Assessing the Effectiveness of Visual Supports in Fostering Communication and Classroom Engagement among Elementary Students with Autism Spectrum Disorder

This study evaluated the effectiveness of visual supports in enhancing communication skills and promoting classroom engagement among elementary students with Autism Spectrum Disorder (ASD) in the Philippines. A total of 62 participants from three schools—JP Laurel Elementary School, Dadiangas West Elementary School, and SPED Integrated School—were included in the research. The study utilized a mixed-methods approach, incorporating both quantitative and qualitative data to evaluate the level of effectiveness and extent of utilization of visual supports by teachers and their impact on students’ learning outcomes. The findings revealed that visual supports significantly enhance students’ ability to communicate and engage in classroom activities. Teachers reported improvements in behavior regulation, task completion, and interaction among students with ASD when visual supports such as schedules, communication boards, and social stories were employed. However, challenges such as limited resources, inadequate training, and cultural factors were identified as barriers to effective implementation. Based on the findings, a development plan was proposed to address these challenges, emphasizing teacher training and parental involvement, resource allocation, integrating visual supports into the curriculum, strengthening parental involvement and consistency across environments, monitoring and evaluating the effectiveness of visual supports, fostering collaboration between educators, parents, and support staff, promoting the sustainable and long-term use of visual supports, and increasing student engagement and communication. The proposed initiatives aim to improve the availability, utilization, and impact of visual supports, thereby fostering a more inclusive and effective educational environment for students with ASD.