While in traditional education a face to face learning environment is prevalent, a new dimension comes into play in the relationship between educator – autistic child – computer which is characterized by emotional neutrality as well as playful interactivity.

The momentarily exclusion of the direct relationship with the educator, as the computer assumes this role, mitigates the emotional stress which is triggered by social encounters. This can facilitate the learning process.

Today’s common technologies for the education of children with autistic syndrome can be divided into three main approaches which often complement each other, depending on the skills to be developed:

1. Expression and communication skills
2. Cognitive and emotional skills
3. Interaction and social skills

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