Utilising AI and emerging technologies to support learners with autism

CRAIG LOMAS, SENIOR LECTURER IN EDUCATION, UNIVERSITY OF GREATER MANCHESTER, UK

PROFESSOR GEOFF BAKER, CEO, TRUE LEARNING PARTNERSHIP AND EMERITUS PROFESSOR OF EDUCATION, UNIVERSITY OF GREATER MANCHESTER, UK

Introduction

There has been an exponential increase in the number of pupils diagnosed with autism spectrum condition (ASC) in schools in England since 2020, with 70 per cent of these pupils in mainstream education (Brayford et al., 2021). Autism is a condition that exists on a spectrum, with variability in observable symptoms and with some commonly observed barriers that can impede learning. Communication, rigid thinking and issues with emotional regulation are some examples. These barriers are often compounded by a lack of professional development in autism-specific training among those working in schools, with one study concluding that ‘a lack of autism knowledge in teaching staff can negatively impact on the school experiences of autistic children’ (Guldberg et al., 2019, p. 9). The emergence of artificial intelligence (AI) in recent years may be able to help in this area; while AI use is still in its infancy, and as such there is little evidence of its impact in this context, these are worthy of consideration. This article therefore explores AI’s potential to support the learning of pupils with ASC by addressing some of the fundamental barriers that can impede their learning. It will also consider some of the limitations and challenges of using AI, as well as the opportunities.

Breaking down communication barriers 

Communication is a fundamental element of inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life (Wood, 2019). The inability to communicate in an effective and meaningful manner can lead to isolation and exclusion, both in an educational setting and in society at large. Communication challenges are often associated with poor cognitive ability, which is not actually the case. Communication barriers can occur for a wide variety of reasons – for example, language barriers, social anxiety and ASC. Whatever the underlying issue, the reality is that not being able to communicate limits participation and possible understanding in the classroom.

All educators will have deficiencies in their ability to communicate ideas and instructions. These deficiencies might take the form of the use of abstract analogy or metaphor, a lack of clarity, use of local dialect and confusing expressions or body language, all of which can create ambiguity for learners with ASC. AI has the potential to support in mitigating these unintended facets of our communication. It can lessen the confusing mannerisms that teachers display and help to clarify instruction and concepts. The use of AI applications, such as ChatGPT, can simplify and clarify instruction and explanation, instantly rewording or rephrasing teacher talk in a manner that might be more accessible to the learner. One way in which this can happen is by a learner with ASC using a computer during a lesson and having ChatGPT decode, in real time, the key salient points from a period of protracted teacher talk. ChatGPT can also be deployed by the teacher or the pupil to simplify key aspects of written feedback. However, removing the relational aspect of communication may limit the social learning taking place for those pupils. Communication is a two-way act, and the right type of input can aid in pupils expressing themselves. Therefore, if AI is to be deployed in this manner, it should be within clear parameters that are mindful of the outcomes that are being worked towards.

Utilising AI-driven virtual reality to build cultural capital

Deficits in social development are regularly associated with ASC (Félix et al., 2024). AI-driven virtual reality has emerged as a technology potentially capable of supporting learners’ social development, with the capacity to present real-world interactive scenarios that can evolve and develop with the needs of pupils. Providing real-world experiences is important to build cultural capital and contextualise learning. However, visiting new places can be problematic for pupils with ASC, with breaks in routine and overstimulation needing to be carefully managed. By creating immersive learning environments using AI-driven virtual reality that can be tailored to the needs of learners with ASC, safe spaces for practice, exploration and skill development can be introduced. This can allow pupils with ASC to more easily experience environments outside of the classroom, virtually, with controlled stimuli to avoid sensory overload. Allowing pupils to experience a noisy city in order to study the impact of urbanisation, for example, where noise and other possible stimuli can be controlled or shut off as needed, is highly valuable. With the use of technology, these immersive environments can be created to ensure that experiences are not limited and learning is not inhibited. Virtual experiences will not provide the same learning benefits as real-life experiences, but if used as an intervention or a stepping stone, with a view to building up to possible real-world experiences, they can have a transformative impact on learners. A consideration for the use of this technology is the lack of human interaction and the possibility of over-reliance on technology. Therefore, the objective must always be to develop skills and experience, both academically and socially, that can be applied to the real world.

Emotion and behaviour recognition

The ability to regulate emotions is another barrier often facing pupils with ASC. AI-powered facial recognition technology can analyse facial expressions or other behavioural indicators in real time and alert teachers, support staff or the pupils themselves if a pupil seems to be experiencing anxiety or stress. This provides an opportunity for intervention prior to escalation. Equally, facial recognition can be used to assess levels of concentration and emotion, providing teachers with further insight into the mindset of pupils. Having such information provided from a pupil who is, for example, non-verbal may be useful when supporting learning. While there are clearly ethical issues surrounding the use of this technology in such settings, the technology already exists in many schools in terms of administrative and security capacities, with applications ranging from pupils being registered and checking out library books to paying for lunch and identifying persons not authorised to be on site (Andrejevic and Selwyn, 2022). Although such applications provide benefits for schools, there is also a growing use of this technology in a pedagogical capacity. Equally, the same technology can support learners with ASC in modelling how to interpret the facial expressions of their peers, which can support the development of their own communication skills.

Scenario-based critical thinking tasks 

Another barrier for many learners with ASC relates to rigidity of thinking. The learning implications of rigid thinking can include reduced capacity for problem-solving and creativity. It can also create barriers when pupils are presented with abstract concepts or when metaphorical language is used. These barriers are not exclusive to academic development but can also stifle social development. The consideration of other perspectives can prove difficult and the implications can be profound, as individuals struggle to adapt to an ever-changing world and build relationships. AI could be utilised to develop critical thinking skills through scenario-based learning, creating more engaging and effective learning opportunities that can evolve as pupils progress (Walter, 2024). Leveraging their extensive databases, AI systems can challenge pupils through a wide range of basic problems that build in complexity, requiring critical thinking rather than just rote memorisation and superficial knowledge. Scenarios can be swiftly created that incorporate meaningful, relatable experiences that link to favoured pastimes and hobbies. Complexity can build from basic decision-making, gradually incorporating layers of complexity such as the consideration of practical implications, personal preferences, weighing multiple variables, balancing conflicting priorities and ethical considerations.

Developing autism knowledge in teaching staff

Petersson-Bloom et al. (2023) conclude that professional development can increase teachers’ capacity to teach pupils with autism. However, many barriers exist that prevent teachers from engaging in meaningful professional development, with the most commonly reported being workload and a lack of confidence to engage with existing research. AI tools can take on a wide range of low-impact, time-consuming tasks. This time can then be devoted to professional development and upskilling teachers in specific areas, such as the complexities of learner barriers with ASC. AI can also facilitate teacher development by providing concise summaries of evidence-based practice relating to the needs of learners with ASC, suggesting research-informed strategies to be implemented as needed. Furthermore, AI can act as a proxy professional learning community, wherein new ideas can be evaluated before being deployed in the classroom, mitigating potential issues that may arise with specific pupils (Baker and Lomas, 2024). AI software can create bespoke professional learning plans for teachers that can suggest wider reading and specific action points in a structured, phased approach. These plans can be updated in real time and create a framework for teacher development. There are also existing AI-driven software packages that can help to navigate the plethora of literature that exists, summarising and explaining as needed. This not only creates a time-efficient way for teachers to engage with existing literature, but can also be a tool used to address confidence issues.

Conclusion

It is increasingly clear that advances in emerging technologies have the potential to facilitate and enhance the learning of pupils with ASC. The analytical abilities of applications such as ChatGPT can adapt rapidly to the needs of pupils and can structure learning to make it more accessible. AI can help to address some fundamental barriers to both academic and social development. However, this technology must be used with caution. It is crucial that the voices of all stakeholders, particularly teachers and students, are taken into consideration in a way that is accessible and generates insights that can usefully inform future developments. Meeting the needs of learners must be the driving priority, ensuring that technology use does not overshadow existing effective practice. The use of technology can facilitate learning, but if it’s not regulated it can result in further issues, such as addiction to online platforms and further detachment from the real world, including real-life experiences and interactions.

The examples of AI use and specific tools in this article are for context only. They do not imply endorsement or recommendation of any particular tool or approach by the Department for EducationThe ministerial department responsible for children’s services and education in England or the Chartered College of Teaching and any views stated are those of the individual. Any use of AI also needs to be carefully planned, and what is appropriate in one setting may not be elsewhere. You should always follow the DfE’s Generative AI In Education policy position and product safety expectations in addition to aligning any AI use with the DfE’s latest Keeping Children Safe in Education guidance. You can also find teacher and leader toolkits on gov.uk .