The purpose of this study is to deepen the understanding of how digital diaries are used in special education. Specifically, the study explores two key functionalities of the diary: its role as an information carrier between school and home, and its potential to support students’ development in communication skills. The research was conducted within the context of a Swedish elementary special school for students with autism and autism-like conditions. In this setting, students create digital diaries with varying levels of support from pedagogues or teachers.

The diary, essentially a form of letter, serves dual purposes. It informs caregivers about daily school activities while fostering a sense of participation in their child's education. This aligns with previous research emphasizing that strong collaboration between home and school—supported by caregivers’ engagement—positively impacts students’ learning outcomes [1, 2]. To investigate the diary's role as an information carrier, we interviewed caregivers about their experiences and expectations regarding these letters. Additionally, we interviewed pedagogues and teachers to understand how the task is designed to challenge and enhance students' communication skills.

Creating a diary presents a unique challenge for students on the autism spectrum [3], as it requires them to write about events beyond the immediate present. However, the use of digital tools provides tailored support, enabling even students with significant communicative difficulties to engage with decontextualized language.
The findings reveal that students are gradually trained to write their weekly letters independently, with digital tools playing a prominent role. The specific tools and the degree of expected independence are individualized based on each student's development plan. Interviews with pedagogues and teachers highlighted notable differences across grade levels. In the lower grades, students often use tools requiring minimal motor skills, such as smartboards, and rely more heavily on image-based support for communication. These students frequently print their letters to bring home in analog form.

In contrast, students in higher grades typically demonstrate greater proficiency with digital tools and are often capable of writing letters with a higher degree of independence. Some students also acquire the skills to use email programs, enabling them to send their letters directly to caregivers. This progression indicates that as students' technical skills improve, so do their communication abilities.

References:
[1] Pedagogisering av föräldrar i förskola och skola. I: Harju, A. & Tallberg Broman, I. (red.) Föräldrar, förskola och skola. Om mångfald, makt och möjligheter. Lund: Studentlitteratur, s. 209–228.
[2] Vallberg Roth, A-C. (2013). Föräldraskap mellan offline och online. I: Harju, A. & Tallberg Broman, I. (red.) Föräldrar, förskola och skola. Om mångfald, makt och möjligheter. Lund: Studentlitteratur, s. 155–174.
[3] Casassus, M., Poliakoff, E., Gowen, E., Poole, D., & Jones, L. A. (2019). Time perception and autistic spectrum condition: A systematic review. Autism Research, 12(10), 1440-1462.

Keywords: Special education, digital diaries, communication skills, ICT.