AI辅助的特殊教育社会故事干预：AdaptED Stories的设计

中文摘要 AI 辅助

社会故事被广泛用于支持自闭症儿童理解和准备日常情境，但为每个儿童量身定制故事对从业者而言仍是一项劳动密集型工作。现有的数字工具支持故事的组装和交付，但写作、视觉准备和个性化的大部分工作仍依赖人工。近期基于AI的方法实现了故事生成的自动化，但对从业者监督、情境敏感个性化以及基于个体学习者档案的支持性视觉材料的使用提供的支持有限。我们提出了AdaptED Stories，一个在特殊教育情境中用于创作、个性化和交付社会故事的从业者引导系统。该系统利用学生档案起草故事文本和视觉材料，支持从业者的审查和精炼，并包括带有理解活动和会话记录的阅读会话支持。我们报告了从业者参与的设计过程、生成故事和视觉材料的评估，以及与七位特殊教育从业者的可用性研究结果。我们的发现表明，AI辅助可以减轻故事准备负担并支持更个性化的故事创作，同时从业者监督、文化和情境特异性以及针对多样化学习者需求的设计也至关重要。这些发现为特殊教育中AI辅助无障碍工具的设计启示做出了贡献。

英文摘要

Social Stories are widely used to support autistic children in understanding and preparing for everyday situations, but creating stories that are appropriately tailored to each child's needs remains labor-intensive for practitioners. Existing digital tools support story assembly and delivery, but much of the work of writing, visual preparation, and personalization remains manual. Recent AI-based approaches have enabled automated story generation, yet offer limited support for practitioner oversight, context-sensitive personalization, and the use of supportive visuals grounded in individual learner profiles. We present AdaptED Stories, a practitioner-guided system for authoring, personalizing, and delivering Social Stories in special-education contexts. The system uses student profiles to draft story text and visuals, supports review and refinement by practitioners, and includes reading-session support with comprehension activities and session records. We report findings from a practitioner-informed design process, assessments of generated stories and visuals, and a usability study with seven special-education practitioners. Our findings suggest that AI assistance can reduce story-preparation burden and support more individualized story creation, alongside the importance of practitioner oversight, cultural and contextual specificity, and designing for varied learner needs. These findings contribute design implications for AI-assisted accessibility tools in special-education.

发表机构

• New York University Abu Dhabi（阿布扎比纽约大学）

机构由 AI 辅助整理，请以论文原文为准。