A Systematic Literature Review on the Efficacy of Emerging Computer Technologies in Inclusive Education for Students with Autism Spectrum Disorder

Abstract

Including learners with autism spectrum disorder (ASD) in mainstream classrooms is associated with challenges that could impede their academic participation. However, studies have shown the value of inclusive education, especially when supported with computer technologies, learners with ASD can effectively learn alongside their non-autistic peers. Despite that, there has been minimal research on ASD inclusion with emerging computer technologies. This paper presents a systematic review of the literature on the application of emerging computer technologies in supporting the inclusion of learners with ASD. By analyzing a wide range of scholarly articles, this research goes beyond the existing literature by thoroughly examining the unique contributions and advancements made in this field. The study findings revealed valuable strategies and technologies for ASD-inclusive education that could be utilized by educationists, researchers, and relevant stakeholders. Moreover, this research bridges the knowledge gap and provides a foundation for future investigations into effective and sustainable technological interventions for ASD-inclusive education.