The WHO estimates that one in 160 children have an autism spectrum disorder (ASD). In 2020, the CDC reported that one in 54 children in the US is diagnosed with an autism spectrum disorder (according to 2016 data). Moreover, one in 34 boys was identified with autism, while one in 144 girls are identified with autism.

When children show signs of learning difficulties, an appropriate assessment of their skills and abilities is essential. Children need to be adequately assessed and diagnosed to be provided with the right kind of support to succeed in their academic and personal lives. When we need to gather comprehensive information about a child’s brain to understand the sources of problems, the brain’s strengths and weaknesses need to be examined. A neuropsychological evaluation is an important step and can provide some valuable insights.

“For most people, technology makes things easier. For people with disabilities, technology makes things possible.” According to the WHO globally, more than one billion people need one or more assistive technology products. Moreover, the WHO states that assistive technology “allows people to live healthy, productive, independent, dignified lives and participate in education, the labor market, and civic life.” Assistive technology has traditionally been designed to be used by individuals with learning disabilities; much of this technology has proved useful to all of us.

An essential part of learning is evaluation or assessment. It is critical to both student and instructor. Students need to be assessed to find out whether instruction goals are being met. Assessment is an integral part of instruction and the learning experience.

Assessment affects decisions about grades, placement, advancement, instructional needs, and curriculum. Assessment makes teachers reflect on their instruction methods and practices. It makes teachers ask some difficult questions such as “are we teaching what we think we are teaching?” “Are my students learning what they should be learning?” “Is there a way I can teach this subject better, thereby promoting better learning?”

Our previous article discussed what assistive technology is, what assistive technology for learning disabilities means, and the types of learning difficulties that assistive technology helps with. This article will build on the previous one, and it will address the different kinds of assistive technology that are out there. Additionally, we will focus on the factors that should be considered when evaluating assistive technology for a child.

There are various assistive technology tools out there. The ones that will be covered are some of the most commonly used ones. Moreover, these assistive technology tools are directly related to helping with the learning difficulties addressed in the previous article. These learning difficulties are explicitly reading, writing, organization and memory, math, and listening.