“Around one in 57 (1.76%) children in the UK are on the autistic spectrum, significantly higher than previously reported”
As suggested by Department of Psychiatry, University of Cambridge, Newcastle University/Maastricht University. NCL
Many members of our autistic community will experience communication and sensory challenges, which can have a huge knock-on effect on learning.
Specialist SEND tutors are increasingly recognising that Assistive Technology (AT) has revolutionised accessibility to knowledge, enabling autistic learners to access information via new platforms.
Understanding the Different Paths Within Assistive Technology
AT can be defined as any item or piece of equipment that is used to assist an individual with their studying. AT has greatly benefited autistic children by:
- Enhancing communication – Augmentative and Alternative Communication (AAC), a route within AT, helps non-speaking learners express themselves
- Supporting sensory regulation – Noise-cancelling headphones and adaptive lighting create a comfortable learning environment.
- Improving accessibility – Screen readers and text-to-speech tools adapt content to individual needs.
- Fostering independence – AT enables students to manage tasks and timetables on their own.
- Boosting social interaction – Apps and virtual tools help practise interpersonal skills.
- Personalising learning – Adaptive platforms tailor content to individual strengths and challenges.
With a mountain of options, AT can initially be overwhelming. Professionals working with your child can help you find the best AT option. You might need to familiarise yourself with it before using it regularly with your child.
How can AT (and AAC) methods help Autistic Children Learn?
AAC includes a variety of approaches to help autistic children, offering an alternative means to interact.
Anna, a specialist SEN tutor from Manchester, uses AAC daily with her pupils. She explains, “AAC may not always be about technology, and can include methods such as sign language or gestures, providing a voice for children who are non-verbal, allowing them to share thoughts, needs and feelings whilst fostering their autonomy.”
Popular AAC routes to help communication are possible via apps such as ‘Touch Chat’, offering a programme of interaction based on symbols, particularly assisting non-speaking children. Online timetables can help an autistic child access their routine throughout the day, whilst social stories can teach social cues and communication rules. Other AAC routes may assist with starting a conversation or with how to respond.
Sound apps, instilling a soothing environment, often appeal and can be modified to suit. Visual apps can soften the brightness of screens or materials on the screen that may be too harsh. AT can help children perceive an experience, incorporating sensory rooms, calming nature sounds, or interactive patterns.
AT can provide visual notes and prompts to help children align with the time of day, presenting visual technological devices to illustrate the passage of time. Planners can divide a task into simpler steps, helping to foster confidence and independence. The provision of online mind maps may help to programme ideas, giving children somewhere to store/view them, reducing the pressure to remember.
An abundance of AT can assist an autistic child’s learning experience. Graphic organisers illustrate a concept in sections, making it more digestible. Interactive whiteboards create clearer targets. Text-to-speech software enables children to access a written or reading task more readily.
Unlocking Potential: How AT & AAC Support Autistic Students
Anna introduced a non-speaking 12-year-old autistic student with PDA to both AT and AAC devices. She adapted a smart box grid to his needs, which has enabled him to overcome some of his verbal communication difficulties. She details that, “AT and AAC strategies are invaluable. AT always involves devices or tools powered by technology. High-tech tools, like speech-generating devices or apps, fall under AT. These devices can even speak for a person, using different voices they have chosen themselves, offering a sense of identity and personalisation.”
Using various AT and AAC approaches has made a profound difference to her young learner:
“The technology now available is ground-breaking! It has literally helped my student to communicate and express himself, enabling him to converse in sentences, letting me know, for example, that: ‘I am ready to start learning “, or’I would like to read a book.’”
Anna uses ‘grid 3’ on Smart Box. Different devices are available, depending on the learner’s needs. Once the needs are identified, focus can be placed on finding the AT that fits.
Embracing the Technology
Using technology opens a new world for learners as they find that they can study phonics, write stories, and complete maths tasks that were previously impossible. No paper or pens are required; it is literally a game changer for many learners with autism and other types of SEND.
Anna has created plans, timetables and schedules, providing motivation for her students. She reinforces, “Some people worry that children overuse their screens. On the contrary, for many autistic children, in a world of technology, screens are essential to give a voice to the voiceless; to give them advocacy and autonomy of their own lives.”
Anna has used AT to rewrite the Functional Skills curriculum for eye gaze. Eye gaze uses a camera tracking device that calibrates to the pupil of the eye. This then allows someone to access a screen, letting them translate the direction in which they are looking to perform a specific action. AT can be used with clicks, touchscreens, and other ways, allowing them to fulfil many of their needs.
AT and AAC are giving our autistic community the ability to communicate and learn.
They are, by Anna’s definition, “the biggest tool available in special needs education. Both are vital in enabling independence and inclusivity.”
Useful Websites
https://www.cam.ac.uk/research/news/autism-rates-have-increased-and-show-differences-in-ethnic-minorities-and-links-to-social https://www.thesequaltrust.org.uk/ https://www.communicationmatters.org.uk/ https://acecentre.org.uk/ https://www.sensationaltutors.co.uk/tutors-list/anna3/
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.”
