Carla Sousa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-1036-963X]

Abstract
In light of the significant influence of games within contemporary society, it is crucial to examine the processes via which they include or marginalise people with diverse characteristics, in order to promote inclusivity on a broad scale. The primary objective of this chapter is to analyse Assistive Technologies (AT) in order explore the potential benefits of gaming for those who are neurodivergent, particularly those diagnosed with Autism Spectrum Disorder (ASD). In order to achieve this objective, an examination is conducted on several current ATs designed to facilitate gaming, with particular attention given to the cognitive accessibility requirements commonly encountered by these individuals. The objective of this research is to spark a discussion on the utilisation of accessible gaming and AT as ways to empower individuals on the autism spectrum, foster social inclusion, and facilitate self-representation.

Keywords: Autism; Neurodiversity; Assistive Technologies; Gaming; Diversity.

Cite as: Sousa, C. (2023). Gaming, Assistive Technologies, and Neurodiversity. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 109-120). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.05

Sally Whelan – Irish Centre for Autism and Neurodevelopmental Research, University of Galway, Ireland [ORCID: https://orcid.org/0000-0001-9794-6246c]
Geraldine Leader – Irish Centre for Autism and Neurodevelopmental Research, University of Galway, Ireland [ORCID: https://orcid.org/0000-0001-8719-0617]

Abstract
This chapter explores the potential for Virtual Reality (VR) technologies to enhance employment opportunities for autistic adults. The Chapter will describe VR, review the research literature and evaluate its potential benefits to autistic people. Examples of VR systems are presented that have been investigated for vocational training, along with the evidence regarding their usability and effectiveness. Recommendations are made for good design practices and future research directions.

Keywords: Autism; ASD; Social Inclusion; Assistive Technology; Vocational Training.

Cite as: Whelan, S., & Leader, G.(2023). Virtual Reality: Unlocking Employment Opportunities for Autistic Adults?. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 95-108). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.04

May Agius – Department of Communication Therapy, Faculty of Health Sciences, University of Malta [ORCID: https://orcid.org/0000-0003-2719-7301]

Abstract
The overall goal of this chapter is to provide some considerations for augmentative and alternative communication (AAC) assessment which could improve AAC protocols for autistic children. This is considered important as improved AAC assessment protocols could lead to improved overall AAC outcomes. A brief overview of augmentative and alternative communication (AAC) and its relevance for autistic children who are beginning communicators is provided. An overview of the AAC assessment process focussing on the Participation Model as the framework is discussed. The inclusion of sensory processing as part of the AAC assessment process is considered as a means of improving AAC assessment protocols for autistic children. Relevant research which has described the sensory processing characteristics of the participants is presented for consideration.

Keywords: AAC; Autism; AAC Assessment; Sensory Processing; Child Characteristics.

Cite as: Agius, M. (2023). Augmentative and Alternative Communication Assessment: Considerations for Autistic Children Who Are Beginning Communicators. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 85-94). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.03

Paulina Tsvetkova – Institute of Robotics, Bulgarian Academy of Sciences, Bulgaria [ORCID: https://orcid.org/0000-0001-5637-1925]

Abstract
This chapter explores the utilization of social robots as assistive technologies in the treatment of children and adolescents with ASD and other neurodevelopmental disorders. It has been observed that these robots provide effective and engaging experiences for such individuals and both parents and children show a positive attitude towards this technology.
In addition, parents perceive robots as more child-friendly than tablets or smartphones. That is why, the current section examines the potential of different Socially-Assistive Robots (SARs) in therapeutic sessions and presents various interactive play scenarios, designed by a team of specialists. Possible applications are explained and challenges, faced during the sessions, are pointed out. The paper also offers perspectives on the use of SARs which can create a nurturing and non-intrusive environment, leading to enhanced therapeutic results.

Keywords: Social Robots; Assistive Technologies; Autism Spectrum Disorder; Interactive Play Scenarios; Therapeutic Sessions.

Cite as: Tsvetkova, P. (2023). The Role of Social Robots as Assistive Technologies in the Treatment of Autism Spectrum Disorder and Other Neurodevelopmental Disorders: Possible Interactive Play Scenarios. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 78-84). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.02

Alan H. Tkaczyk – Institute of Technology, University of Tartu, Estonia [ORCID: https://orcid.org/0000-0002-9006-9321]

Cite as: Tkaczyk, A. H. (2023). PART II: Assistive Technologies, Empowerment, and Inclusion – Introduction. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 73-77). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.01

Ana F. Oliveira – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-3655-9984]

Abstract
This chapter delves into the relevance and richness of intergenerational media education, shedding light on its role in bridging generational divides and fostering a conscientious use of digital devices and technologies. Drawing from previous research experience, we reflect upon the pivotal factors of access, knowledge, competencies, connections, interests, and motivations in moulding the landscape of media and information literacy (MIL). Taking these conditions into account and exploring the impact of each one in digital media usage and literacy’s generational gaps can point a picture of how to promote intergenerationality and collectively and collaboratively develop MIL competences. Ultimately, this reflective analysis underscores the urgency of understanding these aspects for the effective implementation of intergenerational media education, charting a course towards an all-encompassing, well-informed, and harmonious digital landscape.

Keywords: Intergenerational Media Education; Generational Divides; Digital Media; Media and Information Literacy; Digital Landscape.

Cite as: Oliveira, A. F. (2023). Minding the Gap: Building Bridges through Intergenerational Media and Information Literacy. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 64-71). Edições Universitárias Lusófonas.
https://www.doi.org/10.24140/asdigital.v1.p01.07

Didi Figueiredo – Portugal

Abstract
This chapter recounts the life journey of Didi, a non-binary individual diagnosed with Asperger’s Syndrome at the age of 16, now a 30-year-old adult. Didi shares their experiences of growing up in the autism spectrum, navigating the challenges of social interaction, and discovering their unique interests and passions. Didi’s journey is a testament to resilience, self-discovery, and the power of shared interests through media to forge connections. Pokémon has been a constant companion throughout their life, offering not only a source of joy and nostalgia but also a means to initiate interactions in unfamiliar environments. Didi’s story serves as an inspiring example of how passion and perseverance can lead to personal growth and meaningful connections, despite the challenges of living in the spectrum.

Keywords: Autism Spectrum; Gender Identity; Non-Binary; Self-Advocacy; Media Franchises; Resilience.

Available also in Portuguese | Disponível também em Português

Cite as: Figueiredo, D. (2023). Bringing Hues to the Spectrum: A Journey with Autism, Gender Identity, and Pokémon. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 54-63). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.06

Sara Rye – University of Bradford, United Kingdom [ORCID: https://orcid.org/0000-0001-5264-149X]

Abstract
In this chapter, the transformative potential of using analogue games, like board or card games, in higher education is explored in order to improve conceptual learning. Analogue games offer tangible, engaging experiences that connect theoretical ideas with real-world applications. They provide tangible representations of intricate concepts, easing cognitive load and promoting knowledge transfer. Along with encouraging critical thinking, problem-solving, and analytical skills, analog games actively involve students. These games contextualize information so that students can explore ideas in contexts that are relevant to them and thus increase comprehension. In line with social constructivist learning theories, social interaction and collaboration are encouraged, improving communication and interpersonal skills. By promoting practical experience, reflection, and metacognition, analog games aid experiential learning. They encourage multisensory learning by involving a variety of senses for better comprehension. They also foster problem-solving and critical thinking abilities, which are applicable across a variety of fields. Analogue games promote metacognition, which empowers students to manage their own learning by enabling self-regulated learning. Finally, analogue games provide a dynamic and engaging approach to conceptual learning in higher education, encouraging active engagement, teamwork, critical thinking, and multisensory experiences, ultimately enhancing the learning process.

Keywords: Analogue Games; Higher Education; Conceptual Learning; Experiential Learning; Multisensory Education.

Cite as: Rye, S. (2023). Hands-On Minds:Fostering Conceptual Learning through Tangible Analogue Games in Higher Education. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 42-53). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.05

Conceição Costa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0002-3544-722X]
Vera Pradiante – Lusófona University, CICANT, Portugal

Abstract
In this chapter the process of ideation and development of the serious game “Desktop Adventure” is presented. Desktop Adventure is a point-andclick game to develop digital competencies in youth with autism spectrum disorder (ASD). Our conceptualization of digital competencies emphasizes the development of critical thinking in “children’s digital interactions” as well the empowerment of their creative expression. Children and youth are diverse, and while this gamified app was developed for the specificities of teachers and their ASD students, Desktop Adventure aims to contribute to Educational Open resources that can be used with all children and by children themselves.

Keywords: Children; Youth and Media; Educational Game; Autism Spectrum Disorder; Digital Competencies.

Cite as: Costa, C., & Pradiante, V. (2023). “Desktop Adventure”: a Tool for the Development of Digital Competencies in Students with Autism Spectrum Disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 33-41). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.04

Ewa Litwinczuk – Szkola Podstawowa Nr 11 Z Oddzialami Integracyjnymi Im. Kornela Makuszynskiego, Białystok, Poland
Carla Sousa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-1036-963X]

Abstract: This chapter emerges from the ASDigital project and offers innovative insights, from a partnership between the views of a practicioner and scholar knowledge. Focusing on Treatment and Education of Autistic and Related Communication-Hazardous Children (TEACCH) and Picture Exchange Communication System (PECS), the chapter provides practical guidance for professionals in fostering literacy skills in secondary education students with Autism Spectrum Disorder (ASD), with an emphasizes on digital competences. The reflection provided in this study explores how both approaches offer structured, visually supported learning environments, benefiting those with autism or communication diversity who struggle with traditional methods. Therefore, it explores how these visual supports can also extend to digital literacy, facilitating communication, social skills, and familiarity with digital symbols. The chapter’s insights, also intend to open avenues for future research, through the generation of empirical data for the further validation of these premises.

Keywords: Autism; TEACCH; PECS; Secondary Education; Literacy

Cite as: Litwinczuk, E., & Sousa, C. (2023). The Potential Role of TEACCH and PECS for Secondary Education Students with a Focus on Literacy. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 20-32). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.03