‘The field was finally kind of level’: nonspeaking autistic students’ perspectives on foundational elements of inclusive virtual learning

The COVID-19 pandemic led to a swift global shift to virtual learning, raising concerns about ensuring inclusive education for students with disabilities. Augmentative and alternative communication (AAC) users have unique access needs in virtual settings. This study examines lessons learned from pandemic virtual learning experiences of eleven nonspeaking autistic students ages twelve to twenty-two who type, spell, and point to communicate. Students’ educational contexts ranged from middle school through college within the United States, Australia, and Canada. Using an optimistic qualitative approach, we explored how virtual learning can inclusively meet the needs and preferences of nonspeaking autistic students. Our analysis underscored that foundational elements of inclusive virtual learning involve: Connections between competence, communication, and context; Rethinking structures that privilege speech and; Centring and affirming neurodiversity. These findings, informed by nonspeaking autistic students’ perspectives, can enhance inclusive virtual learning by design, and have broader implications for in-person, hybrid, and yet-to-be-imagined contexts.