Effective Inclusion for Children with Autism – International Perspectives on Technology

Does technology present a magic panacea for the effective inclusion of autistic children and young people in the classroom? Technology is ubiquitous in education, but the trick of actually making it work pedagogically so it really meets the needs of individual learners is particularly challenging in the field of special educational needs. This session will consider, from a practical perspective, how practitioners can develop the skills and knowledge to make effective and critically informed use of technology to support inclusion for autistic students. Throughout the session, we will consider and leverage the experiences and local contexts of the participants in developing new understandings and ideas for practice.

The session will start by considering contemporary international perspectives on autism and inclusion, covering relevant impairments and strengths in autism, as well as challenging historical deficit led models, using the biopsychosocial model of difference in the classroom, and current perspectives on “neurodiversity versus autism” in educational practice. This will include consideration of debates about what constitutes effective inclusive practice for autistic children and young people, and the particular dilemma between changing the whole classroom environment versus tailoring interventions to meet individual needs, which will draw on the expertise and experiences of the participants. Particular focus will be given to recent developments in the application of Universal Design for Learning to effective inclusion for autism.

As well, the session will consider some relevant international models on how to critically reflect on and assess the use of educational technology in the classroom to ensure that its adoption and implementation make a difference to learning, and academic and social outcomes.

Having set this broad background, the focus will consider contemporary international trajectories in the use of educational technology for autism, making use of a range of example case studies of application in the classroom. This will include:

• Haptic and Tactile (touch based) approaches
• Social and Life Skills Development Apps and Platforms
• Apps and approaches for emotional regulation including eye-tracking technology
• Edtech to support executive function (organisation, problem solving etc)
• Communicative and assistive technology including augmented and virtual reality applications
• AI and Robotics for emotional, conversational and social development
• Technology to support home-school collaboration and communication
• Intelligent Tutoring Platforms and other personalised learning approaches

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In all of these, where relevant, recent developments in AI – the use of large language model technology, and other AI supported approaches such as natural language processing and machine learning models, will be considered. In all the examples considered, a critical perspective on educational technology for autism education will be both explored and encouraged, balancing the potential (both present and future) for making a difference for autistic children and young people with the potential risks, including importantly the risk of adopting technology with considerable energy and financial resources without having an impact on learning and development.

Learning Outcomes
Participants will be able to:

• Understand the wider pedagogic context and debates on what constitutes effective inclusive pedagogy for autism education, and be able to position the potential use of educational technology in that context
• Develop the skills to reflect critically on how educational technology for autism can and cannot be effective, and develop the ability to support effective professional decisions on the adoption of educational technology in their local contexts
• Understand the current range of contemporary international developments in educational technology use for autism, and reflect on the potential application of such examples to their own local context, considering the positives and negatives potentially applicable
• Understand how AI is having an impact on this landscape and develop critical skills to understand its positive and negative implications and develop future skills in how to stay abreast of and assess changes in this rapidly moving field.

Target Audience: Special Educational Needs Officers, Special Educational Needs Teachers, and all educators interested in inclusive practice.