This article discusses the impact of technology on independent spelling in children with autism, highlighting practical implications.
For individuals with little or no functional speech, the ability to spell is critical in generating spontaneous, novel utterances. The purpose of this article is to discuss evidence regarding the role of speech-generating devices (SGDs) and talking word processing software in supporting independent spelling in children with autism. Implications for understanding the learning characteristics of children with autism and discussion regarding practice and future research are derived.
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Blischak et al. (2003) studied this question.
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