Inclusive Teaching Strategies and Educational Technologies for Students with Autism Spectrum Disorder

A PRISMA Systematic Review

Abstract

Autism Spectrum Disorder (ASD) creates heterogeneous academic, communicative, sensory, social, and behavioral support needs in inclusive education. This systematic integrative review synthesized primary, secondary, and grey evidence published from January 2000 through December 2025 concerning inclusive teaching strategies and educational technologies for learners with ASD. Searches of ERIC, Scopus, Web of Science, and Google Scholar identified 186 records; after deduplication and screening, 18 sources were retained. Two reviewers independently screened records and resolved disagreements through consensus. Because the evidence base contained diverse designs, methodological quality was assessed with design-appropriate Joanna Briggs Institute critical appraisal checklists. Three sources were judged high confidence, ten moderate confidence, and five low confidence. Seven interrelated themes were identified: structured teaching; behavioral and communication supports; peer-mediated practices; assistive and digital technologies; sensory-responsive classroom climates; teacher preparedness; and pedagogy-technology integration. Across designs, technology appeared most useful when embedded in explicit pedagogy, individualized supports, and relationally supportive classrooms. However, causal claims are limited by small samples, observational designs, narrative reviews, geographical concentration, and variable methodological quality. The review advances prior work by integrating psychological, behavioral, environmental, pedagogical, and technological evidence within one cautious framework for inclusive practice.