Unlocking potential – how an increased focus on edtech can underpin the transformation of opportunity for children with Autism in education
With an aptitude for logical thinking and a preference for predictability, studies have established that coding, programming and game-building provide countless employment prospects for adults and learning opportunities for children.
In fact, children with Autistic Spectrum Disorder (ASD) not only compete with their peers but surpass them in digital aptitude because they are logical in their thinking and relish predictability. Children with autism tend to have a more dominant left side of the brain, meaning they are inherently drawn to computer science - specifically writing code. Consequently, children with autism have an enhanced chance of thriving in jobs that necessitate accuracy and repetition – such as managing databases, coding and analytics. Children with autism also react well to structure and predictability, finding comfort in tasks that yield predictable results. So, it stands to reason that they should value the added control over their interactions that is provided by the filter of a computer monitor or from the automated act of a coded command. Computer programming and game-building are some of the most predictable and logical actions a young student can take on and, because people with ASD often have a natural gift for recognising patterns and repetition, they regularly outperform their peers.
Improving the lives of people with ASD is the focus of a multi-million-pound strategy launched by the government in 2021, backed by a £75m investment in its first year1, with increased awareness and process in schools a key goal. If we consider the outcomes that a more focused edtech approach in schools could achieve, heavy investment should be concentrated on improving the resources and training required for this strategy to be a long-term success. Here, Grant Smith VP of Education at kids coding specialist Code Ninjas, shares his vision for making edtech a key feature of improving outcomes for children with ASD through their education.
Edtech transforms the lives of autistic children
A major benefit of coding for children with autism is that, like with other successful forms of education, the skills developed in the process of coding tend to go beyond the task. Coding education is heavily structured in concepts that can be incredibly valuable throughout your child’s lifetime – for example, communication, originality, resilience and, crucially, working well as part of a team. Another key feature of those with ASD is that they respond well to compliments and affirmations. They want recognition that the project they have completed has met the expectations of their peers, teacher or parent, which is why praising each accomplishment is of such importance. Acknowledging a job well done is a great device for increasing their awareness of capability and confidence, which is destined to transfer positively to adulthood as they join a workspace. Code Ninjas makes a real effort to recognise each and every achievement, hosting ‘belt-up’ ceremonies when students progress up through our colour-coded belt system. Each student is given their moment in the spotlight – or a more private ceremony if they would prefer – and congratulated for their dedication to their development. This thinking could be adopted throughout education.
Global potential
In 2016, global leader in financial services, J.P. Morgan, introduced a specialist campaign to recruit employees and interns on the autism spectrum. Anthony Pacilio, global head of the firm’s Autism at Work programme, had recognised in prospects with autism the key characteristics it takes to navigate coding and quality assurance testing roles. In fact, in positions with easily measurable outcomes, Pacilio stated that JPM found that people on the spectrum ‘considerably outperformed’ neurotypical people.2 Since April 2020, vacancies in the digital sector have increased by a staggering 33%3 so it stands to reason that, as the demand continues to grow, so will the need for skilled specialists to fill these roles. Children with autism have the natural inclination to outshine their peers in the field of coding because, simply, their unique characteristics fulfil the key mechanisms of coding – function, pattern and precision.
Breaking down the limitations
Edtech can only be impactful in schools if there are the resources to make the most of the opportunities. A survey by the Sutton Trust found that 32% of primary school leaders were reducing investment in information technology equipment because of financial constraints. In secondary schools, the figure is 20%.4 This is mirrored by the fact that only 2% of teachers from disadvantaged schools say their pupils have adequate digital access.5 The danger is that children with autism may not be able to get access to the resources they need to flourish in the subject. While there is no single education initiative that will realise the same results universally – as school systems contrast in learners and educators, as well as in the obtainability and quality of materials and technologies – an important first step is understanding how technology is used given specific local contexts and needs.
In the majority of cases, people with ASD struggle with social interaction and may be hypersensitive to some stimuli, such as light and sound. Therefore, staff in our locations make every feasible adjustment to the existing surroundings of our coding Dojos during sessions that children with autism attend. In some locations, our franchisees have even been able to facilitate specialist sessions for students with special educational needs to take away any unnecessary background noise. This can sometimes be a problem in a classroom environment which is at capacity. If your child has ASD and has shown an interest in exploring programming or coding, my advice would be to let them give it a go in a quieter environment. Find a local provider, tour the location, ask questions about their programme, and encourage your child to attend a trial session. It might be the best thing you ever did for their future.
Grant Smith is VP of Education of kids coding specialist Code Ninjas. At locations across the UK, Canada and the US, kids learn to code in a fun, safe and inspiring learning environment. With a game-based curriculum, kids love to learn and parents clearly see results. For more information, visit www.codeninjasfranchise.co.uk
1 Department of Education, 2021. National strategy for autistic children, young people and adults: 2021 to 2026.
2J.P. Morgan, 2020, Autism at Work programme.
3Adzuna, 2020, UK Job Market Report.
4 Sutton Trust, 2022 Edtech Spending Report.
5 Teach First, 2022, Disadvantaged Spending Survey.