Supporting Collaborative Learning for Students with Autism Spectrum Disorder Using a Shared Digital Tool: A Universal Design for Learning Approach

Abstract

Due to core features of their disability, students with autism spectrum disorder face a variety of potential difficulties when it comes to collaborative learning. These students are increasingly included in general education classrooms where they are expected to participate in collaborative learning opportunities. However, very little research has been done regarding types of supports that may assist students as they undertake these challenges. Social skills supports such as scripts and prompts have shown promise in other settings. Technology has also shown potential in supporting students with ASD. In this evaluation study, a digital learning support was designed using Universal Design for Learning principles to be embedded within a shared digital product. It was then implemented and evaluated in grades three through five to determine its perceived effectiveness in supporting children with ASD and their classmates as they completed part of the curriculum that involves collaborative learning. Surveys, observations, artifact analysis, screen recordings, and teacher interviews were used to collect qualitative and quantitative data. Students were able to use the tool and shared presentations to collaborate. Both teachers and students perceived them to be effective in assisting with collaboration. Teachers found the tool easy to use and would use similar materials again.