Overview

Tablets are everywhere. For many children, iPads or other tablets are common as learning tools in schools. Families of children with autism seem particularly drawn to owning tablets.

People with autism often have difficulties learning and communicating, because of the way autism affects how they develop and experience the world. For example, autistic people can be more inclined to process images visually. Many are delayed in learning to speak, or don’t speak at all. As young children, they may be slower to understand the meaning of symbols as communication. They also often have difficulties connecting with others in social relationships. Sensory and information processing differences can make it hard to focus, or to keep up with quick-moving conversations or activities. Using a tablet can compensate for many of these challenges.

Balancing Tablet Use in Daily Life

Concerns have been raised about children and the overuse of screens. These concerns are valid. There is no substitute for real-world social connection and learning. As with everything else, we must assess each child’s needs and situation to find a balance between productive screen use and real-world experiences.

If a child is using a tablet for an AAC device, it needs to be with them all the time. The best approach is to reserve the tablet for communication only. We don’t add recreational apps to the tablet, because we want to encourage the child to use the device as it is intended.

If we are using a tablet as a learning tool, it is important to set limits. Children grow best when they engage in varied activities throughout the day. However, we must not let our fear of overuse limit the value of a tool that can remove barriers and foster learning. Using a tablet can help children grow in literacy and world knowledge, and provide activities that spark communication, connection, and mutual enjoyment.

Benefits of Tablets

Tablets are helpful as a learning tool. They are reasonably affordable and common, removing the stigma of using a communication device. They are portable and move well between home and school.

Apps and Programs

The iPad has the greatest variety of apps compared to other tablets. 

Tablets are appealing and fun, and they can provide many different ways to communicate and learn, such as: 

• email
• typing programs
• social media
• videos
• images
• graphic organizers

Considerations include:

• whether apps allow for customization, for perceptual or sensory differences
• motor skills needed to use the app
• time and resources necessary to use and teach how to use the app
• affordability

Accessibility

Many tablets are also adjustable for accessibility. On many tablets you can: 

• use colour filters and adjust text size and contrast
• use switch hardware or adjust touch controls for people with movement challenges
• have text read to you (and follow along as words or sentences are highlighted)
• have what you’re typing read to you as you type
• convert your speech to text
• receive suggestions on which word to type next

Augmentative and Alternative Communication (AAC)

Tablets can be used as an AAC system. Apps like Proloquo2Go give children and adults a flexible system to create messages and read them aloud.

Time and effort are required. First, the adults need to learn how to use the system, then they need to model for the child. 

An AAC system must be available and in use for a significant part of the child’s day for them to become independent communicators. Consider how much time it takes for toddlers to learn to speak, or for anyone to learn a new language. Learning to use an AAC system can take a similar amount of time. 

Reading and Writing

In addition to AAC, tablets offer many opportunities for building literacy.

A 2016 review of research on supporting writing for children with autism found 20 studies supporting technology-aided instruction for things like:

• communication
• spelling
• composition
• work-related skills

Other evidence-based practices included: 

• teaching self-management
• using visual supports
• learning together with peers

Tablets can make all of these practices easier.

Consider the unique child, and what would be helpful for them. Each child’s sensory profile, behavior, interests, and stage of development is different. 

Speech to text works really well for a child who can speak, but has trouble with writing. Text to speech is helpful for a child who can’t verbalize their thoughts. If a child is sensitive to visual stimulation, we can adapt the way a tablet displays information.

We must choose and adjust the tool to fit the child. Think about potential learning obstacles for a child, and then think about ways a tablet can help work around it.

Social Learning

Video modeling is a well-researched way to teach social routines, and to highlight behaviors we hope children will keep using. Photos and videos are also great for supporting joint attention, reminiscing together and talking about family stories.

If a child knows how to type, ordinary apps that everyone uses can become a support for interaction and collaboration. Email and note-taking softwares provide an opportunity to practice sending notes and responding to the thoughts of others. Shared documents on programs such as Google Workspace and Microsoft 365 allow many users to work on the same document at the same time, providing both modeling and a mode of communication that is simpler for someone who struggles with social interaction.

Academics

Learning-based apps are better than a textbook, as they can provide multi-sensory ways to learn and explore the world. It provides more personalized, adjustable ways to:

• practice skills
• memorize facts
• ask or answer questions

Organization

 Some apps also provide many tools for organizing ideas and presenting learning in appealing and engaging ways. They can be used to help kids manage their time and plan ahead.

Examples include:

• calendars
• first-then planners
• graphic organizers

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Thanks to Julie Oyande and Paramvir Dandiwal, fellow graduate students in inclusive education at the University of Manitoba who contributed to this article.

Further Reading

• Ten Apps for Learning, Thinking, and Imagination
• Augmentative and Alternative Communication

References

• Astro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders. Preventing School Failure, 60 (1), 79-85.
• Boyd, T, Hart Barnett, J, & More, C. (2015). Evaluating iPad technology for enhancing communication skills of children with autism spectrum disorders. Intervention in School and Clinic, 51 (1), 19-27.
• Kaderavek, J. & Rabidoux, P. (2004). Interactive to independent literacy: A model for designing literacy goals for children with atypical communication. Reading & Writing Quarterly, 20 (3), 237-260.
• Withey, K. (2017). Using apps to develop social skills in children with autism spectrum disorder. Intervention in School and Clinic, 52 (4), 250-255.