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The Need for Technology-Aided Instruction and Intervention Policy for Autistic Youth
Kari L Sherwood1,2, Matthew J Smith1, Mary A Eldredge3
1School of Social Work, University of Michigan; 1080 South University Avenue, Ann Arbor, MI 48109.
Journal of Disability Policy Studies
|June 17, 2024
Summary
Technology-aided instruction and intervention (TAII) shows promise for autistic transition-age youth (TAY). However, current postsecondary policies are insufficient to guide the effective development and implementation of these valuable educational tools.
Area of Science:
- Autism Spectrum Disorder Research
- Educational Technology
- Policy Analysis
Background:
- Transition-age youth (TAY) with autism spectrum disorder (ASD) require tailored support.
- Technology-aided instruction and intervention (TAII) offers promising avenues for this population.
- Existing policies may not adequately address the unique needs of autistic TAY regarding TAII.
Purpose of the Study:
- To examine available TAII for autistic TAY.
- To analyze policies influencing TAII delivery for autistic TAY.
- To identify policy gaps and suggest future directions.
Main Methods:
- Systematic literature review of TAII and relevant policies.
- Focus on postsecondary educational policies.
- Analysis of policy impact on TAII for autistic TAY.
Main Results:
- TAII is effective, usable, sustainable, and cost-effective for autistic TAY.
- A significant lack of postsecondary policy guiding TAII for autistic TAY was identified.
- Current policies may hinder rather than support TAII implementation.
Conclusions:
- Postsecondary policy development is crucial to support TAII for autistic TAY.
- Future policies should facilitate the development, implementation, and evaluation of TAII.
- Addressing policy gaps can enhance educational outcomes for autistic TAY.
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