Virtual Classrooms: An Inclusive Approach to Educate the Children with Autism

Abstract

ASD children often struggle with social interactions, leading to difficulties in interpersonal relationships and academic achievements. Inclusive education is crucial for their success, providing them with the environment they need while giving non-ASD children an equal chance. Virtual classrooms, utilizing technology like Zoom and Microsoft Teams, facilitate meaningful interactions and convenient learning processes, offering flexibility and reducing power disturbances. Teacher training and support are essential for the success of virtual learning. This article examines the impact of virtual classrooms on inclusive education for autistic learners, comparing their interaction and academic achievement in virtual settings to regular classrooms. The study uses a phenomenology design to analyze the experiences of primary school students with disabilities in virtual education post-COVID-19. Virtual classrooms are suitable for accommodating individual needs, increasing accessibility, and providing a secure environment. However, cost and accessibility remain major obstacles for families. The consequences of virtual learning on children with autonomy and responsible technology use remain unanswered. The article suggests that improving the accessibility and inclusivity of virtual classrooms could significantly enhance their efficacy. Advancements in technology and educational regulations have made virtual classrooms beneficial for children with Autism Spectrum Disorder (ASD). They cater to individual needs, increase accessibility, and provide a secure environment. However, challenges remain, and AI technologies could improve inclusive education.