Yefim Kats – författare

Among the disabilities covered at the state and federal levels, autism and related conditions are a sharply growing diagnostic category among children and young adults. In education, administrators and practitioners working with affected learners are continually faced with confronting difficult problems such as getting adequate personnel training and choosing appropriate tools and techniques that best fit the specific needs of their students while at the same time satisfying their budget, technical resources, curriculum, and profile of the ASD population they serve. The choice of appropriate tools is especially complex due to the intrinsic connection between technical specifications, educational/therapeutic methods, and the wide variety of ASDs and related conditions. In this respect, tools chosen to support children may need to target those diagnosed not only with ASD but also with such co-morbidity conditions as attention deficit disorder. The instructional strategies and use of technology currently have room for improvement for online, hybrid, and face-to-face counseling settings. Also, an effective evaluation of educational technologies and tools would be fundamentally incomplete without a thorough understanding and assessment of the related special education practices as well as psychological and neurological issues specific for ASD and learning disabilities. Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities provides an in-depth analysis on the use of available technology solutions, instructional design methods, and assessment techniques in the context of standards and regulations in classroom or counseling settings. The chapters contain theoretical analyses, vital practical information, and case studies that can function as guidelines for those involved in helping children and young adults with ASD or learning disabilities in online, hybrid, or face-to-face environments. While highlighting topics such as inclusive education, online gaming environments, assistive technologies, and cognitive development, this book is ideally intended for administrators, instructional technology specialists, special education faculty, counselors, instructional designers, course developers, social workers, and psychologists along with practitioners, stakeholders, researchers, and academicians interested in education and technology support for children and young adults with ASD and learning disabilities.

This book examines the long-standing belief in infinite scientific and technological progress and links it to the Enlightenment ideal of man as a universal being and subject of the universal world history, destined to become a 'master and possessor of nature.' The author analyzes a broad range of issues in epistemology, the philosophy of history, and the philosophy of science and technology. Marx’s philosophy is explored to the extent that his dialectic of labor sheds light on Western technological optimism and the ideal of human universality and offers an elaborate framework for analyzing the intrinsic limits to technological progress. The focus is on his ‘early’ works, providing a theoretical and humanistic underbelly for the ‘mature’ ideas of the Capital. Examining the epistemic foundations of the belief in infinite progress, the author argues that actual infinity, either in the form of unbounded technological/scientific expansion or infinite complexity of nature, is redundant for the universality of man, his scientific pursuit and historical experience. The conundrum of universality and power calls for a systematic critique of instrumental reason, its practical applicability and value structure.