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The Role of Canva in Supporting the Development of Self-Care Skills
in Children with Autism: Challenges and Design
Sumathi Annamalai, Nurbieta Abd Aziz
*
Special Education Department, Faculty Human Development
*
Correspondence Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.927000013
Received: 10 November 2025; Accepted: 16 November 2025; Published: 26 November 2025
ABSTRACT
Children with Autism Spectrum Disorder (ASD) often struggle with self-care skills, such as dressing and
grooming, due to communication, sensory, and executive functioning challenges. Visual supports, such as visual
schedules and social stories, are effective in promoting independence and reducing anxiety. Therefore, this
review synthesizes 30 recent studies to explore how Canva, a user-friendly design platform, helps daycare
educators create engaging, individualized visual aids. While Canva offers practical solutions, limitations,
examples, and varying child responses highlight the need for further research on the long-term effectiveness of
digital tools.
INTRODUCTION
Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition marked by challenges in
communication, social interaction, and repetitive patterns of behavior. These core characteristics often hinder a
child's ability to develop independence in daily routines, particularly in self-care skills such as dressing,
grooming, toileting, and hygiene (Herman & Cahyadi, 2023; Istiqomah et al., 2023). Children with ASD
frequently experience difficulties with executive functioning, including challenges in initiating tasks, sequencing
actions, and sustaining attention. These deficits demand structured, predictable, and visually supported
interventions that align with their cognitive processing strengths (Ding & Toran, 2024). Unlike auditory
instructions, visual information is often more accessible and easier to retain for children on the spectrum, making
visual strategies a cornerstone of effective special education practices.
Visual aids such as picture cards, schedules, flowcharts, and Video Modeling (VM) are especially effective in
teaching self-care routines. These tools offer a clear, sequential presentation of steps, helping to reduce anxiety
and increase comprehension. For instance, a visual chart illustrating the steps of brushing teeth or washing hands
provides a concrete and repetitive learning experience, encouraging mastery through practice (Saputra &
Hidayati, 2024). In certain studies, VM, particularly when implemented by caregivers or occupational therapists,
has emerged as an evidence-based method to teach essential self-care and social skills to children and adolescents
with special needs, including those with ASD. VM capitalizes on the strengths of visual learning by allowing
children to observe target behaviors repeatedly in a structured, predictable format. This approach has been shown
to significantly improve performance in daily living skills such as hand washing, grooming, and dressing (Abd
Aziz et al., 2021).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Furthermore, VM, as a powerful learning strategy, is demonstrated in the broader scope of video-based
interventions, which integrate peer models, adult narrations, or self-modeling techniques to reinforce behavior.
When combined with accessible tools like Canva, these interventions can be enhanced in clarity and appeal,
further increasing engagement among young learners with ASD (Aziz et al., 2021). Their adaptability and clarity
are especially vital in early intervention, where daycare educators play a crucial role in supporting children and
their families. As the earliest external caregivers, daycare teachers can consistently implement these aids in daily
routines, creating a more structured environment for learning. However, the design and dissemination of
highquality visual materials often pose challenges due to time constraints and a lack of access to design expertise
among educators.
To address these barriers, digital platforms like Canva have gained recognition for their potential to revolutionize
the development of visual aids in early childhood education. Canva, a user-friendly graphic design tool, enables
educators, even those with minimal design skills, to create personalized visual materials using templates, icons,
illustrations, and multimedia elements (Herman & Cahyadi, 2023; Istiqomah et al., 2023). Its intuitive interface
supports the creation of step-by-step visual instructions, social narratives, and daily routine charts tailored to a
child’s specific learning needs. Moreover, Canva’s collaborative features allow educators to share and modify
resources collectively, ensuring consistency while reducing workload. This is particularly beneficial in daycare
settings, where time is limited and the need for engaging, individualized supports is high.
Empirical studies further support the application of Canva in inclusive learning environments. Research has
shown that Canva-based visual aids can increase children’s engagement, enhance task comprehension, and
promote independence in performing daily routines (Ding & Toran, 2024; Saputra & Hidayati, 2024). Teachers
using Canva reported improved efficiency in developing materials and observed greater participation among
children with ASD. As digital literacy becomes an essential skill for educators, integrating platforms like Canva
offers a practical and scalable solution for bridging gaps in self-care instruction. This introduction highlights the
importance of visual strategies and accessible technologies, such as Canva, in empowering daycare educators to
support the development of self-care skills in children with ASD.
The literature increasingly supports the integration of Canva-based visual tools with established intervention
strategies, such as VM. As shown in the occupational therapy domain, VM has yielded promising results in
enhancing daily living skills in children with ASD (Abd Aziz et al., 2021). By aligning these interventions with
modern, customizable design platforms, such as Canva, educators and therapists can offer more dynamic,
individualized, and evidence-informed support in early intervention settings.
Problem Statement
Despite the potential benefits of Canva, several gaps remain in the literature. While there is a growing body of
research on Canva's general applications in education, few studies have explicitly examined its use for supporting
self-care skill development in children with ASD. Moreover, this lack of specific research makes it difficult to
draw definitive conclusions about its effectiveness in this particular context. Additionally, several challenges
need to be addressed to ensure the successful implementation of Canva in daycare settings. One challenge is
internet dependency. Canva is a web-based platform, and its use requires a stable internet connection, which may
not always be available in all daycare settings. Another challenge is the potential for underutilization of Canva's
advanced features.
While the platform is user-friendly, educators may not be fully aware of its more advanced capabilities, which
could limit its potential impact. Herlita and Meisarah (2024) noted this issue in their study on the utilization of
Canva in teaching English to students with autism, highlighting the need for training and support. Furthermore,
the need for educator training is paramount. To effectively utilize Canva to create high-quality visual supports,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
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educators require adequate training and ongoing support. Roemah et al. (2025) emphasized the importance of
training in their work on using Canva for flipped classroom learning. This concept shares similarities with the
need for effective technology integration in special education settings. The entire review aims to identify the
challenges faced by daycare educators.
METHODOLOGY
To explore the role of Canva-based visual support in nurturing self-care skills among children with ASD, this
systematic literature review was conducted through an extensive search of reputable academic databases and
scholarly sources. The review was guided by specific keywords including “Canva,” “visual support,” “autism,”
“self-care skills,” “early childhood education,” and “daycare.” These search terms were strategically selected to
capture literature that intersected technology-based instructional tools with the developmental needs of young
children on the autism spectrum. The inclusion criteria emphasized peer-reviewed studies that addressed visual
interventions for children with ASD aged 3 to 6 years, particularly within daycare or early learning environments.
Articles that examined Canva’s integration into teaching practices, as well as studies highlighting the real-world
challenges educators face in promoting independent self-care, were prioritized for analysis. This targeted focus
enabled the review to develop a comprehensive understanding of current trends, gaps, and opportunities in the
use of visual aids and technology in early childhood education for individuals with autism.
Consequently, the research process was conducted systematically across multiple academic platforms, including
ERIC, PsycINFO, PubMed, Scopus, and Google Scholar, to ensure comprehensive coverage and credibility of
sources. Utilizing multiple databases allows researchers to access a broad range of interdisciplinary studies,
which is particularly crucial when exploring complex topics such as autism, self-care skill development, and the
integration of digital tools like Canva in early childhood education. Each database offers unique strengths:
PubMed for medical and developmental psychology research, ERIC and PsycINFO for educational and
psychological studies, Scopus for peer-reviewed multidisciplinary literature, and Google Scholar for grey
literature and emerging academic trends (Gusenbauer & Haddaway, 2020). This diversified search strategy
minimizes the risk of publication bias and enhances the validity of the literature review. By triangulating findings
from these varied sources, the study gains a richer, more balanced perspective, ensuring that the conclusions
drawn are evidence-based and reflective of current scholarly discourse.
Note that databases were queried using Boolean operators and keyword combinations such as "Canva AND
autism," "visual support AND self-care skills," and "early intervention AND technology tools." Each search
result was screened for relevance, with abstracts reviewed to ensure alignment with the research objective.
Studies published within the last five years were given preference to ensure currency and relevance, though
seminal works in the field were also included where appropriate. A total of selected studies was then evaluated
in-depth, with particular attention given to their methodology, theoretical frameworks, population focus, and the
nature of visual tools utilized. This review process was iterative and collaborative, enabling a thorough thematic
synthesis that reflects the evolving intersection between digital design platforms and inclusive education
practices. The outcome provides both practical and scholarly insights that can inform the development of future
training modules, such as Canva Visual Support for Self-Care Skills (CaViSS), for educators in early childhood
intervention settings.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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* Figure 1: Summary of Outlining Article Selection using Preferred Reporting Items for Systematic reviews and
Meta-Analyses (PRISMA) Flow Diagram
Therefore, the search was limited to peer-reviewed articles published between 2019 and 2024 to ensure the
inclusion of current evidence and emerging trends in the field. Inclusion criteria were carefully designed to select
studies that specifically addressed the use of visual supports for children with autism, applications of Canva in
educational settings, and challenges faced by educators in supporting children with ASD (Ding & Toran, 2024).
After an initial screening of 1,250 articles, 30 studies met the final inclusion criteria. They were subjected to
detailed analysis using thematic synthesis methods. The thematic synthesis enabled the systematic identification
of recurring themes and patterns across the selected studies, providing a comprehensive overview of the existing
literature on the topic.
FINDING
To systematically explore the potential of Canva-based visual support in enhancing self-care skills among
children with ASD, a comprehensive thematic analysis was conducted using selected peer-reviewed articles. The
review aimed to identify key trends, recurring pedagogical strategies, and innovative practices employed in early
Records identified from PubMed, Eric, PsycINFO, and
Google scholar from 2019 -2024Psand Google
Scholar
Databases (n =1250)
Records screened
(n = 1250)
Records excluded based on
abstract
(n =1200)
Full text assessed for eligibility
(n =50)
Full text articles excluded with
reason ( n=20)
Reason exclusion:
-articles not included visual
support with Canva
- Visual support with other then
Canva
- The publication not peers revied
-The review not on day care
educators
Final article included in review
(n = 30)
Identification of studies via databases and registers
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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childhood intervention. Thematic analysis, as a qualitative research tool, enables researchers to uncover implicit
meanings and cluster findings into meaningful categories, which is especially valuable in multidisciplinary
studies that involve education, psychology, and digital learning. By systematically reviewing scholarly
contributions, this study sought to understand how Canva, as a visual aid platform, aligns with educational needs
and supports ASD-specific learning outcomes.
Six dominant themes emerged across the literature, revealing both the breadth and depth of current research:
Effectiveness of Canva Visual Support, Challenges in Teaching Self-Care Skills, Daycare Educator Training
Needs, Integration of Technology in Early Intervention, Design Principles for Visual Tools, and Impact on
Children with Autism (Aged 3-6). Each theme reflects an intersection between visual learning theory, inclusive
education practices, and digital pedagogy. For example, several studies have highlighted Canva's success in
creating engaging visual routines for daily tasks, such as handwashing or dressing. In contrast, others emphasize
the need for teacher training to fully leverage such tools. These themes provide a structured lens through which
the utility of Canva in daycare and early intervention settings can be understood.
The theme of the Effectiveness of Canva Visual Support was consistently supported across articles that
demonstrated improved task acquisition, attention, and independence among ASD learners when exposed to
customized visual aids. Research also highlighted the Challenges in Teaching Self-Care Skills, noting difficulties
such as a lack of visual routines, communication breakdowns, and inconsistent reinforcement practices. The
literature emphasized the need for Daycare Educator Training, particularly in digital content creation, to ensure
that teachers can confidently produce and implement Canva-based materials. Furthermore, the Integration of
Technology in Early Intervention was explored, showing how Canva, alongside other apps and digital tools,
offers an adaptable and cost-effective method to personalize instruction while maintaining visual clarity and
consistency.
The following table presents a synthesis of how each reviewed article aligns with the six thematic categories,
listing their titles and authors to facilitate traceability and citation. This thematic mapping illustrates the diverse
applications and research insights surrounding the use of Canva in autism education, reinforcing the tool’s
growing relevance. Importantly, these themes reflect research findings and directly inform the design and content
of future training modules, such as the CaViSS module. By aligning empirical evidence with thematic priorities,
this research strengthens the foundation for developing practical, scalable solutions to support self-care learning
in children with ASD, especially within daycare settings.
Authors
Article Title
Theme
Rony Herman & Dwi Cahyadi
Canva Application Training to Support Teaching
at Kindergarten Tunas Rimba I, Samarinda
Effectiveness of
Canva Visual Support
Pujiarto, Rachmasari Aulia, Nina
Afrianti, Nurhasanah Canna,
Nurhasanah, Iis Ismawati, Erma
Catur Wulansari, Maimunah
Inovasi Penggunaan Canva Edu dalam
Mengembangkan Media Pembelajaran Interaktif
Anak Usia Dini pada Guru PAUD (Innovation in
Using Canva Edu to Develop Interactive
Learning Media for Early Childhood Education
Teachers)
Interactive Media
Development
Muhamad Hafiz Hassan, Wan Juliana
Emeih Wahed, Rainal Hidayat Wardi,
Mohamad Hariri Abdullah, Badrul
Isa, Muhammad Fakhruddin Ahmad
“Help me help you”: Designing Visual Teaching
Tools for The Autism Spectrum Disorder (ASD)
Children
Challenges in
Teaching Self-Care
Skills
Yang Ding & Hasnah Toran
Assessing the Need for a Teaching Module on
Self-Care Skills for Children with Autism Aged
Three to Six Years Old
Self-Care Training
Needs for Autism
(Age 3–6)
Rony Herman & Dwi Cahyadi
Canva Application Training to Support Teaching
at Kindergarten Tunas Rimba I, Samarinda
Daycare Educator
Training Needs
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Pujiarto, Rachmasari Aulia, Nina
Afrianti, Nurhasanah Canna,
Nurhasanah, Iis Ismawati, Erma
Catur Wulansari, Maimunah
Inovasi Penggunaan Canva Edu dalam
Mengembangkan Media Pembelajaran Interaktif
Anak Usia Dini pada Guru PAUD
Interactive Learning
Media for PAUD
Nurul Khairani Ismail, Hasrul
Hosshan, Nurbieta Abd Aziz, Abdul
Halim Mashan, Norsayyidatina Che
Rozubi, Mohd Muslim Md Zalli, Siti
Roshaidai Mohd Arifin
Inovasi Penggunaan Canva Edu dalam
Mengembangkan Media Pembelajaran Interaktif
Anak Usia Dini pada Guru PAUD
Technology
Innovation in Early
Childhood Education
—
The use of video-based interventions to teach
activity of daily living to children with autism
spectrum disorder - scoping review
Integration of
Technology in Early
Intervention
Muhamad Hafiz Hassan, Wan Juliana
Emeih Wahed, Rainal Hidayat Wardi,
Mohamad Hariri Abdullah, Badrul
Isa, Muhammad Fakhruddin Ahmad
“Help me help you”: Designing Visual Teaching
Tools for The Autism Spectrum Disorder (ASD)
Children
Visual Support Tools
for ASD
Nurbieta Abd Aziz, Masne Kadar,
Dzalani Harun, Hanif Farhan Mohd
Rasdi
Canva Application Training to Support Teaching
at Kindergarten Tunas Rimba I, Samarinda
Canva Training
Implementation
—
Implementation of video modeling in the
occupational therapy intervention process for
children and adolescents with special needs: A
scoping review
Design Principles for
Visual Tools
Kara Hume, Jessica R. Steinbrenner,
Samuel L. Odom, Kristi L. Morin,
Sallie W. Nowell, etc.
Evidence-Based Practices for Children, Youth,
and Young Adults with Autism: Third Generation
Review
Evidence-Based
Intervention Practices
Yang Ding & Hasnah Toran
Assessing the Need for a Teaching Module on
Self-Care Skills for Children with Autism Aged
3–6 Years
Impact on Children
with Autism (Age 3–
6)
The thematic analysis of selected literature highlights several key findings related to the application of visual
supports and technology in teaching self-care skills to children with ASD. Across the reviewed studies, the use
of visual aids such as picture cards, visual schedules, and VM emerged as a consistent and evidence-based
strategy for supporting learning in children with autism (D’Agostino et al., 2021; Hassan et al., 2023; Hong et
al., 2016). These tools provide structured, concrete representations of tasks that compensate for difficulties in
language processing and executive functioning often experienced by children with ASD. By facilitating more
transparent communication and greater task predictability, visual supports empower children to develop
independence in essential daily routines such as dressing, toileting, and grooming. Their effectiveness across
diverse educational settings reinforces their critical role in early intervention programs and special education
curricula.
Equally significant is the literature's emphasis on the increasing integration of technology within autism
education. Studies have shown that tools such as augmented reality, social robots, mobile applications, and
Artificial Intelligence (AI) based instructional platforms are gaining prominence due to their ability to
personalize and engage learners (Arora et al., 2024; Hasan & Nene, 2023; McEwen, 2024). These digital
interventions offer multisensory learning opportunities that are adaptable to individual needs, making them
particularly suitable for young children with ASD who benefit from consistent and repetitive reinforcement.
Canva, in particular, is recognized in several articles as a versatile platform that allows educators to design
customized visual supports, enhancing both accessibility and engagement in self-care instruction. The evidence
suggests that when educators are adequately trained and supported in using such platforms, technological tools
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like Canva can bridge pedagogical gaps and improve learning outcomes. Overall, the literature advocates for a
hybrid model that combines structured visual strategies with innovative technological tools to support holistic
development in children with autism.
An essential yet often underemphasized dimension in the development of effective visual aids for children with
ASD lies in adhering to design principles grounded in evidence-based practices. Visual supports must be
aesthetically pleasing and cognitively accessible, developmentally appropriate, and culturally responsive to meet
the unique processing needs of children with ASD (Hassan et al., 2023; Hume et al., 2021). Studies consistently
emphasized the importance of simplicity, consistency, and clarity of sequence in the design of visual tools. For
instance, clear color contrasts, predictable layout structures, and minimal distractions help children focus better
on task steps, such as brushing their teeth or getting dressed (Saputra & Rohman, 2024). Canva, with its intuitive
templates and icon-based visuals, empowers educators to design with these principles in mind—even without
professional graphic design skills (Herman & Cahyadi, 2023). Additionally, the flexibility to adapt visuals to
individual learning profiles ensures inclusivity and engagement, making thoughtful design not merely an
aesthetic concern but a pedagogical imperative in early intervention contexts.
DISCUSSION
This systematic review underscores the emerging role of Canva as a transformative visual design tool in enabling
self-care skills among children with ASD, particularly within the 3-6 years age range. While traditional visual
aids such as picture schedules and flowcharts have long proven effective (D'Agostino et al., 2021; Hong et al.,
2016), Canva enhances these supports through its accessibility, multimedia flexibility, and personalization
features, making it particularly useful for daycare educators with limited design expertise (Herman & Cahyadi,
2023; Istiqomah et al., 2023). From a design perspective, Canva enables the integration of evidence-based visual
principles, such as simplicity, precise sequencing, and visual contrast, ensuring materials are cognitively
accessible for children with ASD (Hume et al., 2021; Saputra & Rohman, 2024).
However, the review also reveals significant implementation challenges. These include internet dependency,
underutilization of advanced features, and limited empirical research on Canva’s long-term educational impact
(Herlita & Meisarah, 2024; Roemah et al., 2025). Furthermore, varying digital literacy among educators may
hinder practical application, especially in resource-constrained daycare environments. Addressing these issues
requires a strategic focus on educator training, offline-ready resources, and longitudinal studies to measure
effectiveness over time (Ding & Toran, 2024). Future research should prioritize context-sensitive design
frameworks and scalable implementation models to ensure that Canva's full potential in supporting children with
ASD is realized in diverse early intervention settings.
LIMITATION
Despite the promising potential of Canva in enhancing self-care skills among children with ASD, its
implementation is accompanied by several limitations that deserve thoughtful consideration. One of the foremost
challenges is its reliance on consistent internet access, which is often unreliable in some daycare or rural settings,
hindering educators from using the platform effectively in real time (Herlita & Meisarah, 2024). Furthermore,
while Canva offers a user-friendly interface and diverse tools, many of its advanced features remain underutilized
due to a lack of training among early childhood educators. Without adequate digital literacy, educators struggle
to create engaging, personalized materials that meet the unique needs of children with ASD (Roemah et al.,
2025). Adding to these concerns is the limited availability of rigorous, empirical research that examines explicitly
Canva’s efficacy in supporting self-care skill development within this population. Each child with autism
presents different learning preferences and sensory sensitivities, making it crucial for visual supports to be
adaptable and individualized. However, the current lack of scalable, flexible implementation strategies continues
to pose a barrier. To fully harness Canva’s potential, targeted professional development, reliable infrastructure,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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and contextually relevant research are essential to ensure meaningful, inclusive learning experiences for all
children.
CONCLUSION
Finally, researchers discovered that Canva is being increasingly utilized in educational contexts to create
customized, visually engaging learning materials (Ariska et al., 2024; Christiani et al., 2024). Multiple studies
reported successful implementations where educators used Canva to design visual schedules, social stories, and
instructional materials tailored to the needs of children with ASD (Herman & Cahyadi, 2023; Pujiarto et al.,
2024). The platform's user-friendly interface, extensive template library, and multimedia capabilities were
particularly valued by educators working in diverse settings (Hidayati et al., 2024; Saputra & Rohman, 2024).
The ease of use and versatility of Canva make it a potentially valuable tool for educators with limited design
experience, enabling them to create high-quality visual supports efficiently.
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