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To teach a child, who is using photographs or objects as his visual representation system, to understand black/white line drawings, place a small black/white picture communication symbol in the corner of the various objects/photographs currently used by the child. Gradually increase the size of the picture communication symbol until it eventually covers up the entire photograph/object.

When any visual representation system is used, it is important to combine it with a written word, as many children with autism exhibit a high interest in letters and words, and some even become early readers. Therefore we should continually enhance the child's literacy skills by also providing the written word with any type of visual representation system.

Communication Books:Used by children with autism or those who struggle with verbal language, these books encourage a child to choose a small picture card. The card allows the child to ask for something or to answer a question. Called the Picture Exchange Communication System, PECS, it was created by Andrew Bondy, Ph.D. and Lori Frost, M.S.

Highlighter Tape:Many children with autism possess strengths in decoding skills but difficulties with comprehension. Highlighter tape is an economical way to highlight text without it being permanent.

FM Auditory Trainers:Children who are deaf or have significant hearing loss may use an FM auditory trainer in school. A microphone is worn by the teacher, and a receiver is worn by the student. An FM trainer has several settings.

Seventh graders with a variety of physical, cognitive, and emotional disabilities benefited from the use of laptop computers, provided to students as part of Maine’s Laptop Technology Initiative. “Overall, special education teachers viewed the laptops as highly beneficial to their students with few exceptions,” according to a teacher survey. “The laptops were credited with improving the engagement of students with disabilities with their school work; increasing their motivation and ability to work independently; and improving their class participation, interaction with other students, interaction with teachers, and class preparation. Special education teachers and parents indicated that the laptops also increased students’ personal organization. Another important finding of this study was that special education teachers perceived their special education students to have increased the quality and quantity of their writing.