Use of Technology to Accommodate Differences Associated with Autism Spectrum Disorder in the General Curriculum and Environment

Abstract

Without appropriate instructional supports, differences associated with autism spectrum disorder affect successful access to the general curriculum. Individuals who have autism without comorbid intellectual disabilities and language deficits require specific accommodations appropriate to their individual needs. Assistive technology and Universal Design for Learning are approaches appropriate for accommodating the needs of this population. The review examines the empirical research on technology-based accommodations targeting differences that manifest as a result of autism spectrum disorder. Results indicate that specific technologies include effective accommodations for social communication, restricted interests, and cognitive differences. Research on technology-based accommodations for motor and sensory differences is limited; however, practice implications and future research needs are discussed.