What do scientists say about ICT in working with ASD kids?

→ Children with ASD process visual information easier than auditory information. Various types of technology should be incorporated into every aspect of their daily living in order to improve their functional capabilities (Cutter,2010).

→ Appropriate integration of ICT allows students to effectively access and analyze a wider range and a greater quantity of information in more media than ever before.

→ Video or DVD usage in working with students with ASD are the most studied ways of delivering information through technology. Beside this, audio devices that deliver script are also being studied (Reed & Hirst, 2011).

→ Both video and audio devices can demonstrate a particular skill over repeated presentations, with low involvement from the teacher/instructor. Also, it is the perfect environment to have instructional exercises.

→ Reed & Hirst (2011) show that technology in students with ASD is useful, by enhancing social skills, especially conversational skills (Cobb et al, 2010).

→ Reed & Hirst (2011) show that technology in students with ASD is useful, by enhancing social skills, especially conversational skills (Cobb et al, 2010).

→ Games are being used as a way of teaching children emotions, and how to recognize them. The effect of gaming in emotion recognitions in students with ASD is still being researched (Drigas & Vlachou, 2016).

→ Virtual reality is also used as a means in working with students with ASD. One study investigated the feasibility and efficacy of virtual reality job interview training. The results support the idea and shows good results in adults with ASD.

Research on this topic is growing fast…

→ Personal Digital Assistant (PDA) technology based alternative to Picture Exchange Communication System (PECS) – prompting tools- has been tested on its effectiveness. The results show that PDA is as effective as PECS, but easier and faster to use (Millera et all, 2014).