The Mechanism and Educational Application of Visual Support Strategies in the Learning and Development of Children with Autism Spectrum Disorder

Abstract

The role of providing support to the learning and development of children with autism spectrum disorders (ASD) has been a broadly discussed issue, yet an in-depth conceptualization of how the strategies of visual support may work and which theoretical framework is broader is still missing. The paper provides a systematic analysis of the logic and support structure of visual support strategies involved with the essence of ASD children core in terms of information processing, executive functioning, social interaction, and emotion regulation. Studies indicate that through congruence with the visual processing benefits of ASD children, visual support has a high role in light loading, predicting information, and fostering information stability and social insight, as well as emotional consistency and competence. ASD children can receive a clear, stable, and reusable form of external assistance through a structured visual environment and instructional visual product, as well as through communication and social visual tools, which can contribute to their participation and autonomy. This paper hypothesizes, based on the analysis suggestions, that Systematisms, consistency, and personal adaptation of visual support strategies need to be enhanced to facilitate learning and development of ASD children in a practical educational environment.