Digital Learning for Autism Spectrum Disorder (asd) Students: the Difficulties Parents Encounter
Year: 2024
Type: article
Study design: Observational Study
Abstract: This study aims to explore the problems parents face when introducing digital learning into the education of their children with autism spectrum disorder (ASD). The research niche addresses the intersection of digital learning platforms and the unique needs of ASD students, while specifically focussing on the issues reported by parents who are trying to take an active part in their children’s studies. A total of 112 parents participated in this study, providing their opinions through a Google Form questionnaire. Data were analysed using SPSS 29 to identify key issues like accessing technology, understanding and using digital tools, supporting children's engagement and motivation, time management, and balancing other responsibilities. The key takeaways of the study reveal that parents face significant challenges while selecting appropriate tools, ensuring compatibility with their child's needs, and managing the appropriate screen time. In conclusion, these difficulties demand an ongoing effort throughout the design, training, and assistance provided for parents to incorporate digital learning into their children’s education successfully. The key to this success seems to be for teachers, developers, and families to work together to maximise the chance for digital learning to become a breakthrough success for ASD students. Keywords: Autism spectrum disorder, digital learning, parents, difficulties, parental challenges. Ethics and Conflict of Interest The authors declare that the study has not unethical issues and that research and publication ethics have been considered carefully. REFERENCES Abusini, B. S., Abulibdeh, E., Alghazo, E. M., & Abulibdeh, A. (2023, November). Augmented Reality: A Game-Changer for Pre-Service Teacher Preparation. In 2023 Tenth International Conference on Social Networks Analysis, Management and Security (SNAMS) (pp. 1-9). IEEE. Aidonopoulou‐Read, T. (2020). The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties. British Journal of Special Education, 47(1), 88-109. doi:10.1111/1467-8578.12290 Alharbi, B. A., Ibrahem, U. M., Moussa, M. A., Alrashidy, M. A., & Saleh, S. F. (2023). Parents’ digital skills and their development in the context of the Corona pandemic. Humanities and Social Sciences Communications, 10(1), 1-10. doi:10.1057/s41599-023-01556-7 Almurashi, H., Bouaziz, R., Alharthi, W., Al-Sarem, M., Hadwan, M., & Kammoun, S. (2022). Augmented reality, serious games and picture exchange communication system for people with ASD: Systematic literature review and future directions. Sensors, 22(3), 1250. doi:10.3390/s22031250 Alqudah, H., & Khasawneh, M. A. S. (2024). Assessing cognitive flexibility: quantitative insights into the impact of adaptive learning technologies in special education. International Journal of Data and Network Science, 8(3), 1463–1470. doi:10.5267/j.ijdns.2024.3.019 Alshaboul, Y. M., Alazaizeh, M. A., Sellami, A. L., Abu-Tineh, A. M., Ghamrawi, N., & Shal, T. (2024). The perceived challenges to online learning during the COVID-19 pandemic: A nationwide study of K-12 parental perspectives (Arab and other parents) in Qatar. Heliyon, 10(7), e28578. doi:1016/j.heliyon.2024.e28578 Alshammarı, S. H. (2020). The influence of technical support, perceived self-efficacy, and instructional design on students’use of learning management systems. Turkish Online Journal of Distance Education, 21(3), 112-141. doi:10.17718/tojde.762034 American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders (DSM-V). 5th Edition, American Psychiatric Publishing, Washington DC. Auxier, B., Anderson, M., Perrin, A., & Turner, E. (2020, July 28). Parenting approaches and concerns related to digital devices. Pew Research Center: Internet, Science & Tech. Retrieved from: https://www.pewresearch.org/internet/2020/07/28/parenting-approaches-and-concerns-related-to-digital-devices/ Aykut, P., & Kahveci, G. (2024). The effect of conjoint behavioral consultation on achieving communication skills in children with autism spectrum disorder. International Journal of Developmental Neuroscience. doi:10.1002/jdn.10368 Balasco, L., Provenzano, G., & Bozzi, Y. (2020). Sensory abnormalities in autism spectrum disorders: A focus on the tactile domain, from genetic mouse models to the clinic. Frontiers in psychiatry, 10, 1016. doi:10.3389/fpsyt.2019.01016 Barua, P. D., Vicnesh, J., Gururajan, R., Oh, S. L., Palmer, E., Azizan, M. M., Kadri, N. A., & Acharya, U. R. (2022). Artificial intelligence enabled personalised assistive tools to enhance education of children with neurodevelopmental disorders—A review. International Journal of Environmental Research and Public Health, 19(3), 1192. doi:10.3390/ijerph19031192 Blind, K., Böhm, M., Grzegorzewska, P., Katz, A., Muto, S., Pätsch, S., & Schubert, T. (2021). The impact of Open Source Software and Hardware on technological independence, competitiveness and innovation in the EU economy. Final Study Report. European Commission, Brussels, doi, 10, 430161. Study Report. Brussels Bravo-Adasme, N., Cataldo, A. & Toledo, E.G. Techno-distress and parental burnout: The impact of home facilitating conditions and the system quality. Educ Inf Technol 28, 13619–13646 (2023). doi;10.1007/s10639-023-11767-9 Breitenstein, S. M., Shane, J., Julion, W., & Gross, D. (2015). Developing the eCPP: Adapting an evidence-based parent training program for digital delivery in primary care settings. Worldviews on Evidence-Based Nursing, 12(1), 31–40. doi:10.1111/wvn.12074 Brito, R., & Dias, P. (2020). “Which apps are good for my children?”: How the parents of young children select apps. International Journal of Child-Computer Interaction, 26, 100188. doi:10.1016/j.ijcci.2020.100188 Burrell, T. L., & Borrego, J. (2012). Parents’ involvement in asd treatment: What is their role?. Cognitive and Behavioral Practice, 19(3), 423–432. doi:10.1016/j.cbpra.2011.04.003 Buteau-Poulin, A., Gosselin, C., Bergeron-Ouellet, A., Kiss, J., Lamontagne, M.-È., Maltais, D., Trottier, C., & Desmarais, C. (2020). Availability and quality of web resources for parents of children with disability: Content analysis and usability study. JMIR Pediatrics and Parenting, 3(2), e19669. doi:10.2196/19669 Cambini, C., Sabatino, L., & Zaccagni, S. (2024). The faster the better? Advanced internet access and student performance. Telecommunications Policy, 48(8), 102815–102815. doi:10.1016/j.telpol.2024.102815 Chaidi, I., & Drigas, A. (2020). Parents' Involvement in the Education of their Children with Autism: Related Research and its Results. International Journal of Emerging Technologies in Learning (iJET), 15(14), 194-203. Kassel, Germany: International Journal of Emerging Technology in Learning. Retrieved from: https://www.learntechlib.org/p/217577/ Charan, G. S., Kalia, R., Khurana, M. S., & Narang, G. S. (2024). From screens to sunshine: Rescuing children’s outdoor playtime in the digital era. Journal of Indian Association for Child and Adolescent Mental Health, 20(1), 11-17. Retrieved from:10.1177/09731342241229845 Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124(106909), 106909. doi:10.1016/j.chb.2021.106909 Devaney, C., Christiansen, Ø., Holzer, J., MacDonald, M., Matias, M., & Salamon, E. (2022). Child, parent or family? Applying a systemic lens to the conceptualisations of Family Support in Europe. European Journal of Social Work, 26(2), 335–347. doi:10.1080/13691457.2022.2146308 Dumaru, P., Hackler, B. D., Flood, A., & Al-Ameen, M. N. (2024). “I feel like he’s looking in the computer world to be social, but I can’t trust his judgement”: Reimagining Parental Control for Children with ASD. In Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1-25). Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. doi:10.1080/02619768.2020.1827389 Fitriani, H., Muslihat, A., & Tabroni, I (2023). Psychological dynamics of parents: Educational adaptations of children with special needs in schools and homes. International Journal of Integrative Sciences, 2(2), 97–108. doi:10.55927/ijis.v2i2.3090 Hammer, M., Scheiter, K., & Stürmer, K. (2021). New technology, new role of parents: How parents' beliefs and behavior affect students’ digital media self-efficacy. Computers in Human Behavior, 116, 106642. doi:10.1016/j.chb.2020.106642 Heyworth, M., Brett, S., Houting, J. den, Magiati, I., Steward, R., Urbanowicz, A., Stears, M., & Pellicano, E. (2021). “It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic. Autism & Developmental Language Impairments, 6. doi:10.1177/23969415211057681 Hirota, T., & King, B. H. (2023). Autism spectrum disorder: a review. Jama, 329(2), 157-168. doi:10.1176/appi.books.9780890425596 Jones, E. K., Hanley, M., & Riby, D. M. (2020). Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders. Research in Autism Spectrum Disorders, 72(72), 101515. doi:10.1016/j.rasd.2020.101515 Khoirunnisa, A.N., Munir, Dewi, L., Rasim, Azizah, N.N., Alivia, Z.P. (2024). The use of augmented reality, virtual reality, and mixed reality in communication children’s with ASD: Systematic literature review. In: Badioze Zaman, H., et al. Advances in Visual Informatics. IVIC 2023. Lecture Notes in Compute
Author: Nor Amalina RUSLI
Institution: University of Debrecen
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: diamond
OpenAlex ID: W7108001610
FWCI:
Cites:
Cited by:
Related to: