ABSTRACT
This chapter examines early computer use for children with autistic spectrum disorders (ASD). The term 'early learning' rather than 'early years' has been used to cover both younger children and those who are older, and possibly with more severe and profound learning difficulties, but who have had little or no contact with computers. The chapter suggests that inappropriate or stressful adult intervention in information and communication technology (ICT) use for children with autism could not only be unproductive but might even deter the child from future computer use. For the child who uses little or no speech or who has language and communication difficulties augmentative and alternative communication may well be worth investigating. It can cover a wide range of approaches, including gestures such as eye pointing, signalong and other signing systems, communication boards and books which may utilise photographs drawings or formal symbol systems such as Rebus.
