What children on the autism spectrum have to say about using hightech voice output communication aids VOCAs in an educational setting

This paper focuses on accessing the experiences of three boys who are on the autism spectrum to identify what using a voice output communication aid VOCA, within a classroom setting, means to them. The methods used to identify the boys' perspectives are described and evaluated. Establishing these through direct methods of engagement proved problematic but working with parents and school staff as expert guides provided a rich insight into what using a VOCA appeared to mean to the boys. The findings suggest that using a computerbased VOCA can be viewed by children with autism as a pleasurable and motivating activity. This technology also seems to offer the potential for a much broader developmental impact for these children than that currently recognised within the research literature.