Indirect teaching for all and autism spectrum disorder (ASD) in design class (ITAD) encouraging their emotional empathy

Abstract

The purpose of this study is to develop a specific design class for children and youth with ASD as the necessity of diversified educational approaches for them rises. And this study aims to motivate ASD students to feel emotional empathy through indirect questions. In this regard, this research focuses on indirect design class and suggests the strategies for instructors to encourage ASD’s spontaneous language production, imaginative thinking and independent achievements. We pursue an indirect design class, which is expected to focus on design-thinking rather than design-outcome while concerning the identity of the students with ASD, improving their spontaneous communication and emotional empathy. More importantly, this study’s ultimate long-term goal is to suggest a guideline of Individualized Educational Plans (IEP) based on the analysis of five-week ITAD proposed in this study.