During the coronavirus pandemic, students with autism find themselves removed from the institutional and academic support that they have relied upon. But it’s not all negative. “Many students with ASD demonstrate self-advocacy, intellectual and academic skills that could compensate for their disability,” found a fascinating study into university students with ASD.
If given the right support and tools, they can adapt.
Crucial to creating a successful remote learning environment is in establishing, and reinforcing, social expectations in the virtual classroom.
It could be as simple as setting out the rules of the remote learning environment or enshrining them into a learning contract. Clear advice on how to ask questions, what video background to use and even advice on where to sit and look at the screen can reduce social stress and improve engagement.
Technologies such as Glean can give students with autism greater control over their learning. Students can record lectures, returning to them time and again.
They’re also able to import presentations, add notes and identify key pieces of information. Adaptive technologies can help students to interact, rather than focus on the need to take notes. Students can dip in and out of lectures, giving them control over the learning experience. It can reduce stress, improve engagement and increase interaction.