marka beğenilirlik düzeyleri arasında anlamlı bir ilişki olduğu, iç özgüvenin marka beğenilirliği üzerindeki etkisinin anlamlı olmadığı ancak dış özgüven ile marka beğenilirliği arasında anlamlı ve negatif yönde bir ilişki olduğu tespit edilmiştir. Araştırma, Türkiye’deki kadın tüketicilerin demografik özellikleri ve özgüvenleri ile marka beğenilirliği arasındaki ilişkinin sınanması açısından ilk olma özelliği taşımaktadır.
Conference Paper
This paper discusses advantages of taking a Critical Discourse Analysis (CDA) approach to examine a policy document: “Born Global: implications for Higher Education” (British Academy, 2016). An adaptation of Hyatt’s (2013) CDA framework is useful for analysing the document’s linguistic features. This paper gives examples of the use of Hyatt’s categories to show that the document encapsulates a particular discourse, the justification of language learning through economic considerations. Linguistic features of the report – the choices of verbs, nouns and adjectives, use of tenses and passive voice, unheralded removal of hedging, and definite articles – all give the impression of factual evidence, whereas they disguise unresolved contradictions. CDA shows that the economic rationale in the document is tenuous. http://epapers.bham.ac.uk/2979/1/Full_Book_Research_conference_November_2016.pdf
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