Assistive Technologies in Teachers’ Work with Children with ASD

The integration of assistive technologies (AT) in educational practices has become an essential tool in supporting children with Autism Spectrum Disorder (ASD). This symposium brings together research from Poland, Spain, and Türkiye to explore the current state, challenges, and potential of using assistive technologies to enhance teaching and learning experiences for children aged 3-7 with ASD. Each paper presented in this symposium contributes to the broader discourse surrounding the integration of AT in ASD education, offering unique perspectives while maintaining a cohesive focus on the practical implications for teachers. The research is part of the Erasmus+ project "Upskilling Preservice Teachers to Support Young Children with Autism Spectrum Disorder through Digital Social Stories" (EARLY-ASD), which focuses on improving student teachers and teachers' skills in using digital tools, such as Digital Social Stories (DSS), to support children with ASD. The project is carried out by a consortium of universities and institutions from Poland, Romania, Spain, and Turkey: • University of Warsaw (Poland, Project Leader) • Maria Grzegorzewska University (Poland) • University of Bucharest (Romania) • Complutense University of Madrid (Spain) • Çanakkale Onsekiz Mart University (Türkiye) • Mellis Education Technology (Türkiye) This symposium draws on findings from the systematic literature reviews and surveys conducted with teachers and teacher students in these countries, focusing on the needs, challenges, and benefits of using assistive technologies in classrooms. The symposium emphasizes the global significance of the project’s results, the clarity of its research objectives, and the practical application of the findings to improve educational practices for children with ASD. By examining the professional development needs and challenges faced by teachers in different countries and proposing solutions, this research has the potential to influence education policy, theory, and practice across diverse cultural contexts. The symposium on "Assistive Technologies in Teachers' Work with Children with ASD" contributes to the theoretical understanding of the role of assistive technologies in education but also provides actionable solutions to enhance teacher training, access to resources, and the overall educational experience for children with ASD. The findings presented are crucial for shaping educational practices and policies that support the integration of assistive technologies in classrooms worldwide, fostering inclusive and effective learning environments for children with ASD. Paper 1: "Assistive Technologies in Early Childhood Education for Children with ASD: Insights from Poland" The first paper investigates the current use of assistive technologies (AT) in early childhood education for children with ASD in Poland. The study incorporates a comprehensive literature review on the topic and presents survey results from 150 student teachers and teachers participating in the Erasmus+ EARLY-ASD project. The survey explores how teachers in Poland are currently using AT in the classroom, the barriers they face in its implementation, and their perceptions of its effectiveness. The findings reveal that while Polish student teachers and teachers express a strong interest in using AT, they often lack the necessary training and resources to integrate these tools effectively. The paper suggests that special university programs and teachers’ professional development programs and better access to appropriate resources are needed to improve the adoption of AT in classrooms. By emphasizing the need for tailored teacher training, the paper contributes valuable insights into overcoming the challenges of integrating assistive technologies in ASD education. Paper 2: "Digital Social Stories in Supporting Children with ASD in Spain: Teacher Perspectives" The second paper focuses on the use of Digital Social Stories (DSS), a widely recognized assistive technology tool, in Spain. The paper builds on a literature review to highlight the theoretical basis and previous research on DSS, followed by survey results from Spanish teachers who are part of the Erasmus+ EARLY-ASD project. The research examines the teachers’ needs and effectiveness of DSS in supporting children with ASD, especially in the areas of social skills and emotional regulation. While teachers report positive outcomes from using assistive technologies in supporting children with ASD, the survey results also identify significant challenges, including the need for personalized adjustments and the lack of comprehensive training on how to maximize the benefits of assistive technologies in diverse classroom settings. The paper underscores the importance of developing culturally relevant, accessible resources and ongoing teacher training to enhance the implementation of assistive technologies, including DSS in ASD education. Paper 3: "Challenges in Using Assistive Technologies for ASD Education: Perspectives from Türkiye " The third paper addresses the challenges faced by teachers in Turkey when using assistive technologies to support children with ASD. The study combines a literature review and survey results from Turkish educators involved in the Erasmus+ EARLY-ASD project. The research identifies key barriers, including insufficient training, and a lack of awareness about the benefits of assistive technologies. Despite these challenges, the paper highlights some innovative strategies, such as using low-cost digital tools and fostering collaboration between teachers, special education professionals, and parents. The findings suggest that overcoming these barriers requires creating a more supportive and inclusive educational environment, where teachers receive adequate training and resources. The paper provides practical recommendations for improving the use of assistive technologies in Turkish classrooms, contributing to the global conversation about integrating technology in ASD education. References: Acar, C., Tekin-Iftar, E., & Yikmis, A. (2017). Effects of Mother-Delivered Social Stories and Video Modeling in Teaching Social Skills to Children With Autism Spectrum Disorders. The Journal of Special Education, 50(4), 215-226. 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