P-ISSN: 2614-3909 E-ISSN: 2614-3895
Open Access: https://doi.org/10.23887/jp2.v6i3.66844
Innovation Unleashed: Empowering Autistic Learners with Revolutionary Strategies and Technology
Moses Adeleke Adeoye
1*, Hammed Olalekan BOLAJI
2, Ajoke Kudirat YAHAYA
3, Justina Ojoma ATTAH
41,2,3,4Al-Hikmah University, Ilorin-Nigeria
A B S T R A K
Ledakan inovasi yang menggunakan kecerdasan dan perangkat lunak berpotensi merevolusi strategi pertumbuhan. Mengeksplorasi strategi baru untuk memberdayakan pelajar autis sangatlah penting karena mereka sering mengalami kesulitan tertentu dalam lingkungan pendidikan konvensional. Berdasarkan hal tersebut, tujuan penelitian ini adalah untuk menganalisis pemberdayaan peserta didik autis dan penggunaan teknik dan teknologi terkini. Jenis penelitian ini adalah penelitian kualitatif. Metode yang digunakan dalam penelitian ini adalah studi literatur. Metode yang digunakan untuk mengumpulkan data adalah dokumentasi. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioner. Teknik yang digunakan untuk menganalisis data adalah analisis deskriptif kualitatif. Hasil penelitian yaitu memberikan dukungan yang tepat dan kesempatan pendidikan inklusif bagi pelajar autis adalah hal yang paling penting. Dengan menawarkan dukungan yang disesuaikan, pelajar autis dapat mengembangkan keterampilan penting untuk menavigasi berbagai aspek kehidupan. Misalnya, membantu mereka meningkatkan keterampilan komunikasi sosial dapat meningkatkan kemampuan mereka untuk membentuk hubungan yang bermakna dan terlibat dalam aktivitas kolaboratif. Perlunya pengajaran dan dukungan yang dipersonalisasi ditekankan di seluruh artikel sebagai sarana untuk mengatasi tuntutan khusus siswa autis. Teknologi dapat membantu orang autis berkomunikasi, mengembangkan keterampilan sosial, dan menjadi lebih mandiri. Disimpulkan bahwa peran transformatif yang dimainkan inovasi dalam memberdayakan siswa autis dan mendukung penciptaan dan adopsi metode dan teknologi pengajaran yang inovatif secara berkelanjutan.
A B S T R A C T
An explosion of innovation using intelligence and software can potentially revolutionize growth strategies. Exploring new strategies to empower autistic students is crucial because they often experience difficulties in conventional educational environments. Based on this, this research aims to analyze the empowerment of autistic students and the use of the latest techniques and technology.
This type of research is qualitative research. The method used in this research is a literature study.
The method used to collect data is documentation. The instrument used to collect data was a questionnaire. The technique used to analyze data is qualitative descriptive analysis. The research results show that providing appropriate support and inclusive educational opportunities for autistic students is the most important thing. By offering tailored support, autistic students can develop essential skills for navigating various aspects of life. For example, helping them improve their social communication skills can improve their ability to form meaningful relationships and engage in collaborative activities. The need for personalized teaching and support is emphasized throughout the article as a means of addressing the unique demands of autistic students. Technology can help autistic people communicate, develop social skills, and become more independent. It is concluded that the transformative role that innovation plays in empowering autistic students and supporting the creation and adoption of innovative teaching methods and technologies on an ongoing basis
A R T I C L E I N F O Article history:
Received July 03, 2023 Revised July 05, 2023 Accepted October 10, 2023 Available online October 25, 2023 Kata Kunci:
Pembelajar Autis, Teknologi Personalized Learning, Dukungan Individual, Keterampilan Sosial Keywords:
Autistic Learners, Technology Personalized Learning, Individualized Support, Social Skills
This is an open access article under the CC BY-SA license.
Copyright © 2023 by Author. Published by Universitas Pendidikan Ganesha.
1. INTRODUCTION
Innovative technologies have the potential to transform learning experiences and facilitate individuals with autism. Emerging technologies can promote effective teaching and learning in creative and innovative ways across diverse subjects (Ellis & Bliuc, 2019; Khamparia & Pandey, 2017). Innovation explosion using intellect and software has the potential to revolutionize growth strategies (Lacka et al., 2021; Malik et al., 2022; Mayer, 2020). An autism spectrum disorder is a neurodevelopmental condition marked by challenges with social interaction and communication as well as by restricted and repetitive behaviours (Cañete et al., 2021). Exploring novel strategies to empower autistic learners is essential since they frequently experience particular difficulties in conventional educational environments. By giving autistic students individualized and efficient learning, communication and skill-building tools, cutting- edge techniques and technology play a crucial part in empowering them (Braz et al., 2014; Velladath et al., 2021). By addressing the unique requirements and difficulties faced by autistic people, these cutting-edge methods support their independence, social integration and general well-being. The standard educational system frequently falls short of meeting the unique needs of autistic students, who could have difficulties with social interaction, communication and sensory processing (Matson, 2009; Van Tran et al., 2020).
Researchers and educators have been able to develop a more welcoming and encouraging learning environment for autistic people, through cutting-edge techniques and technology.
One of the most significant advancements in empowering autistic learners is the utilization of assistive technology (Leyman, 2022; Lima et al., 2019). These technological tools, ranging from communication apps to sensory devices, have proven to be invaluable in bridging the gaps between autistic individuals and the world around them (Bozkus-Genc & Sani-Bozkurt, 2022; Passerino &
Santarosa, 2008). For instance, augmentative and alternative communication (AAC) devices enable nonverbal autistic learners to express themselves effectively, promoting their independence and confidence. Similarly, sensory devices help regulate sensory input and minimize overwhelming stimuli, allowing autistic individuals to focus and engage in the learning process more effectively (Hoxha, 2016;
Leyman, 2022; Lima et al., 2019). Another revolutionary strategy that has gained traction in recent years is the implementation of personalized learning plans (Beauchamp-Châtel et al., 2019; Mohd et al., 2020).
Recognizing that each autistic learner is unique and has varying strengths and weaknesses, personalized learning plans tailor educational approaches to their specific needs. These plans take into account individual learning styles, interests and sensory preferences, enabling educators to provide a more targeted and engaging learning experience. By embracing this approach, autistic learners can thrive academically and develop essential life skills in a manner that best suits their abilities (AhmadAbu-Akel et al., 2020; Srivastava et al., 2017).
Furthermore, cutting-edge approaches that empower students with autism include social tales and visual assistance (Beauchamp-Châtel et al., 2019; Van Tran et al., 2020). Visual supports, including timetables and assistance, can make it easier for people to follow daily routines, manage their time, and comprehend abstract ideas. For those with autism, these visual signals offer the structure and consistency they require. Social stories, on the other hand, help autistic people navigate social situations and improve their social abilities by using visual narratives to explain social events and acceptable behaviours. Virtual reality (VR) technology integration has been shown to dramatically boost the empowerment of autistic pupils in addition to these approaches. People can simulate real-world scenarios like job interviews or public speaking using virtual reality (VR) (Artun et al., 2020; Ozdemir & Ozturk, 2022; Stojšić et al., 2016).
In a low-stress setting, this immersive experience helps autistic people learn and develop social skills, improving their confidence and preparing them for challenges in the outside world.
Autism is a neurodevelopmental disorder that uniquely affects individuals, presenting with a wide range of characteristics and challenges (Braz et al., 2014; Van Tran et al., 2020). It is essential to comprehend these traits in order to offer suitable support and inclusive educational opportunities for autistic students (Bakker et al., 2019; Beauchamp-Châtel et al., 2019). Autism is characterized by difficulties with social interaction and communication as well as repetitive behaviors (Klin et al., 2020;
Siregar et al., 2020; Tyler et al., 2014). Every person on the autism spectrum is different; some are good at math, music, or the arts, while others could struggle with basic social relationships. One of the challenges people with autism spectrum disorders encounter is a lack of social acceptance and understanding.
Barriers to social engagement and communication might result in misunderstandings and social exclusion.
For persons with autism, making and keeping connections can be challenging, which may damage their emotional and social well-being. Additionally, sensory problems can make some environments overwhelming, leading to stress and worry. Students with autism need proper support and inclusive educational opportunities for their development and well-being (Braz et al., 2014; Cañete et al., 2021; Van Tran et al., 2020). It is crucial to create an environment that respects neurodiversity and recognizes the unique skills and challenges that each person possesses (Chen et al., 2021; Nazaruddin & Efendi, 2018). By
being mindful of and accommodating the communicative and sensory needs of autistic learners, we can create an inclusive environment that promotes their development and provides them with the resources they need to reach their full potential (Bakker et al., 2019; Beauchamp-Châtel et al., 2019).
People on the autism spectrum may find it challenging to comprehend nonverbal cues like body language and facial expressions, which can make it challenging for them to build and maintain meaningful connections (Klin et al., 2020; Siregar et al., 2020; Tyler et al., 2014). Additionally, those who have ASD may engage in repetitive behaviors such rocking, flapping of the hands, or extreme fixations on specific things or subjects. People with autism spectrum disorders struggle with a variety of other issues in addition to social interaction and communication. Many ASD sufferers also have other conditions like intellectual disabilities, anxiety, depression or attention deficit hyperactivity disorder (ADHD) (Becker et al., 2020; Hartung et al., 2020). Their ability to study, perform well in school and act autonomously could be hampered by these added challenges. Sensory sensitivity is also typical in people with ASD. Their sensitivity to auditory, gustatory, tactile and visual signals could be changed or heightened. They may experience discomfort or anxiety as a result which makes it challenging for them to operate in social environments or concentrate at work.
Technology has played a game-changing role in assisting autistic persons by providing innovative tools and solutions to enhance their learning possibilities, communication skills, social interactions, and overall quality of life (Herlina & Susilana, 2021; Nazaruddin & Efendi, 2018). The flexibility and customization of technology make it an ideal platform for tailoring interventions to individual needs.
Assistive technology encompasses a wide range of devices and software designed to support individuals with disabilities (Park et al., 2020; Passerino & Santarosa, 2008). For autistic learners, assistive technology can include communication devices, picture schedules, sensory tools and apps that aid in organization and time management (Cañete et al., 2021). Communication apps have been instrumental in helping nonverbal or minimally verbal autistic individuals to express themselves effectively. These apps often use visual aids, icons and voice output to facilitate communication. Virtual Reality (VR) and Augmented Reality (AR) have been increasingly used in interventions for autistic learners. VR can create controlled, immersive environments for social skills training while AR can overlay helpful information onto the real world, assisting with tasks and social interactions (Alrehaili & Al Osman, 2019; Hasbi et al., 2020; Ozdemir & Ozturk, 2022; Tekedere & Göker, 2016). Based on this, the aim of this research is to analyze the empowerment of autistic learners and the use of the latest techniques and technology.
2. METHOD
This type of research is qualitative research. Qualitative research is descriptive and uses analysis (Tomaszewski et al., 2020). The process and meaning or perspective of the subject in qualitative research are more emphasized in this research. The method used in this research is a literature review. A literature review is a research method for identifying, evaluating, and interpreting all relevant research results related to specific research questions, specific topics, or phenomena of concern. Individual study is a primary study, while literature review is a secondary study. A literature review will be beneficial for synthesizing relevant research results so that the facts presented to policymakers are more comprehensive and balanced. The qualitative literature review method is used to synthesize research results with a qualitative approach (Ezeamuzie & Leung, 2022). The systematic review is the research methodology adopted. Google Scholar, Research Gate, SINTA, Scopus, and Web of Science are among the sources researchers use. The method used to collect data is documentation. The instrument used to collect data is a questionnaire. The technique used to analyze data is qualitative descriptive analysis. The qualitative approach in literature reviews is used to synthesize (summarize) research results that are descriptive and qualitative. This method of synthesizing (summarizing) qualitative research results is called meta-synthesis, a technique for integrating data to obtain new theories or concepts or a deeper and more comprehensive level of understanding. Literature review studies collect data or synthesize sources related to research topics from various sources, including journals, books, documentation, the internet, and libraries.
3. RESULT AND DISCUSSION Result
Providing appropriate support and inclusive educational opportunities for autistic learners is of utmost importance. It not only benefits individuals on the autism spectrum but also society as a whole. By offering tailored support, autistic learners can develop essential skills to navigate various aspects of life.
For instance, helping them improve their social communication skills can enhance their ability to form
meaningful relationships and engage in collaborative activities. Providing strategies to manage sensory sensitivities can create a more comfortable learning environment, reducing anxiety and increasing focus.
Furthermore, inclusive education prepares autistic learners for the future by equipping them with the skills needed to integrate into society. It promotes independence, self-advocacy and self-determination, enabling individuals with ASD to lead fulfilling and productive lives.
When it comes to supporting autistic learners, several existing strategies and interventions are commonly employed. These strategies aim to provide the necessary support and accommodations to help autistic individuals thrive in educational settings. Visual aids, social storytelling, sensory integration therapy, and applied behaviour analysis are a few of the often employed techniques. Despite their good intentions, these strategies have their drawbacks and may not entirely satisfy autistic people's particular demands. The "one-size-fits-all" philosophy is one of the fundamental drawbacks of conventional methods. Since autism is a spectrum disorder, each autistic person is unique in their abilities, struggles, and preferences. Consequently, a standardized strategy might not work for all students with autism. It is crucial to recognize and address the individual differences and needs of autistic individuals to ensure optimal support and learning outcomes. Another limitation is the lack of emphasis on technology and innovation in traditional approaches. Technology has the potential to play a significant role in supporting autistic learners. It can provide personalized and interactive learning experiences, facilitate communication and social skills development and offer alternative means of expression. However, traditional approaches often overlook the benefits of incorporating technology into interventions, hindering the progress and potential of autistic learners. Moreover, traditional approaches may not adequately address the sensory and communication challenges faced by autistic individuals. Sensory sensitivities, such as hypersensitivity to noise or touch, can significantly impact a person's ability to learn and engage in educational activities. Communication difficulties, including verbal and non-verbal communication, can also hinder effective learning and social interactions. Traditional approaches may not prioritize addressing these challenges in a comprehensive and individualized manner.
Due to these drawbacks, novel approaches that can successfully serve autistic students are urgently needed. Innovative technologies and tactics can close gaps and get beyond the drawbacks of conventional methods. For instance, virtual reality and augmented reality can be used to create engaging learning environments that are tailored to the unique requirements and preferences of autistic students.
Algorithms for artificial intelligence and machine learning can offer individualized feedback and flexible learning opportunities. Communication apps and other assistive technology tools can help people strengthen their social and communication skills.
Historically, traditional approaches used in helping autistic learners have placed a major emphasis on behavioural therapy, organized teaching tactics and individualized education plans (IEPs).
These approaches have shown some promise, but they frequently fall short of meeting all the varied needs of people with autism. Behavioural therapy, such as Applied Behavior Analysis (ABA), is commonly used to teach and reinforce desired behaviours. It involves breaking down tasks into smaller steps and providing positive reinforcement. While ABA has shown positive results in improving social and communication skills, it can be time-consuming and may not consider the unique strengths and interests of autistic learners. Structured teaching methods, such as the TEACCH (Treatment and Education of Autistic and Related Communication-handicapped Children) approach, provide visual supports and structured environments to enhance learning. While these methods can be helpful for individuals with strong visual learning abilities, they may not cater to the diverse learning styles and preferences of autistic individuals. Individualized Education Plans (IEPs) are designed to meet the specific educational needs of each autistic learner. These plans involve setting goals, providing support services, and making adaptations to the curriculum. While IEPs can be beneficial, they often lack the flexibility and personalization required to address the unique challenges faced by autistic individuals.
Given these constraints, there is an urgent need for cutting-edge solutions that can cater to the special requirements of autistic people and improve their learning outcomes. In this aspect, technology in particular has shown a lot of promise. Utilizing assistive technology, such as customized software or programs, autistic individuals can access personalized learning opportunities catered to their particular needs and preferences. These technologies may include visual aids, interactive activities, and adaptable features that help improve comprehension and engagement. Both augmented reality (AR) and virtual reality (VR) are proving to be effective tools for empowering autistic students. Through the use of immersive technologies, people can hone social skills, boost communication, and overcome particular challenges in secure settings. Virtual reality (VR) and augmented reality (AR) can offer a level of flexibility and individualization that traditional approaches frequently lack, allowing autistic people to learn at their own pace and in a way that suits their specific needs. One of the primary challenges experienced by autistic learners is their incapacity to interact socially and communicate with others. Innovative solutions
can reduce this gap by providing assistive technology that promotes the growth of social skills. Virtual reality (VR) technology, for example, can be used to create a controlled and secure environment where autistic people can practice social interactions. Students can develop their social skills at their own pace by practicing in these simulated environments that can be modified to closely approximate real ones.
Additionally, platforms for personalized learning that use artificial intelligence (AI) can satisfy the specialized learning requirements of people with autism. These platforms use adaptive algorithms to examine each learner's skills, limitations, and preferences in order to give tailored instruction and support. By providing individualized feedback and suggestions, these systems help autistic students interact with educational content in a way that maximizes their learning potential.
Additionally, innovative strategies such as gamification can make learning more engaging and enjoyable for autistic learners. To encourage active engagement and information retention, gamified educational aids make use of intrinsic motivation and rewards in games. These technologies produce a compelling learning environment that can attract autistic learners and improve their learning results by adding components like points, levels and successes. In addition, the usage of augmented reality (AR) can offer real-time visual signals and support, assisting students with autism in comprehending and processing information. By superimposing digital features onto the real world, augmented reality (AR) enables students to interact with virtual things and get additional visual cues. In areas like science or mathematics, where difficult concepts may be illustrated and taught more understandably, this technology can be especially helpful.
Discussion
Researchers and educators have recently realized how critical it is to create creative solutions that are especially suited to handle the challenges faced by autistic students. In addition to addressing individuals' individual learning preferences, these solutions enhance inclusion and provide a more encouraging learning environment (Braz et al., 2014; Passerino & Santarosa, 2008). Assistive technology is one field where innovation has had a huge impact. The way autistic students interact with educational material and acquire necessary abilities could be drastically changed by these technology tools (Herlina &
Susilana, 2021; Mohd et al., 2020). For instance, the use of visual supports, such as social storytelling and video modelling, can aid people with ASD in understanding and navigating social settings. Additionally, immersive learning experiences that accommodate the sensory preferences of autistic learners can be delivered by interactive apps and virtual reality programs.
Another innovative strategy that has shown promising results is the implementation of personalized learning approaches (Alper, 2018; Nazaruddin & Efendi, 2018). By tailoring educational content and instructional methods to individual strengths, interests, and needs, autistic learners can have a more meaningful and effective learning experience. Personalized learning can be facilitated through adaptive learning software, which adjusts the difficulty level and pace of instruction based on the learner's progress (Bousalem, 2018; Guabassi & Bousalem, 2018). This approach allows students to learn at their own pace, promoting autonomy and self-confidence. Moreover, the integration of social robotics in educational settings has opened up new possibilities for enhancing social skills and communication in autistic learners. Social robots, equipped with artificial intelligence, can provide real-time feedback and support during social interactions, encouraging engagement and social learning. Additionally, these robots can develop a welcoming and accepting learning atmosphere where autistic students can practice and improve their social skills without worrying about judgment or rejection.
Beyond technology, comprehensive approaches that incorporate cooperation between educators, parents and healthcare professionals comprise innovative solutions for autistic learners (AhmadAbu-Akel et al., 2020; Hoxha, 2016; Leyman, 2022). The development of focused treatments is made possible by the formation of interdisciplinary teams made up of experts from many sectors, which allows for a thorough understanding of the unique needs of autistic learners (Beauchamp-Châtel et al., 2019; Lima et al., 2019).
These teams can provide creative solutions to the particular problems faced by autistic learners by integrating their skills in psychology, education and technology. To further empower autistic students, educational institutions must promote an innovative culture. The creation of novel strategies for autism education should be the focus of research and development projects that are supported by educational institutions. This can be accomplished through collaborations with IT firms, research funds and special initiatives that encourage the creation and application of innovative strategies. The concept of revolutionary strategies holds immense potential in empowering autistic learners by addressing their unique needs and promoting their overall development (Braz et al., 2014; Passerino & Santarosa, 2008).
These innovative approaches go beyond traditional methods to provide tailored interventions that cater specifically to the strengths and challenges of autistic individuals. Personalized learning plans take into account the individual strengths, interests and learning styles of autistic learners. These plans provide
customized educational experiences that address their specific needs, allowing for greater engagement and academic progress (Alper, 2018; Giangreco, 2021; Nazaruddin & Efendi, 2018). Visual supports, such as visual schedules, social stories and visual aids are effective tools in promoting understanding, communication and independence for autistic individuals. Visual supports enhance comprehension, provide structure, and help individuals navigate daily activities and social interactions (Mesibov et al., 2005). Social skills training focuses on enhancing communication, social interaction and understanding of social cues for autistic learners. These training programs employ innovative methods and strategies to teach various social skills such as conversation skills, perspective-taking and emotion recognition (Laugeson, 2019). Many autistic individuals experience sensory sensitivities or difficulties with sensory integration. Innovative strategies, such as sensory diets, sensory rooms and occupational therapy interventions, help individuals regulate and integrate sensory information, reducing sensory overwhelm and promoting self-regulation (Lane et al., 2010).
These revolutionary strategies can be tailored to the specific needs and strengths of each autistic individual by considering their unique profiles. Personalized assessment, ongoing observation and collaboration with the individual, their families and professionals help identify specific areas of focus and develop targeted interventions (Pierce & Schreibman, 2017). By incorporating these revolutionary strategies into educational settings and individualized plans, we can empower autistic learners to thrive academically, socially and emotionally. The tailored and innovative nature of these approaches recognizes the diverse strengths and challenges of autistic individuals, promoting their overall development and fostering a more inclusive and supportive learning environment.
4. CONCLUSION
The value of innovation in empowering students with autism cannot be emphasized. The research accommodate the special requirements and difficulties faced by people with autism spectrum disorders, improving their educational outcomes and fostering inclusivity. The main techniques and tools covered are augmented reality, virtual reality, communication apps and assistive technology. These ground- breaking tools have demonstrated tremendous potential for improving social interactions, communication skills, engagement and autonomous learning for autistic people.
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