The Inclusion of Children on the Autism Spectrum in the Design of Learning Technologies: A Small-Scale Exploration of Adults’ Perspectives

Abstract

This research explores the inclusion of children on the autism spectrum in the design of educational technology from the perspectives of adult co-designers. A group of five non-verbal children with a diagnosis of autism participated in a series of four design workshops over the course of 6 weeks. Using a participatory design approach, a small team of three teachers and two technology developers worked alongside the children to design a language development and literacy app for use in a special education classroom. The outcome of this process was a stand-alone education app that comprised many of the contributions made by children during the workshops. The inclusion of children with autism in technology design ensures the end-product reflects their education needs and requirements. Using a qualitative approach, this small-scale study sought to examine the participation of children with autism through the various stages of the design process from the perspectives of their teachers and technology designers. Data were collected through individual interviews and a focus group with teachers and technology designers. Three major themes emerged from thematic analysis: (1) valuing contribution; (2) the challenge of listening; and (3) ownership in outcome. Emerging subthemes highlight challenges described by teachers and designers in facilitating and maintaining meaningful participation in design activities and their efforts to address these. Findings emphasise the value of participation while questioning participatory practices for specific phases of design. The study explores the challenges of equalising power between adults and children with autism in participatory design projects. It uncovers tension between the desire to ensure the authentic participation of children with autism where communication and engagement is significantly compromised by the complexity of their disability. The small number of participants and the modest scope of this design project limit the generalisability of the findings. However, it points to the value of recognising children’s contributions and the importance of striving to incorporate these in the final design artefact.

Pupil's role in educational design: Exploring what it means to have a say in primary school

“…Nevertheless, researchers have included children in the design process by not only understanding their limitations but focusing more on their abilities, which indicates a departure from a deficit view and a shift towards asset-and strength-based perspectives (Carales & López, 2020;López, 2017). Indeed, design theories in education essentially represent a paradigm shift from conventional one-size-fits-all approaches to tailored, dynamic methodologies that cater to different learning needs (Agustian, 2021;Boyle & Arnedillo-Sanchez, 2022). However, this phenomenon is not always visible in education, especially in primary education (Van de Sande & Kools, 2008).…”

“…The integration of pupils as co-designers in educational processes empowers them to actively shape their learning experiences. This paradigm shift recognises the pupils as experts in their educational journey, tapping into their unique insights, preferences and needs (Boyle & Arnedillo-Sanchez, 2022;Ghaziani, 2020). Such an approach encourages pupils to become active agents who contribute to the development of curricula, classroom arrangements and even school policies.…”

‘Indriya’ – Participatory Design of a Multi-Sensory Learning Aid for Children With Communication Disorder

“…Developmental factors, means of acquiring valid inputs from children, and social interactions of children, are a few important considerations in designing interventions for children (Laschok et al, 2021;Dursun et al, 2021). In addition, design for children with disabilities requires knowledge, and pedagogical, psychological, and clinical insights, that such children don't have (Boyle et al, 2022).…”

Challenges in nurturing HFASD teens: Emotional crises and expectations of mothers in Malaysia

“…Parents of youths with HFASD and their health professionals face difficulties during the transition process of HFASD teens. These professionals have difficulties designing and maintaining appropriate behavior modification programs due to limited research and access to information (Boyle & Arnedillo-Sanchez, 2022;Malik-Soni et al, 2022).…”