Personalized Technological Interventions: The Potential of Wearable Technologies in the Education of Individuals with Autism Spectrum Disorder

Abstract

Purpose: Wearable technologies have recently gained increasing attention as innovative tools for supporting the education and functional development of individuals with Autism Spectrum Disorder (ASD). 

Methodology: This review synthesizes current findings and discusses the potential of wearable devices—such as smart glasses, biofeedback wristbands, smartwatches, and augmented-reality-enabled tools—to enhance social communication, emotion regulation, sensory integration, and daily living skills. Drawing on international research, the paper examines how wearable technologies enable real-time monitoring, personalized interventions, and context-sensitive feedback while addressing challenges related to data privacy, sensory sensitivities, cost, and accessibility. 

Findings: Wearable technologies can enhance independence and educational participation when integrated with evidence-based strategies and Individualized Education Plans (IEPs). However, the field is still in its early stages and requires rigorous research, including large-scale randomized controlled trials and longitudinal studies, to evaluate long-term outcomes and generalizability. 

Implications & Suggestions: Practical recommendations for interventionists and directions for future research are provided to support the ethical and inclusive use of wearable technologies in ASD education.

Keywords

• Autism spectrum disorder
• wearable technologies
• special education
• social communication
• ,emotional regulation
• self-regulation

Bireyselleştirilmiş Teknolojik Müdahaleler: Otizmli Bireylerin Eğitiminde Giyilebilir Teknolojilerin Potansiyeli

Öz

Amaç: Giyilebilir teknolojiler, otizm spektrum bozukluğu (OSB) olan bireylerin eğitimini ve işlevsel gelişimini destekleyen yenilikçi araçlar olarak son zamanlarda giderek daha fazla ilgi görmektedir. 

Yöntem: Bu derleme, mevcut araştırma bulgularını sentezleyerek, OSB olan bireyler için akıllı gözlükler, biyolojik geri bildirim bileklikleri, akıllı saatler ve artırılmış gerçeklik özellikli araçlar gibi giyilebilir cihazların sosyal iletişim, duygusal düzenleme, duyusal entegrasyon ve günlük yaşam becerilerini geliştirme potansiyelini tartışmaktadır. Uluslararası araştırmalardan yararlanarak, giyilebilir teknolojilerle ilgili veri gizliliği, duyusal hassasiyetler, maliyet ve erişilebilirlik ile ilgili zorlukları ele alırken, gerçek zamanlı izleme, kişiselleştirilmiş müdahaleler ve bağlama duyarlı geri bildirimleri nasıl mümkün kıldığını incelemektedir. 

Bulgular: Bulgular, giyilebilir teknolojilerin bilimsel dayanaklı uygulamalar ve Bireyselleştirilmiş Eğitim Planları (BEP'ler) ile entegre edildiğinde bağımsızlığı ve eğitime katılımı artırabileceğini vurgulamaktadır. Ancak OSB olan bireylerin eğitim süreçlerinde giyilebilir teknolojilerin potansiyeli, hâlâ uygulamalı araştırmaların ve boylamsal çalışmaların yapılmasını gerektirmektedir. 

Sonuçlar ve Öneriler: Çalışma OSB olan bireylerin eğitiminde giyilebilir teknolojilerin etik ve kapsayıcı biçimde kullanılmasını desteklemede uygulamacılar ve gelecekte gerçekleştirilecek araştırmalar için öneriler sunmaktadır.

Anahtar Kelimeler

• otizm spektrum bozukluğu
• giyilebilir teknolojiler
• özel eğitim
• sosyal etkileşim
• duygusal düzenleme
• öz-düzenleme

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