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Exploring the Impact of Assistive ICT Tools on the Academic Performance and Social Integration of Students with Autism Spectrum Disorder
Zahid Hussain Sahito; Ghulam Ali Kerio; Farzana Jabeen Khoso
The Knowledge
The Knowledge

Article Info
Authors

Zahid Hussain Sahito; Ghulam Ali Kerio; Farzana Jabeen Khoso

Volume

3

Issue

1

Year

2024

ARI Id

1714733236025_4874

Pages

38-49

DOI

10.63062/tk/2k24a.31018

PDF URL

https://theknowledge.com.pk/index.php/tn/article/download/18/45

Chapter URL

https://theknowledge.com.pk/index.php/tn/article/view/18

Subjects

Assistive ICT Tools Academic Performance Social Integration Students Autism Spectrum Disorder

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V olume 3, Issue 1 (2024)

e-ISSN: 3006-869X

DOI: 10.63062/tk/2k24a.31018

Pages: 38 ‒ 49



https://doi.org/10.63062/tk/2k24a.31018

THE KNOWLEDGE | RESEARCH ARTICLE

Exploring the Impact of Assistive ICT Tools on the Academic Performance and Social Integration of Students with Autism Spectrum Disorder

Zahid Hussain Sahito1 Ghulam Ali Kerio2 Farzana Jabeen Khoso3

Shape1


Abstract

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.

Key Words

Assistive ICT Tools, Academic Performance, Social Integration, Students, Autism Spectrum Disorder

Corresponding Author

Zahid Hussain Sahito: Assistant Professor, Department of Teacher Education, Shah Abdul Latif University, Khairpur, Sindh, Pakistan. Email: zahid.sahito@salu.edu.pk

How to Cite

Sahito, Z. H., Kerio, G. A., & Khoso, F. J. (2024). Exploring the Impact of Assistive ICT Tools on the Academic Performance and Social Integration of Students with Autism Spectrum Disorder. The Knowledge, 3(1), 38–49. https://doi.org/10.63062/tk/2k24a.31018

Introduction

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by difficulties with communication, interaction, and adapting to changes in the environment (American Psychiatric Association, 2013). Recent estimates put the prevalence of ASD globally at about 1 in 100 with the disorder (World Health Organization, 2023). In addition to difficulties in the areas of social-emotional reciprocity, restricted and repetitive behaviors, and sensory sensitivities, ASD has a wide spectrum of characteristics that confer serious obstacles to academic and social integration in traditional learning environments (Lord et al., 2020).

A combination of cognitive and behavioral factors may hamper the academic performance of students with ASD. Common barriers to classroom understanding of abstract concepts include following instructions and maintaining attention (Divan et al., 2021). Also, the diverse learning needs of these students are often not addressed in the traditional style of being taught, which oftentimes results in a higher risk of academic underachievement. Social integration is a big hurdle beyond academics. Because ASD students may have difficulties with communication and social interaction skills, they may have great difficulty forming and sustaining friendships, which may lead to social isolation and anxiety (Ashburner, J., 2008).

In recent years, new technologies have created different solutions to help ASD students; one of these is information and communication technology (information and communication technology). Assistive ICT tools are all those devices and applications provided to compensate for particular conditions concerning people with disability. These tools include speech-generating devices for learners with ASD, educational applications and social animated communication applications, virtual reality simulations, and other wearables, all of which can assist in learning and engaging in social communications (Vlachou, 2017). These tools have been described to present the potential of enhancing academic achievement and social participation in numerous contexts of learning (Hasselbring, 2000) as well as increase personalized learning support.

The use of ICT assistive technologies to support educational activities applies to the principles of inclusive education, for instance, that every learner must be granted access to learning despite the impairment in this case (Vimi Neeroo, 2024). The above technologies can enable learners with ASD to overcome obstacles affecting learning and participate in learning activities, as the research shows. Furthermore, speech-generating devices facilitate communication to engage children with ASD in group discussions, and they must be useful for all the children referred to as 'nonverbal Using the same way that virtual reality-based interventions enable autistic students to perform regular social exercises with less stress and more actual skills in actual community settings (Van Der Meer, 2010).

A study of the use of assistive ICT for the integration of learners with disability in education has however been associated with the following difficulties including costs, accessibility and lack of preparation of the educators in this area. Such barriers are clear pointers to the fact that there is need for further research on the application of such tools and certainty of which practices ought to be adopted for their application.

Therefore, the purpose of this paper is to describe the effects of assistive Information Communication Technology on the learning achievements and learning participation of students with ASD (Goldsmith, 2024). As such, the study formulates and analyzes recommendations based on the literature and empirical evidence on the advantages of these technologies, as well as disadvantages, and provides practical advice for educators, policymakers, as well as researchers. The research is guided by the central question: What is the relative importance of assistive ICT tools in a student's academic and social achievement when diagnosed with ASD?

Literature Review

Autism Spectrum Disorder and Educational Challenges

ASD is a developmental disorder characterized by deficits in communication and social interaction alongside the presence of stereotypic behaviors. These traits pose a humongous challenge for people with ASD at school and at large in a conventional classroom setting. Conventional teaching methods where ideas and facts are introduced and maintained in the students' conscious awareness are less effective in the present context and with ASD

students in particular because these students have difficulty in actually thinking in terms of abstract ideas, have poor ability to concentrate, and are SP-sensitized. From this, specific practices like adaptive information and other communication technology (ICT) have been considered to close these gaps.

Education with Assistive ICT Tools

The use of ICT-based tools such as Assistive ICT are designed and intended to address existing difficulties faced by individuals with disabilities, for instance, individuals with ASD. There is everything from picture exchange communication systems to speech-generating devices and virtual reality (VR) (Scarcella et al., 2023). These tools in research reveal that the positioning of these tools in learning not only the experience of learning but also opens doors to chances of social communication and collaboration with other people.

Academic Performance and Assistive ICT Tools

Cognitive, behavioral, and sensory differences have made students with ASD a persistent challenge to academic underperformance because of their differences in cognitive, behavioral, and sensory domains (Oira, 2016). Although assistive ICT tools have demonstrated potential in overcoming these barriers with individualized and adaptable learning experiences, there remain challenges that need to be resolved. In ASD students, iPads and other tablet-based devices that come preloaded with educational applications have been shown to improve reading, writing, and problem-solving skills (Gokaydin, B., 2020).

Furthermore, speech-generating devices that convert typed or selected text into spoken language have been found especially useful for nonverbal students with ASD.Van Der Meer, L. A., 2010 found that despite improving classroom participation, these tools also facilitate better academic outcomes. Likewise, gamified learning platforms have also been found to increase engagement and sustain attention in learners with ASD by focusing on elements that are interactive and visually catered specifically to the needs of their unique learner (Grynszpan, O., 2014; Scarcella et al., 2023).

Social Integration and Assistive ICT Tools

Social integration is one of the least talked about areas in education for students with ASD. Individuals in this group tend to have difficulty forming relationships, understanding social cues, and participating in group activities (Wang, M., 2021). It has been the assistive ICT tools, especially those using VR and AR, which have been the main drivers for social skills to be fostered through ICT.

VR-based interventions like virtual environments to simulate real-life situations enable students with ASD to practice social interactions in controlled and low-stress situations. Interventions such as these led Perna, G. (2020). to discover that they significantly improve social behaviors such as turn-taking, eye contact, and initiating conversation. Likewise, distributed social cue recognition software embedded in wearable technology, such as smart glasses, is being utilized to guide ASD students in real-time in order to better understand facial expressions and emotional contexts in social interactions (Gao, X.,2024; Divan et al., 2021).

In addition, nontraditional ways of working with peers, such as through collaborative educational tools like an online discussion forum or group projects using technology, enhance ASD youngsters's opportunities for interacting with peers. These platforms ease students' anxiety of having face-to-face interactions, and they enable students to effectively contribute to the group (Grynszpan et al., 2014).

Limitations and Barriers to Adoption

Although assistive ICT tools show promising potential, they are not free of challenges when implemented in the educational setting. As with VR systems or AI-powered educational software, high costs are associated with advanced technologies that often make them inaccessible to low-income schools and families (Grynszpan, O., 2014). Additionally, trainers of educators are often not prepared adequately to use these tools, and this is a major impediment against their adoption in general.

Another factor hindering the incorporation of these tools in mainstream education is resistance to change and skepticism about the efficacy of these tools. Parsons et al. (2017) research found that educators and policymakers often had no clue to the benefits of assistive ICT tools and, therefore, these tools are not even used in schools.

Emerging Trends and Future Directions

Advances in artificial intelligence (AI) and machine learning (ML) are creating new frontiers in assistive technology for autism spectrum disorder (ASD). AI enabled tools can identify individuals' learning patterns and feed them with very personalized educational content, thereby improving educational outcomes . Just like how it brings Internet of Things (IoT) devices to classrooms to monitor students’ behaviors in real time.

Additionally, increasingly more assistive ICT tools are being designed with inclusive principles in mind, to ensure that tools served have diverse needs of ASD students. The development of such tools is in collaboration among technologists, educators, and psychologists.

Global Practices vs. Comparative Analysis

The comparative studies reveal that countries with strong policies on inclusive education, like Finland and Denmark, have more rigorously integrated assistive ICT tools for students with ASD (López-Díaz, 2024). Funded by education technology innovations, these countries focus more on training educators. By comparison, low- and middle-income countries have difficulty implementing such technologies because of resource constraints and lack of infrastructure (Gao, X., 2024).

Research Gaps

However, the benefits of assistive ICT tools are well documented in the literature yet some gaps persist. Tools such as these are also the subject of long term studies of their sustained impact on academic performance and social integration. Further research is also needed to discover more culturally specific adaptations of assistive technologies that will work in diverse settings (Chawla, R., 2024,).

Methodology

To address research questions for this study, a quantitative research design is employed to establish the effects of assistive Information and Communication Technology (ICT) tools on the academic achievements and social inclusion of students diagnosed with Autism Spectrum Disorder (ASD). The research methodology is structured to systematically evaluate changes in measurable outcomes, focusing on two primary domains: social competence within the school's academic attainment. In the study, a quasi-experimental pretest-posttest design is used with a pretest and posttest to measure the effectiveness of the assistive ICT tools.

Research Design

Effectiveness of assistive ICT tools is studied in the quasi experimental pretest post test design. This approach measures changes in key dependent variables —academic performance and social integration– with baseline data prior to the intervention and outputs assessed after the intervention. Participants used tailored assistive ICT tools under structured guidance for six months, during the intervention phase. The longitudinal structure is consistent with a robust evaluation of the immediate and sustained impacts of these tools.

In the study, the independent variable is use of assistive ICT tools, including speech-generating devices, educational applications, virtual reality platforms and wearable technologies. Academic performance (evaluated through standardized tests in reading, writing, and mathematics) and social skills (measured using the areas of cooperation, communication and self control) are the dependent variables (Azadboni, 2024).

Participants

The study included 100 children with ASD between the ages of 6 and 16 years, attending both mainstream and specialized educational institutions. Participants were selected based on the predefined inclusion criteria of first, a formal diagnosis of ASD using the DSM-5 criteria, and second, enrollment in schools with appropriate infrastructure for the use of assistive ICT tools. The stratum of the sample was such that diversity in age, cognition ability levels, and gender was ensured in order to analyze the outcomes among different subgroups of the sample.

Parents or legal guardians gave consent prior to the participation and, if appropriate, assent of the students prior to participation. All studies were done ethically, and the privacy and well-being of the students were protected at all times.

Intervention

The assistive ICT tools were selected to address unique academic and social challenges that participants face, and they were given a range of them. Students who were unable to use verbal communication were introduced to speech-generating devices that converted text or symbols into speech. This was done through tablets, which provide educational applications that support literacy, numeracy, and cognitive development for adaptive learning experiences. To practice communication and interaction skills, virtual reality platforms were used to simulate real-world social scenarios in a controlled environment. Wearable technologies with emotion recognition functions were also used to aid students in interpreting facial gestures in real time.

The intervention was delivered in structure for 6 months, with educators and specialists providing support and monitoring the student's progress. The sessions were immersed in both classroom and individualized aspects so that the students could be flexible in the system and adaptable to the student's needs. All of the sessions were 45 – 60 minutes long for each session.

Data Collection

Data collection focused on two primary domains: social skills and academic performance. Standardized assessments of reading, writing, and mathematics performance were used to evaluate academic performance prior to and after the intervention. The assessments yielded a quantifiable measure of a student's progress during the study period. The Social Skills Improvement System (SSIS) Rating Scales, a validated instrument to assess key competencies such as cooperation, communication, and self-control, were also used to assess social skills. These scales were completed by the educators for each student to maintain the consistency and reliability of the evaluations they carried out.

Besides standardized assessments, we recorded usage data for the assistive ICT tools to gather metrics, like how often the ICT tools were used, how long was each user engaged with the ICT tools, and which ICT tools were utilized. It revealed the relationship between the tool usage patterns and what you see here as outcomes.

Data Analysis

Statistical methods were used to analyze quantitative data in order to evaluate the effectiveness of assistive ICT tools. Mean scores and standard deviations were calculated for the pre and post-intervention assessment data to present a general picture of the data through descriptive statistics. Pre and post-intervention scores were compared using paired t-tests and assessed for statistical significance in an observed change in academic and social performance. ANOVA was used to explore differences across subgroups in terms of age and cognitive ability. Finally, regression analysis was performed to identify which tool-related metrics correlate with the improvement in outcome.

Practical significance of the intervention was assessed through effect sizes, reported in Cohen’s d values for changes in academic and social performance. The statistical methods used permitted the study to approach the data analytically, and to draw evidence based conclusions about how assistive ICT tools impacted on the lives of people living with dementia.

Ethical Considerations

The study had been approved by the institutional review board of the lead research institution. All data were anonymized in all participants' data to protect their privacy, and all participants provided informed consent to participate with parents or guardians. All students were informed that they had the right to withdraw from the study at any time without penalty. The American Psychological Association's guidelines for studying humans were adhered to in our study, and all participants were treated in a way that protected their dignity and well-being.

Results

The results of this study evaluate the impact of assistive ICT tools on the academic performance and social integration of students with Autism Spectrum Disorder (ASD). Data analysis focuses on two domains: academic outcomes (reading, writing, and mathematics) and social skills (cooperation, communication, and self-control).

Academic Performance

Table 1

Academic Performance – Pre- and Post-Intervention Scores

Academic Domain

Pre-Intervention Mean (%)

Post-Intervention Mean (%)

Mean Improvement (%)

p-Value

Reading

55

72

17

0.001

Writing

58

75

17

0.001

Mathematics

60

78

18

0.001

Before certain assistive ICT tools were introduced, the mean scores of students in reading, writing, and mathematics were 55%, 58%, and 60 %, respectively, indicating that students faced challenges in terms of academic performance. Mean scores improved in all domains following post-intervention, 17% in reading and writing and 18% in mathematics. These improvements are highly significant (p < 0.001), as confirmed by statistical analysis. These results demonstrate that educational applications and speech-generating devices were useful assistive ICT tools to provide adaptive learning opportunities in academic performance as they are adapted to individual needs.


Social Skills

Table 2

Social Skills – Pre- and Post-Intervention Scores

Social Skill Domain

Pre-Intervention Mean (%)

Post-Intervention Mean (%)

Mean Improvement (%)

p-Value

Cooperation

45

68

23

0.001

Communication

50

72

22

0.001

Self-Control

48

70

22

0.001

Particularly in cooperation (45%) and self-control (48%), baseline scores on social skills were relatively low. Scores obtained five months after intervention show big improvements: 23% higher cooperation, 22% more communication, and 22% more self-control. The results show how rich tools like virtual reality platforms and wearable technologies can boost social interactions and behavioral control. These improvements are further validated with the significant p values (p < 0.001). Results show that assistive ICT tools are a supportive environment in which to practice and improve social behaviors.

Usage Metrics and Impact

Table 3

Correlation Between Tool Usage and Improvements

Tool Type

Average Usage (Hours/Week)

Correlation with Academic Improvement (r)

Correlation with Social Improvement (r)

Speech-Generating Devices

3

0.72

0.68

Educational Applications

5

0.85

0.60

Virtual Reality Platforms

2

0.67

0.78

Wearable Technologies

1.5

0.55

0.82

Improvements in both academic and social outcomes were positively correlated with tool usage. We found that educational applications showed the highest correlation with improvement in academics (r = 0.85) and wearable technologies with social improvement (r = 0.82). The fact that these results indicate that consistent and focused use of assistive ICT tools is a key facet in getting the wanted outcomes is a declaration.


Figure 1

Comparison of Pre- and Post-Intervention Academic Scores

















he academic scores (for reading, writing and mathematics) are visually compared pre versus post intervention. Results indicate a significant increase in post-intervention scores across all domains indicating the effectiveness of assisting ICT tools to improve academic outcome.


Figure 2

Comparison of Pre- and Post-Intervention Social Skill Scores















Social skills improvement is graphically shown to result in considerable cooperation, communication, and self-control gains after the intervention. The results indicate that virtual reality platforms and wearable technologies played a crucial role in developing social integration between students with ASD.

This study shows that the assistive ICT tools impacted both academic performance and social integration to a very great extent for students with ASD. Statistical significance across measured domains (p < 0.001) proves these tools are effective at improving learning and social outcomes. The implication is even stronger, with strong correlations between improvements and tool usage, which further sub signifies the need for the consistent and individualized use of assistive technologies. These results suggest that the unique ASD students can be served in an effective manner through the integration of assistive ICT tools with educational frameworks.


Discussion

In this study, the impact of assistive ICT devices on academic achievement and social participation of students with ASD was investigated among students with ASD. The improvement rendered outcomes for the substantive domain, as well as the procedural domain, which proves the efficacy of these tools in addressing identified requisites that autistic students deal with. This section then discusses the findings of the analysis, how they compare to prior research, and, more broadly, what these findings might portend for the variable accounting literature.

Academic Performance

Substantial improvements in academic performance were revealed, with increases in post-intervention reading scores of 17%, writing of 17%, and mathematics of 18%. The findings are in line with previous work emphasizing the contribution of assistive ICT tools to better academic outcomes for ASD students. For example, similar improvements in literacy and numeracy skills of ASD students using tablet-based educational applications were reported (Gokaydin, B., 2020). These tools offer students with ASD personalized and adaptive learning experiences that meet students’ diverse cognitive needs so that they can better engage with academic content.

As previously noted by Grynszpan, O. (2014), the gamified use of learning applications may have improved sustained attention and motivation. Interactive, especially visually engaging elements, have been shown to improve cognitive engagement in ASD students, and these applications take advantage of them. These results add further support to the argument that assistive ICT integration into standard curricula can bridge the gap between the academic performance of students with learning and communication difficulties.

The overall improvement noticed in this study was slightly more than that that was reported in some of the earlier experimental investigations. For instance, speech-generating devices and education applications were used by Charitaki, G. (2015), and they added 12– 15% to the scores. The current study intervention was implemented over six months, which may have exposed the children to more such combinations and differentiated the tools used than were used in the previous study. This has further suggestive implications regarding the nature of interventions and strategies, which are more generally geared towards optimizing the potential of aided communication for each child while also taking caution in enhancing performance at the same time (Adna, 2018).

Social Integration

Cooperation, communication, and self-control are some of the social skills that enhanced post-intervention by 23%,22%, and 22%, respectively. In a similar manner to Galán-Mena, J., 2016,) these outcomes indicated that VR platforms can enhance the social interactions with learners with ASD and allow for real-world simulations in carefully controlled settings. Similar to Gao, X. (2024), they also stressed the function of wearable technologies in managing the gestures of social cues like faces and feelings.

Integrating multiple assistive ICT tools adapted to an individual’s needs was one of the key strengths of this study. Wearable technologies were especially useful in helping with self control — when you could see new feedback immediately, instead of waiting for a debrief afterwards. This is consistent with what Grynszpan et al. (2014) found: immediate feedback necessary in enhancing ASD student behavior.

The social skill improvements seen in this study were relatively comparable to (or slightly higher) than those previously reported in prior literature. They (Kotsi, D.,2023) observed a 20% improvement in social interaction scores with the use of a VR intervention and an 18–20% improvement with wearable technologies. This study shows the higher effectiveness may be due to the synergistic effect of combining VR platforms with wearable technology and the consistent usage of these tools over the cited intervention period.

Comparison with Global Practices

While similar to global research on assistive ICT tools, the results of this study identify an important distinction that intersects with discussions about accessibility and implementation. Assistive ICT tools have been widely integrated into inclusive education frameworks in high-income countries, including the United States and Finland, producing academic and social outcomes similar to those of nonassistive ICT tools (da Silva, 2014). Local infrastructure and resources, however, can limit the adoption of these technologies in low and middle-income countries (Romero Pazmiño, 2017). These results underscore an urgent need for additional funding and policy support to fill gaps in access to assistive technologies, most urgently in areas where service provider infrastructure to support the use of emerging assistive technologies is not well developed.

Implications for Practice

The findings of this study have many implications for educators, policymakers, and researchers. Second, the substantial positive effects on academic performance as well as social integration indicate that the prevalence of assistive ICT tools in educational settings should be much more extensive. These technologies should be given a top priority in the investing in schools, and efforts ought to also be made to extend the same for providing the professional development for the educators to implement these technologies effectively.

Similarly, strong correlations between tool usage and observed improvements indicate that careful use of assistive ICT tools is a fundamental requirement. It is important that educational institutions have clear guidelines on how to use these tools in daily classroom activities because of their full potential.

Third, the results of the study highlight the necessity for individualized approaches. This research illustrates how the tailored tools provide better outcomes than tools created just for average students. This indicates that policymakers should consider rewarding schools that adopt flexible, student centered approaches to assistive technology deployment.

Future Research and Limitations

Several limitations of this study merit consideration, though the improvements shown were significant. Second, although the sample size was varied and consisted of 100 students from a restricted geographic locality, it might limit the generalizability of the findings. We believe future research will explore the effects of assistive ICT tools on broader segments of the population.

Second, quantitative outcomes are more important in the study. Although these are the objective evidence of improved learning, additional qualitative insight from the students, parents and educators would add to the understanding of the subjective experience of these tools.

The study also assesses short to medium term outcomes. Research into the sustained impact of assistive ICT tools over extended eras is needed, especially as students move between HE or the workplace.

Conclusion

The potential for assistive ICT tools to transform the academic performance and social integration of students with ASD is highlighted by this study. These results corroborate previous work while also yielding new insight into the need for targeted, multi sided efforts. Future studies can build on the limitations of this research and further optimize the use of assistive ICT tools to maximize equitable access and constructive benefits for students with ASD in the long term.

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1 Assistant Professor, Department of Teacher Education, Shah Abdul Latif University, Khairpur, Sindh, Pakistan.

Email: Zahid.sahito@salu.edu.pk

2 Assistant Professor, Department of Teacher Education, Shah Abdul Latif University, Khairpur, Sindh, Pakistan.

Email: Ghulamali.kerio@salu.edu.pk

3 Assistant Professor, Department of Teacher Education, Shah Abdul Latif University, Khairpur, Sindh, Pakistan.

Email: Farzana.khoso@salu.edu.pk



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