Artifact 1: Suitability of Online Education for Learners with Autism Spectrum Disorder 

Using search engines and databases, I conducted my online literature review. I found a number of peer-reviewed articles through inputting keywords into search engines and searching the Athabasca University library databank (1.4); however, I did not feel these articles offered an optimal balance of information on the subject because they only shed light on part of the issue and not the full picture of the needs of this demographic or the learning needs of those with ASD.(5.3, 5.10) I wanted to ensure I had a broad range of data and that I incorporated facts from all sides of the issue. I wanted to have a comprehensive understanding the needs of learners with ASD from all aspects. To ensure I had balance and avoid bias I went beyond journal articles. In order to gather more information, I watched YouTube videos on the topic and consulted a variety of websites. I used sources that I felt had a high degree of credibility related to the demographic, such as Alberta Education and the Center for Disease Control (CDC) and such as Autism Ontario.

I wanted to ensure I was well-read on the topic and could present a credible augment in my paper. In order to do this, I critically weighed out the findings and investigated the legitimacy of the authors as I waded through the articles and written material.(5.4) I questioned the motives of the web designers while reviewing the findings in videos and information presented on websites. I considered the authors’ and publishers motives for providing this information and I questioned if material gains or money could be motivating factors to offer this information to the public. Drawing on research skills I gained in critical writing course, I examined the providers and researchers in an attempt to confirm their credentials and assess their credibility on the topic.

To learn more about ASD, I created an initial list of questions based on what I wanted my investigation to uncover. I fashioned my initial questions on the five W's; I wanted to know who the learner is, how do they learn, and why does it matter.(1.3) However the more data I found, the more questions I wanted answers to. The new questions went beyond my original intent to explain what special needs these learners might have and how can technology address them; my questions started to deepen, questions such as who is someone on the spectrum, how does this set them apart from the typical learner, how can technology help or hinder them, and how can the answers to these question inform my own practice and improve my teaching skills. Instead of just asking how technology can help, I wanted to discover and understand how traditional learning impacts them, both positively and negatively. I found these new questions helped me to think critically and truly examine what each piece of information meant and how this data related to or answered my questions.(1.5) I did not find this to be an easy task; not everything is obvious or evident and often required significant time and energy.

My research into this topic was interesting and informative. Investigating this topic allowed me insight into this spectrum, I had no idea how prevalent autism is. I discovered that autism is actually a spectrum with a wide variation and severity of symptoms; it is a “complex neurological disorder” (Derksen, 2015, p. 3) and that 1 in 68 people are classified as having Autism Spectrum Disorder (ASD) (WHO, 2015). My research explored the “suitability of online education for learners with Autism Spectrum Disorder by examining the inherent learning needs of ASD” (Derksen, 2015, p. 3).

After critically evaluating and synthesizing the data from my sources, I concluded that the number of people diagnosed with ASD is increasing and “therefore, it is likely that many future post-secondary students will have ASD” (Derksen, 2015, p. 7). I feel that, based on the increasing proportion of learners in with ASD and their unique needs, it is imperative that we find educational solutions to better meet the learning needs of this diverse group.(1.7)

I feel that it is vital that educators invest the time to understand a variety of instructional techniques and work them into their course design and facilitation. I have come to recognize that, by employing best practices and finding ways to meet the students’ needs, I can encourage learning and champion their success.(1.8, 4.4) In actuality, employing best practices often takes very little effort on my part, but can make a big impact and have large rewards. 

As a result of my investigation into ASD I now recognize the value of applying instructional design principles and the importance of including universal design for learning (UDL) when designing a course. I included this suggestion in my assignment, “when developing a course for students with special needs such as learners with ASD, it is important to employ universal design of instruction strategies” (Derksen, 2015, p. 7). I am conscientious of the UDL guidelines and make every effort to include a variety of strategies when I design a course or presentation. While this assignment was not meant to practice instructional design and development, I felt it was important to share my findings with my fellow educators, in particular, the benefits of adhering to the UDL guidelines. In an effort to educate and enlighten my staff, I created a presentation on UDL and included some UDL principles to present to my coworkers.(1.9, 4.2, 4.6) It is important for my instructors to embrace the information from the presentation and use these principles when designing their course and learning activities. I encouraged them to be cognizant of the impact UDL can have on learners in general.