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

Area of Science:

• Assistive Technology
• Special Education
• Human-Computer Interaction

Background:

• Learners with autism and/or intellectual disability (ID) often require tailored support for career task completion.
• Handheld cueing systems offer a potential solution by providing structured guidance.
• The socio-technical-pedagogical (STP) framework is utilized to analyze these systems.

Purpose of the Study:

• To examine the design and usability of handheld cueing systems for learners with autism and/or ID.
• To analyze how social, technical, and pedagogical features support career task completion.
• To provide insights for designing effective mobile applications for vocational support.

Main Methods:

• A systematic review adhering to PRISMA guidelines was conducted.
• A controlled keyword search across multiple research databases was performed.
• Four peer-reviewed studies meeting inclusion criteria were analyzed using the STP framework.

Main Results:

• Handheld cueing systems effectively support task independence for individuals with autism and/or ID.
• Usability was aligned with heuristics, and instructional strategies included active learning and motivation.
• Social interaction support was limited, with a primary focus on task completion.

Conclusions:

• Both older handheld devices and modern tablets can deliver effective cueing systems for job skills.
• Modern devices offer greater potential for app development and enhanced functionality.
• Future research should focus on innovative mobile technologies to expand inclusive employment opportunities.