Why Children With Autism Can Excel in Coding

1. Predictability creates positivity

It is no secret that children with autism thrive in predictable environments; and there are not many tasks that yield more predictability than computer programming. Inconsistency and uncertainty often leads to impairment as interactions can be intensely perceived by people with autism. Creating a predictable environment is known to alleviate the anxiety associated with the unknown that faces most children on the spectrum. Computer programming is an activity that will produce expected and logical results, allowing students to focus and develop their skills in the absence unpredictability. At The Code Initiative, we have found great success in utilizing predictable workshops to introduce a stable and positive learning environment for our students with autism.

2. Confidence is a habit, not a trait

Children with autism not only appreciate but can also profit from predictable situations in their day to day life. One of our volunteers who teaches coding programs to our students described their progress as, “Not only developing their analytical skills, but also their confidence”. For most people, whether they are neurodiverse or neurotypical, lack of confidence is derived from the belief that they are inadequate. By introducing activities related to computer programming that satisfy the need for predictability, The Code Initiative can empower our students who are on the spectrum. When confidence is established, interactions flourish and generate greater efficiency. This empowerment and confidence will lead to personal growth, a greater sense of achievement and improved positivity.

3. Visual search—a vital task

Children with autism demonstrate vast diversity, though they often exhibit superior visual processing in comparison to their verbal capacity. These visual processing abilities are one of the most pertinent aspects of computer coding as well as robotics. As mentioned by one of our volunteers, the coding skill level of our students with autism is “on par with with that of neurotypical children, if not better”. Research has long suggested that children on the spectrum excel at visual search, even more so than typically developing children. It is time we put this talent to use. The skillset necessary for optimal computer coding mirrors many common qualities displayed by people with autism. By developing these visual search assets, we can further build on logic and spatial intelligence.

4. Computers are relatable

Social anxiety is often a prevalent feature of autism, and social interactions can cause severe anxiety. Computer programming requires little to no social skills, eliminating the stress that is associated with the highly unpredictable social world. It can be difficult for people on the spectrum to interpret social situations and behavior, it is not difficult for them to interpret the logic and predictability displayed by computers and machines.

As quoted by the president of The Code Initiative, “Students who learn coding, especially from a young age, practice and improve their executive functioning skills, spatial recognition skills, problem-solving skills, and even social skills.”.

One of our students who is on the spectrum arrived to their first class and refused to interact with their instructor. The instructor persisted and attempted to begin teaching a computer coding game to the student. Nearly an hour later, the child became verbal, expressing laughter, enjoyment, and an interest in continuing the classes. This student attended regular workshops for over two years, and has gone on to create their very own computer game using an advanced programming language.

Through coding we are not only eliminating the stresses of uncertainty, we are creating a learning environment where children with autism can develop confidence and resilience, all while improving their skill level for future endeavors.