Volume 4, 2026 – Issue 2
Adaptive Functional Learning Strategies for Improved Achievement of Learners with Autism in Inclusive Classrooms
Bolanle Titilayo Segilola 
1 * and Philias Olatunde Yara 2
1 Arts and Social Science Education/Faculty of Education, Lead City University, Ibadan, Oyo State, Nigeria
2 Science Education, Faculty of Education/ Lead City University, Ibadan, Oyo State, Nigeria
* Corresponding author: segilola.bolanle@lcu.edu.ng
DOI: 10.5281/zenodo.20290541
Abstract
The globalisation of knowledge and information has increased the demand for improved technical and operational approaches across all sectors, including education. As technology advances rapidly, the education sector is expected to lead this transformation, particularly in its pedagogical practices. Pedagogy remains central to achieving the goals of teaching-learning, being embedded in the curriculum. This paper examined Adaptive Functional Learning (AFL), a teaching-learning strategy designed to enhance STEM activities in inclusive classrooms, with a focus on improving the academic achievement of learners with Autism Spectrum Disorder (ASD). The study was anchored on Social Cognitive and Situated Learning theories, guided by the Academic Functional Learning Aptitude Test (AFLAT), which aligns with the principles of AFL. A quasi-experimental design was adopted, involving 60 learners with ASD, sampled from inclusive classrooms across four regions and five states in Nigeria. Data were collected using AFLAT (PPMC r = 0.87, p < 0.001), and (Cronbach’s α = 0.88) were analysed with Analysis of Covariance (ANCOVA) with two hypotheses were tested at the 0.05 significance level. Findings revealed no significant interaction effect between AFL and gender on learners with ASD’s academic achievement (F (1,57) = 0.249, p>0.05, η2 = 0.005), and no significant interaction effect between AFL and location of residence (F (1,55) = 0.824, p > 0.05, η2 = 0.015). Despite these, AFL strategy in STEM activities were shown to aid in improving the academic achievement of learners with ASD. The study concluded that AFL enhances learning outcomes and recommended its integration into STEM pedagogy, curriculum design, and assessment practices to foster inclusivity and better academic performance among learners with ASD.
Keywords: adaptive functional learning, STEM education, inclusive classroom, autism spectrum disorder learners
Published
2026/06/01
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Research Papers
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Segilola, B. T., & Yara, P. O. (2026). Adaptive functional learning strategies for improved achievement of learners with autism in inclusive classrooms. The International Journal of Technology, Innovation, and Education, 4(2), 103–132. https://doi.org/10.5281/zenodo.20290541
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Segilola, Bolanle Titilayo, and Philias Olatunde Yara. 2026. “Adaptive Functional Learning Strategies for Improved Achievement of Learners with Autism in Inclusive Classrooms.” The International Journal of Technology, Innovation, and Education 4 (2): 103–32. https://doi.org/10.5281/zenodo.20290541.
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Segilola, Bolanle Titilayo, and Philias Olatunde Yara. “Adaptive Functional Learning Strategies for Improved Achievement of Learners with Autism in Inclusive Classrooms.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, June 2026, pp. 103–32, https://doi.org/10.5281/zenodo.20290541.
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B. T. Segilola and P. O. Yara, “Adaptive functional learning strategies for improved achievement of learners with autism in inclusive classrooms,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 2, pp. 103–132, Jun. 2026, doi: 10.5281/zenodo.20290541.
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Segilola, B.T. and Yara, P.O. (2026) “Adaptive functional learning strategies for improved achievement of learners with autism in inclusive classrooms,” The International Journal of Technology, Innovation, and Education, 4(2), pp. 103–132. Available at: https://doi.org/10.5281/zenodo.20290541.
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Segilola BT, Yara PO. Adaptive functional learning strategies for improved achievement of learners with autism in inclusive classrooms. The International Journal of Technology, Innovation, and Education [Internet]. 2026 June 1;4(2):103–32. Available from: https://ijtie.com/wp-content/uploads/2026/05/N40218.pdf
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Segilola, B. T., & Yara, P. O. (2026). Adaptive functional learning strategies for improved achievement of learners with autism in inclusive classrooms. The International Journal of Technology, Innovation, and Education, 4(2), 103–132. https://doi.org/10.5281/zenodo.20290541
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About the authors
- Bolanle Titilayo Segilola holds a B.Ed. in Chemistry (Lagos State University), M.Ed. in Test, Measurement & Evaluation (University of Lagos), and Ph.D. in Education (Measurement and Evaluation, Lead City University, Ibadan). With over two decades in education practices—from preschool to post-tertiary—she has served as teacher, lecturer, vice principal, and administrator, using the Nigerian and British curricula. She prepares students for Checkpoint and IGCSE exams, and she is a British Council SchoolNow Partner leader. She specialises in education test, measurement & evaluation, with her experience in a neurodivergent classroom, she developed the academic aptitude assessments tool AFLAT for neurodivergent learners (ASD, ADHD) in neuro-inclusive settings. The tool is used for academic aptitude diagnosis, tailored learning strategies and predictive latent metrics of the neurodivergent learners. Her expertise spans human capacity building, character education, special education (neurodivergent disorders), research, and curriculum development. She served as examiner for examination conducting institutes, co-authored study packs, and organised conferences, workshops, and career events. Currently Director of Education Services Research and Development at MOTEB Educational Services. She leads neuro-education projects in higher institutions. Enjoys team sports, writing, cooking, and movies. Open to collaborations advancing neuro-inclusivity.
segilola.bolanle@lcu.edu.ng
↩︎ - Philias Olatunde Yara was born in January 1954, he is a dedicated family man, married with four children. His academic journey includes NCE (Mathematics/Physics) from FCE Pankshin (1981), B.Ed. (Mathematics) from ABU Zaria (1984), M.Ed. (Mathematics) from University of Ibadan (1989), PGD (Computer) from OAU Ile-Ife (1995), and PhD (Mathematics Education) from UI Ibadan (2008). Joining Lead City University in 2013 as an Adjunct Lecturer and promoted to Senior Lecturer in 2014, he previously served as Principal Education Officer at the Federal Ministry of Education and Principal System Programmer at University of Ibadan’s Computer Science Department. He completed a sabbatical at Kampala International University as Senior Lecturer and Director of Academic Affairs. An expert in Mathematics Education, Prof. Yara teaches undergraduate/postgraduate courses, supervises projects (graduating 12 PhDs, 25+ Masters), and leads research on Math-phobia, attitudes, class size, and resources. His prolific output includes 28 authored books, 51 journal articles, and key administrative roles like HOD Science Education (2018–present).
yara.po@lcu.edu.ng
↩︎
