For people with disabilities, technology makes things possible. Assistive technologies are "any item, device, or piece of equipment that is used to increase, maintain, or improve the functional abilities of persons with disabilities".

Home Modification

Home modification for autism children with sensory issues is very important as it is therapeutic for meeting their specific sensory needs.

The term “HOME MODIFICATION” is used because there should be specific equipments and activities, to benefit specific sensory issues of the child.

The home must be tailored to one’s specific sensory needs, in such a way that it should be more relaxed, creative and flexible to meet the child’s sensory needs.

The first steps in doing the home modification for the child is by addressing the specific sensory needs of the child (which is ideally done by occupational therapists) and accordingly modifies the home.

Assistive Devices and Technology for Children for Autism

Assistive technology is an 'umbrella term' that includes assistive, adaptive, and rehabilitative devices for people with disabilities.

Assistive devices include devices which enable, enhance or maintain the functional independence of the person with disabilities.

Children with autism process visual information easier than auditory information. The aim behind using assistive technology is to give them information through their strongest processing area (visual).

For people without disabilities, technology makes things easier. And for people with disabilities, technology makes things possible.

Speech / Communication Technology

Autism Spectrum Disorder (ASD) and Communication

Development of communication skills among children with autism does not follow so-called typical patterns. Children with ASD appear to learn differently than other children and frequently have difficulty with spoken and written language expression. Children with ASD may not speak at all, they may speak just a few words, or they may speak but what they say doesn’t make sense in the situation. Children with ASD may have difficulty understanding spoken language – even if their hearing is “fine”. They may also not be able to understand gestures, body language, and tone of voice that convey subtle differences in meaning. Children with ASD often demonstrate difficulties with overall motor planning. The motor planning involved in speaking – coordinating the mouth, lips, tongue and facial muscles – is extremely complex and requires sophisticated motor planning ability. Similarly, the motor planning involved in writing or using sign language is complex and can prove challenging for children with ASD. These factors complicate communication for children with ASD.