Proposal of a 5W+1H socio-technical framework to diagnose academic work with students with Autism Spectrum Disorder in engineering

Abstract

The prevalence of Autism Spectrum Disorder (ASD) has increased significantly globally in recent decades, generating a growing demand for inclusive educational solutions at all levels of education. This growth has highlighted significant gaps in educational systems, particularly in higher education in engineering, where limitations persist due to a lack of specialized teacher training, insufficient methodological resources, and the adoption of piecemeal educational approaches. The literature shows that many initiatives aimed at students with ASD focus exclusively on technological solutions or isolated pedagogical strategies. Considering the heterogeneity of ASD and the interaction of individual, social, and technical factors in the educational process, this work aims to propose a sociotechnical framework based on 5W+1H to diagnose academic work with students with Autism Spectrum Disorder in engineering programs. Additionally, the proposal is represented by a diagram developed in PlantUML, with the purpose of offering a structured visual guide that facilitates the understanding, communication, and transfer of the framework.