Open Access Research Article

Meaningful Learning Effectiveness Related to Nets Codes in Students with Autism Spectrum Disorder

Manuel Ojea Rua*

Department of Analysis and Psychosocial-Educational Intervention, University of Vigo, Spain

Corresponding Author

Received Date: August 20, 2018;  Published Date: August 28, 2018


One of the characteristics of students with Autism Spectrum Disorder (ASD) is significant deficits in coding global learning. Simmons Barsalou [1] propose a cognitive structure corresponding to different subsystems configured by interconnected conceptual phases, which people with ASD are important delays in semantic processing. From Vigostkian perspective, students assimilate all the concepts that make sense and are meaningful them, so this research main aim is to investigate effectiveness of creating meaningful relationships between concepts to improve learning integrated into curriculum in people with ASD. There´s few evaluation studies of this theoretical principles integration into curriculum, so this research´s main aim´s to investigate effectiveness of creating meaningful relationships.

A total of 12 students with ASD of first secondary education participated in this study, which were divided proportionally in three groups with three didactic models to facilitate Geography and History learning: 1 Nets Group (n= 4), 1 Specific Group (n= 4) and 1 Regular Group (n= 4). The comparative results of the three groups performed along three measurements, found through the Between- Subjects and Within- Subjects Repeated Measures Analysis (ANOVA), exhibit that students belonging to Nets Group get better data than your peers from other two groups. Likewise, Specific Group improve above the Regular Group. Improvements found don´t depend on the data of the disorder level neither cognitive- perceptive degree.

Keywords: Autism; Meaningful learning, Neural networks; Semantic Memory

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