Systematic literature review on distance learning for autistic students

Autistic learners face distinct challenges that necessitate individualized educational frameworks, underscoring the importance of understanding distance education’s potential, effectiveness and adaptability tailored to their needs. This study aims to systematically examine the potential, effectiveness, and adaptability of distance education and e-learning strategies for autistic learners, with a particular focus on technologies, teaching materials, and home-based applications. A systematic literature review has been carried out, identifying 29 articles with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in the years 2010–2024 for home-use applications. The findings revealed challenges in defining autism-related samples and the variability in participant demographics, geographic focus, and methodologies. The findings underscore the importance of digital tools like Zoom and e-learning platforms, combined with traditional methods and innovative technologies such as assistive robots. Life skills and behavioral training, alongside academic learning, are emphasized as critical components of autistic students’ curricula. To optimize distance learning, autism-friendly technologies, caregiver training, and hybrid learning models are essential. Flexible, tailored approaches are vital to meeting the diverse needs of autistic learners.