Programming Education for Students with Autism: A Scoping Review of Pedagogical Strategies and Tools Between 2017–2025
DOI:
https://doi.org/10.17770/eid2026.1.107Keywords:
Autism Spectrum Disorder , block-based programming, computational thinking, inclusive education, programming education, visual programmingAbstract
This paper explores the educational landscape for children and youth with Autism Spectrum Disorder (ASD), specifically focusing on the efficacy of block-based and visual programming environments. Reviewing sixteen empirical studies published between 2017 and 2025, this analysis examines how programming interventions were designed, delivered, and evaluated for neurodivergent learners. Results indicated an overwhelming focus on such tools as Scratch and Blockly because their syntactic complexity is low and a visual interface can be made explicit to relate to cognitive profiles of autistic students. Successful interventions have included the use of scaffolding support, visual supports, adjusted pacing support, and inclusive group strategies leading to engagement and learning outcomes. Gaps of enormous magnitude are in educator training, accessibility design, and cultural diversity because most studies were situated within high-income countries. There is inadequate research on the attitudes of stakeholders and longitudinal impacts on their lives from learning how to program. The review prescribes a holistic ecosystem-oriented intervention inclusive of technology that is pedagogy-driven by evidence and structured teacher support for equitable access to develop computational thinking skills to be consciously piloted as future research beyond tools and activities that address the systemic barriers to participation in computing education by autistic learners.
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