Abstract
Purpose: The purpose of this study is to examine and elucidate the differentiated needs of adolescents with ASD within the classroom environment of Special Education (SE) schools and centres. By concentrating on the unique communication challenges and behavioural variations associated with ASD, this research aims to furnish a comprehensive understanding of how these factors influence educational experience and learning. Additionally, the study will explore the role of social media usage in the lives of adolescents with ASD, examining how it may impact their social interactions, communication skills, and overall well-being. This will help to broaden the understanding of how digital platforms can both support and challenge the development of these individuals in the context of their educational experiences.
Problem Statement: Autism Spectrum Disorder impairs social interaction and communication (Hodges et al., 2020; Lord et al., 2020). Observations indicate that pupils with ASD often struggle with face-to-face interactions but engage more effectively via social media. Research suggests that social media can offer a more comfortable communication environment for ASD sufferers. (Mazurek, 2013). However, while studies like Gabarron et al. (2023) have noted positive behavioural changes from social media use, they concentrate on deficit-oriented approaches.
Objective: This study aims to identify the social media communication styles most beneficial for improving communication among adolescents with ASD.
Methodology: The aim is to explore the communication experiences of adolescents with ASD on social media using a phenomenological approach. This approach allows for an in-depth analysis of the participants’ subjective experiences, uncovering the meanings and patterns that emerge from their unique perspectives regarding social media communication.
Approach: This study employs a qualitative approach to investigate the communication experiences of adolescents with ASD on social media. By scrutinising and analysing in detail interviews and observations of the subjects, the research aims to capture the nuanced and subjective perspectives of these adolescents. This approach will provide deep insights into individual experiences (Umanailo, 2019).
Research Paradigm: By adopting a constructivist paradigm, the emphasis will be on how individuals with ASD perceive and interact with social media, acknowledging their unique communication needs (Alharahsheh & Pius, 2020; Wagner et al., 2012).
Research Design: A phenomenological approach will be employed to understand the lived experiences of ASD adolescents through their perspectives, highlighting their particular communication needs and preferences (Zahavi, 2019; Englander, 2016).
Participant Sampling: Purposive sampling will be used to select five high-functioning ASD adolescents who are active on social media. This method ensures participants meet specific criteria relevant to the study (Pace, 2021; Bharwaj, 2019).
Data Collection: Data will be gathered through semi-structured interviews with open-ended questions, allowing for detailed responses and probing (Adeoye‐Olatunde & Olenik, 2021; DeJonckheere & Vaughn, 2019). Triangulation will ensure validity by comparing information from several participants (Flick, 2018).
Data Analysis: A thematic analysis will be conducted to identify and describe key themes from the data. (Lochmiller, 2021; Peel, 2020).
Limitations: This study faces several limitations regarding avenues for future research. The small sample size, which included only male participants from both public and private schools, limits the universality of the findings. To improve validity and applicability, future studies should replicate this research with a larger, more diverse sample and include female participants.
Moreover, expanding the participant criteria to include adolescents with ASD at levels 2 and 3, while ensuring they have sufficient comprehension ability, would enhance the generalizability and provide insights into the experiences of individuals at different levels on the spectrum.
Findings: ASD adolescents engage with social media in varying frequencies, with some using it daily while others use it less frequently. WhatsApp emerges as the most-used platform, followed by YouTube, Instagram and TikTok, reflecting both current trends and previous research. Social media serves many purposes: it facilitates communication and maintains relationships, it offers a less intimidating form of interaction compared to face-to-face communication, and provides avenues for entertainment, learning and creative expression. ASD adolescents use social media for passive entertainment which refers to forms of entertainment which require minimal active participation, as a means to access diverse learning resources and to express creativity. Despite these benefits, they face challenges, such as understanding long posts and navigating platforms due to their difficulties with deciphering social cues and text interpretation. Online communication is preferred to face-to-face interactions because it helps reduce anxiety and embarrassment.
Summary of Conclusions: The findings suggest that integrating social media tools into educational settings could be highly beneficial for pupils with ASD, prompting a shift towards more inclusive practices. Recommendations include designing applications with user-friendly features like simplified interfaces, text-to-speech, and customisable settings. Policy changes should support the use of these tools in classrooms, involve collaboration with specialists, and include regular feedback from educationists, teachers, parents, and pupils. Training programs for both teachers and pupils are essential to ensure effective use and to create a more engaging and accessible learning environment for ASD adolescents.
Future Research: Further research is needed to explore how teachers can better adapt to the needs of neurodiverse learners. The emphasis should be on developing training
programmes that promote frameworks where educational environments are tailored to suit neurodiverse individuals rather than requiring them to adapt to the environment.