Educational Technologies as Tools for Self-Regulated Learning for Students With Autism in Postsecondary Settings

• In Event: Improving and Validating Measures and Technologies for Students With Disabilities

Abstract

The prevalence of Autism Spectrum Disorder (ASD) has been increasing globally. Educational technologies can serve as tools to promote learning outcomes for students with ASD. Using an online survey, we investigated the educational technologies post-secondary students with ASD (N=149) in five countries (United States, United Kingdom, Canada, New Zealand, Australia) use for learning, and examined the relationship between the use of educational technologies and learning outcomes (as mediated by self-reported self-regulated learning strategies). Our results show that a small number of students (N=12) reported using technologies to support specific needs pertaining to ASD. Results also indicate a positive relationship between institutional support and self-regulated learning strategies. Findings emphasize the importance of institutional support and meaningful engagement with technologies.

Authors

• Clare Baek, University of California - Irvine
  Presenting Author

• Stephen J. Aguilar, University of Southern California
  Non-Presenting Author