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For years, various technological devices have been used to improve the quality of life of people with various developmental disabilities. However, the use of technology to help children with autism has received limited attention, despite the fact that technologies are of much interest in these children. It is interesting, in fact, note that the majority of the strategies that are described are concentrated in the first section, the low-tech. Technology should be, in fact, easily accessible to many and a relatively low cost. It is important to consider all the suggestions to be proposed, that all technologies should always be individualized to meet the unique needs of each autistic child. The way we use various technologies is very important to increase the functional abilities of the child trying to decrease, more and more hand-hand and the amount of direct aid. 
Children with Asperger's syndrome have significant social and communication difficulties, as well as other defining characteristics, which can severely affect their ability to cope with success in all facets of life. However, with appropriate support strategies, and customized through direct teaching, the child with Asperger's can learn to cope with success in our unpredictable world of sensory overload, socially interactive. It is essential to a team approach to address the unique and demanding needs of a child with Asperger's Syndrome, with parents as key members of this team.
This article examines some of the key features that should be considered for children with autism. The early intervention programs well planned and implemented are a long-term investment; children who have benefited from these programs will require less intensive services in the future. More importantly, a program appropriate early helps children acquire the skills of independence that will have a beneficial effect on all aspects of their lives.
Having a good understanding of the current level of communicative competence of the child is the first step necessary to develop an adequate program communication intervention for the child non-verbal. For these children must be taken into consideration of alternative communication systems. For a preverbal level of communicative competence, it is vital that the child is certain to communicate effectively, rather than thinking first about only the development of his verbal skills. These skills (ie learning to speak) may develop along with the use of alternative communication systems. We thank the parents and administrators of the site www.emergenzautismo.org who translated and shared part of the documentation that you will find in this section. by Susan Stokes Autism Consultant
"Written by Susan Stokes under a contract with CESA 7 and funded by a discretionary grant from the Wisconsin Department of Public Instruction."
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