Challenges and Optimization Pathways of Artificial Intelligence-Supported Educational Interventions for Children with Autism Spectrum Disorder: A Multi-Stakeholder Collaborative Perspective

WANG Yue; SUN Ying; LIU Xiao-ming

doi:10.3969/j.issn.1672-4933.2026.05.005

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Challenges and Optimization Pathways of Artificial Intelligence-Supported Educational Interventions for Children with Autism Spectrum Disorder: A Multi-Stakeholder Collaborative Perspective

Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders | 更新时间：2026-10-08

- Challenges and Optimization Pathways of Artificial Intelligence-Supported Educational Interventions for Children with Autism Spectrum Disorder: A Multi-Stakeholder Collaborative Perspective
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 24, Issue 5, Pages: 472-477(2026)
- 作者机构：
  
  1.北京联合大学特殊教育学院北京 100075
  2.北京教育科学研究院特殊教育研究指导中心北京 100036
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2026.05.005
  CLC： G760
- Received：10 March 2026，
  
  Revised：2026-05-11，
  
  Accepted：26 July 2026，
  
  Published：15 September 2026
- 稿件说明：
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王悦,孙颖,刘晓明.基于多主体协同视角的人工智能支持孤独症谱系障碍儿童教育干预的实践挑战与优化路径[J].中国听力语言康复科学杂志,2026,24(05):472-477.

WANG Yue,SUN Ying,LIU Xiao-ming.Challenges and Optimization Pathways of Artificial Intelligence-Supported Educational Interventions for Children with Autism Spectrum Disorder: A Multi-Stakeholder Collaborative Perspective[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):472-477.
王悦,孙颖,刘晓明.基于多主体协同视角的人工智能支持孤独症谱系障碍儿童教育干预的实践挑战与优化路径[J].中国听力语言康复科学杂志,2026,24(05):472-477. DOI： 10.3969/j.issn.1672-4933.2026.05.005.

WANG Yue,SUN Ying,LIU Xiao-ming.Challenges and Optimization Pathways of Artificial Intelligence-Supported Educational Interventions for Children with Autism Spectrum Disorder: A Multi-Stakeholder Collaborative Perspective[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(05):472-477. DOI： 10.3969/j.issn.1672-4933.2026.05.005.

摘要

人工智能逐渐进入孤独症谱系障碍（ASD）儿童的教育与支持过程，为教育评估、教学干预和家校沟通提供了新的技术条件，但其实际应用仍受到教育支持体系和协作机制的制约。本文基于生态系统理论与教育协同视角，通过文献梳理和理论分析，考察人工智能在ASD儿童教育中的应用及其与家庭、学校、专业服务机构和社区等主体之间的关系，重点分析当前实践中存在的问题及其形成原因。人工智能已应用于数据采集、行为分析、个性化反馈和智能交互等环节，为不同主体共享信息、了解儿童发展情况提供了便利。但在实际应用中，家校社之间仍存在沟通不足、支持目标不一致和责任衔接不够等问题，人工智能工具之间缺乏有效连接，与教学和干预过程的结合有限；同时，教师、家长及相关专业人员的技术应用能力存在差异，儿童数据的隐私保护、算法偏差和使用边界等问题值得关注。上述问题与不同生态层级之间联系不足、多主体协作机制不完善以及人工智能与教育实践结合不紧密有关。本文提出完善家校社协作机制，推动不同人工智能工具和教育数据之间的衔接，加强教师、家长及专业人员相关能力建设，明确数据使用和伦理治理要求，以促进人工智能更好地服务于ASD儿童的教育支持。

Abstract

Artificial intelligence (AI) is increasingly being used in the education and support of children with autism spectrum disorder (ASD)

providing new possibilities for educational assessment

instructional intervention

and communication between families and schools. However

its use in practice is still affected by existing educational support systems and collaboration among different stakeholders. Based on ecological systems theory and educational collaboration perspectives

this paper reviews the use of AI in education for children with ASD and examines its relationship with families

schools

professional service providers

and communities. Particular attention is given to the practical problems and factors underlying them. The review shows that AI has been used for data collection

behavioral analysis

personalized feedback

and intelligent interaction

and can also facilitate information sharing among different stakeholders. At the same time

several problems remain. Communication between families

schools

and professional services is often insufficient

educational goals are not always consistent

and responsibilities are not clearly connected across settings. AI tools are also often used separately

with limited integration into everyday teaching and intervention. Differences in the digital skills of teachers

parents

and professionals further affect their use of these technologies. In addition

issues concerning data privacy

algorithmic bias

and appropriate boundaries of AI use require attention. These problems are related to weak connections across ecological levels

limited collaboration among stakeholders

and insufficient integration of AI into educational practice. To address these issues

this paper suggests improving collaboration among families

schools

and communities

strengthening links between AI tools and educational data

developing relevant skills among teachers

parents

and professionals

and clarifying requirements for data use and ethical governance. These measures may help AI better support the education and development of children with ASD.

关键词

Keywords

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