Exploring the Impact of Assistive ICT Tools on the Academic Performance and Social Integration of Students with Autism Spectrum Disorder
DOI:
https://doi.org/10.63062/tk/2k24a.31018Keywords:
Assistive ICT Tools, Academic Performance, Social Integration, Students, Autism Spectrum DisorderAbstract
This study examines the use of assistive Information and Communication Technology (ICT) tools to affect the academic performance and social integration of students with Autism Spectrum Disorder (ASD) — a neurodevelopmental condition that resists standard educational practices. The research, using a quasi-experimental pretest-posttest design with 100 students, 6–16 years, showed significant improvements in academic skills (17–18% in reading, writing, and mathematics), and in social behaviors (22–23% in cooperation, communication, and self-control), using interventions such as speech generating devices, educational applications, virtual reality, and wearable technologies, after a six-month intervention. Individualized, consistent application of these benefits is highlighted by strong tool usage correlations with outcomes. However, barriers such as cost, accessibility, and poor training are still a deterrent to the implementation of inclusive education here. The implication of this study is that there is a need for actionable strategies to enhance assistive ICT by optimizing their integration in education for ASD students so that it is sustainable and equitable support.
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