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Internet of Things (IoT)
14.1.1.2 Technology Needs to Assist Children with Autism
The vast majority of today’s research is socially assistive research, which focused exclusively on ASDs. It has been observed (Anon 2014) that most of the autistic children are profoundly intrigued and inspired by smart gadgets available around them. By using these
sorts of assistive advanced gadgets such as PCs, Tablets, and mobiles, they can be more
comfortable and can cooperate more, settle on decisions, react, increase new attitudes,
and turn out in to secure zone. Researchers (Sula and Spaho 2014) have suggested that
these smart kinds of stuff with assistive technology can be used in primary or secondary
schools to help autistic children in a number of ways to overcome communication barriers
and build up new dialect abilities.
Nowadays, the progress of technology is important, and researchers and developers are
determined on designing a range of smart objects/devices that can help users and make
possible identifying, sensing, locating, and connecting things better. Only one type of
teaching and learning methods cannot be recommended to the children with autism syndrome. In present market scenario, there are several types of IoT applications available to
meet the requirement of these children. Children suffered from ASD may be uncommonly
compelled for interpersonal correspondence and association abilities. This leads to the
motivation to develop gadgets and IoT devices to support their prerequisites for consolidation in communal life. It is not only for enlightening functions or educational purposes or
for entertainment. By using IoT devices/gadgets, people can confer their feelings to others,
test/comment on existing substances, and chat among their surroundings.
In this information technology era, the computer-assisted involvement will help autistic
children practice on their own time or engage them in daily learning what the regularly
trained teacher cannot give them through proper attention. Also, it may happen that the
rate of acquisition of skills will be faster than other different manual learning procedures.
It has been proven that the IoT became an effective way of learning medium for children
with special needs. IoT helps to take them on their basic practice for social communication
what they personally need for the potential of abilities in different situations. With the
massive advancement of smart technologies and enhancement in digital communication
methods, IoT has become a new paradigm for the development and design of associated
devices into smart environments. IoT is a vibrant and distributed global network consisting of different objects (Internet connected) including radio-frequency identification
(RFID), different sensors, different actuators, mouse-controlled and touch-screen application, and other smart devices that are essential components for the present and future
world of Internet.
14.1.2 Background and Functionality of IoT Solutions
In this era, particularly children with ASD may require the help and support of information and communication technologies. As discussed by several researchers (Nicolás 2004;
Takeo and Toshitaka 2007), the IoT is a network of networks where the value-added kinds
of services are well provided through the proper communication and association of an
enormous number of items, things, sensors, or gadgets. As shown in Perera et al. (2013),
the term “IoT” was first authored in 1998. The main motivation of the services provided by
IoT was that it can be used by anybody and can be connected anywhere, anytime, and with
anyone. Also it may avail any kind of services using any network. Woodcock and Woolner
(2007) says that IoT makes it feasible and predictable environments to offer multisensory
incitement, and cultivate or make it conceivable to work autonomously. Also it helps to
Internet of Things (IoT)
14.1.1.2 Technology Needs to Assist Children with Autism
The vast majority of today’s research is socially assistive research, which focused exclusively on ASDs. It has been observed (Anon 2014) that most of the autistic children are profoundly intrigued and inspired by smart gadgets available around them. By using these
sorts of assistive advanced gadgets such as PCs, Tablets, and mobiles, they can be more
comfortable and can cooperate more, settle on decisions, react, increase new attitudes,
and turn out in to secure zone. Researchers (Sula and Spaho 2014) have suggested that
these smart kinds of stuff with assistive technology can be used in primary or secondary
schools to help autistic children in a number of ways to overcome communication barriers
and build up new dialect abilities.
Nowadays, the progress of technology is important, and researchers and developers are
determined on designing a range of smart objects/devices that can help users and make
possible identifying, sensing, locating, and connecting things better. Only one type of
teaching and learning methods cannot be recommended to the children with autism syndrome. In present market scenario, there are several types of IoT applications available to
meet the requirement of these children. Children suffered from ASD may be uncommonly
compelled for interpersonal correspondence and association abilities. This leads to the
motivation to develop gadgets and IoT devices to support their prerequisites for consolidation in communal life. It is not only for enlightening functions or educational purposes or
for entertainment. By using IoT devices/gadgets, people can confer their feelings to others,
test/comment on existing substances, and chat among their surroundings.
In this information technology era, the computer-assisted involvement will help autistic
children practice on their own time or engage them in daily learning what the regularly
trained teacher cannot give them through proper attention. Also, it may happen that the
rate of acquisition of skills will be faster than other different manual learning procedures.
It has been proven that the IoT became an effective way of learning medium for children
with special needs. IoT helps to take them on their basic practice for social communication
what they personally need for the potential of abilities in different situations. With the
massive advancement of smart technologies and enhancement in digital communication
methods, IoT has become a new paradigm for the development and design of associated
devices into smart environments. IoT is a vibrant and distributed global network consisting of different objects (Internet connected) including radio-frequency identification
(RFID), different sensors, different actuators, mouse-controlled and touch-screen application, and other smart devices that are essential components for the present and future
world of Internet.
14.1.2 Background and Functionality of IoT Solutions
In this era, particularly children with ASD may require the help and support of information and communication technologies. As discussed by several researchers (Nicolás 2004;
Takeo and Toshitaka 2007), the IoT is a network of networks where the value-added kinds
of services are well provided through the proper communication and association of an
enormous number of items, things, sensors, or gadgets. As shown in Perera et al. (2013),
the term “IoT” was first authored in 1998. The main motivation of the services provided by
IoT was that it can be used by anybody and can be connected anywhere, anytime, and with
anyone. Also it may avail any kind of services using any network. Woodcock and Woolner
(2007) says that IoT makes it feasible and predictable environments to offer multisensory
incitement, and cultivate or make it conceivable to work autonomously. Also it helps to