Looking at games as learning contexts for an adolescent with autism and significant intellectual disability

This exploratory project responds to a need for expanded research on educational and recreational activities for older students with autism as well as those with a co-occurring diagnosis of significant intellectual disability. Its broad aim is to explore how current research in Autism Spectrum Disorder (ASD) aligns with theories of embodied and situated cognition. Its narrow aim is to look at, within the framework of an individual case study, video games as situated learning contexts for individuals with diminished joint attention.