Revolutionizing Autism Education: Harnessing AI for Tailored Skill Development in Social, Emotional, and Independent Learning Domains

Oyeyemi Patricia Adako; Oluwafemi Clement Adeusi; Peter Adeniyi Alaba

doi:10.47852/bonviewJCCE42023414

Authors

Oyeyemi Patricia Adako Department of Education, Anglia Ruskin University Chelmsford Essex, United Kingdom https://orcid.org/0009-0002-6667-3868
Oluwafemi Clement Adeusi Department of Computer Science, Staffordshire University, United Kingdom https://orcid.org/0000-0002-4912-2792
Peter Adeniyi Alaba Department of Chemical Engineering, University of Malaya, Malaysia and Premium Edible Oil Product Limited, Nigeria https://orcid.org/0000-0003-3552-6718

DOI:

https://doi.org/10.47852/bonviewJCCE42023414

Keywords:

Autism Spectrum Disorder (ASD), independent learning, personalized learning, virtual reality, natural language processing

Abstract

This review explores the potential of artificial intelligence (AI) to address the special needs of children with autism. It examines the issues of specific skill development in the course of this review through some features in areas such as Social Skills Training, Emotional Regulation Support, and Independent Learning Skills. This study incorporates input from psychology, education, and technology. Although the article lacks presentation of the original empirical data, it nonetheless synthesizes existing information to provide a comprehensive overview of the current state of the field. The paper firmly recommends the use of individually adapted interventions, leveraging virtual reality, natural language processing, and adaptive learning technologies. This detailed and futuristic approach will help to augment the speed of autism education, via personalizing and enhancing social, emotional, and independent learning for individuals with ASD to address current challenges and ethical considerations. It contributes by proposing AI-driven solutions to improve educational outcomes and promote greater inclusivity and adaptability in autism education.

Received: 13 May 2024 | Revised: 10 July 2024 | Accepted: 22 July 2024

Conflicts of Interest
The authors declare that they have no conflicts of interest to this work.

Data Availability Statement
Data sharing is not applicable to this article as no new data were created or analyzed in this study.

Author Contribution Statement
Oyeyemi Patricia Adako: Conceptualization, Investigation, Writing – original draft. Oluwafemi Clement Adeusi: Software, Investigation, Resources, Writing – original draft. Peter Adeniyi Alaba: Methodology, Resources, Writing – review & editing, Supervision, Project administration.