Fostering parents-professional collaboration for facilitating the school inclusion of students with ASD: design of the « ToGather » web-based prototype.
Education Tech Research Dev. 2021-12-02; 70(1): 231-262
DOI: 10.1007/s11423-021-10073-w
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https://www.bordeaux-neurocampus.fr/12478
Mazon C(1)(2), Etchegoyhen K(3), Saint-Supery I(1)(2), Amestoy A(3), Bouvard
M(3), Consel C(4), Sauzéon H(1)(2).
Author information:
(1)Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux,
Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat,
33076 Bordeaux, Gironde, Nouvelle-Aquitaine France.
(2)Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille
Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France.
(3)Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121
rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine
France.
(4)Bordeaux INP/Enseirb-Matmeca, Avenue des Facultés, 33405 Talence Cedex,
Gironde, Nouvelle-Aquitaine France.
In recent years, many psycho-educational technologies were studied to address
the school-related difficulties encountered by students with autism spectrum
disorder (ASD). However, most of them remain individual-centered and do not
consider the social environment. To fill this gap, this study reports on the
user-centered design of a web-based support tool, which aims to support
communication and coordination between parents, school staff and health
professionals of middle and high school students with ASD, in the context of
elaborating, implementing, and following an Individualized Education Plan. The
study followed a two-step design process: (1) a need analysis for identifying
information domains deemed important by the stakeholders; (2) through a
participative iterative design process, a panel of professionals and parents
provided ideas and feedbacks on the design, which was integrated in subsequent
prototype versions of the « ToGather » app.
SUPPLEMENTARY INFORMATION: The online version contains supplementary material
available at 10.1007/s11423-021-10073-w.
© Association for Educational Communications and Technology 2021.
DOI: 10.1007/s11423-021-10073-w
PMCID: PMC8638642
PMID: 34876798
Conflict of interest statement: Conflict of interestThe authors declare that
they have no conflict of interest.