Handheld cueing systems: promoting career task independence for learners with disabilities.

Abstract

Objective: This review uses the socio-technical-pedagogical (STP) framework to examine the design and usability of handheld cueing systems, analyzing how their social, technical, and pedagogical design features support learners with autism and/or intellectual disability (ID) with completing career tasks.

Methods: This review, conducted with the PRISMA guidelines, utilized a controlled keyword search across multiple research databases. The inclusion criteria specified that studies must involve participants with autism and/or ID and utilize handheld technology cueing devices providing visual, textual, or auditory cues to support career tasks. Four peer-reviewed studies met these criteria and were analyzed. The STP framework was applied to evaluate cueing systems, focusing on social aspects (inclusivity and stakeholder involvement), technical aspects (technology and usability), and pedagogical aspects (learning goals and teaching applications).

Impact: Findings indicate that handheld cueing systems can effectively support task independence for learners with autism and/or ID. Findings emphasized inclusivity, implementation across handheld PCs and iPads, usability aligned with established heuristics, and instructional strategies incorporating active learning, structured feedback, and motivation through authentic contexts. However, social interaction support remained limited, with a primary focus on task completion. This analysis provided insights for designing mobile apps to support learners with autism and ID in job-related tasks. Both older handheld devices and modern tablets successfully delivered sequential cueing systems teaching job skills, with modern devices offering greater potential for app development and functionality. Future research should explore innovative mobile technology-based cueing systems to expand inclusive employment opportunities and independence for individuals with autism and ID.