Virtual teaching and learning for autistic students amidst the pandemic: a systematic literature review

Abstract

Teaching and learning for autistic students during the COVID-19 pandemic pose challenges for educators. This systematic literature review (SLR) aimed to explore the effectiveness of virtual teaching and learning (VTL) by employing the reporting standards for systematic evidence syntheses (ROSES) framework. Articles from databases like Scopus, Web of Science, and Google Scholar were systematically examined, focusing on themes such as support, coping strategies, teaching methods, flexibility, and communication. The review identified 14 sub-themes within these categories, providing tailored coping and teaching strategies for parents, teachers, and caregivers working with autistic students. From 706 initially identified articles, 376 were selected, with 17 specifically relevant to virtual teaching for autistic students during the pandemic. These findings contribute insights to the existing literature and offer practical implications to enhance VTL experiences for autistic students facing pandemic challenges.