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Declaration

We claim that this is our own research and this draft does not involve, without
acknowledgment, material previously applied for a degree or certificate in some other
university / institute of higher education and, as far as we know, includes, unless otherwise
specified, no previously released or written information.The above candidates are carrying out
research for the undergraduate Dissertation under my supervision.

Signature of the supervisor Date

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Abstract
The utilization of visual aids, which are behavioral resources for the acquisition and processing
of words, also requires intervention to assist children with autism. Although sensory assistance
tends to alleviate many of the difficulties of autism, it is challenging and long to develop, deliver
and utilize it. In this article, we discuss the findings of a qualitative analysis that seeks to
discover design recommendations that solve the multiple problems found in existing tools and
procedures. In order to overcome these architecture obstacles, we implement three test systems
utilizing large community screens, handheld devices and personal recording technology. We also
identify the approaches related to these prototypes together with the outcomes of two focus
group conversations. We provide more advice on architecture for visual assistance and address
the tensions involved with their design.

Autism Spectrum Disorders (ASDs) is a behavioral condition of social contact and speech and a
minimal and repeated behavior. Individuals with ASD will talk, connect, behave and learn
differently than most others. Digital technology, especially mobile telephones and phones has
changed how people worldwide interact and access knowledge over the last decade. So it makes
sense, when physically performing therapy lessons or exercises for autistic children, to
incorporate immersive learning methodologies. In addition, in view of the current situation of
COVID-19 in Sri Lanka, students usually continue their studies on the online platforms.
However, there's no proper education system for these maladaptive children to hold sessions.
Therefore, we have come up with a concept of an immersive teaching tool for disabled children
in middle childhood to overcome these difficulties. We also concentrated on several important
areas that autism children are prepared to play in conjunction with their considerable impact. The
key areas are vocabulary instruction with entity awareness and increased truth. And we can
detect real-time activities using the movement personalization eye monitoring technology.
Furthermore, the constructive and negative emotions for cognitive therapy can be evaluated by
taking on image recognition and creating an algorithm for directing the whole process. This
could also be a broader method that can help to track the development of the infant from the
actual living space every day.

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Contents
Declaration.......................................................................................................................................2

Abstract............................................................................................................................................3

1 Introduction...................................................................................................................................5

1.1 Background & Literature survey...........................................................................................5

1.2 Research Gap.......................................................................................................................12

1.3 Research Problem................................................................................................................13

2 Objectives...................................................................................................................................14

References......................................................................................................................................14

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1 Introduction
1.1 Background & Literature survey
Kanner [1] first identified autism after finding similar signs of general loss of involvement in
others in a community of children previously referenced under separate labels of mental
retardation. Since Kanner acknowledged "Early Infantile Autism," the views of autism by the
science and psychiatric community have significantly shifted and expanded to encompass similar
disabilities. Autism (ASD) are a collection of five symptoms that occur early in childhood and
often have an effect on routine activity throughout life. These diseases tend to have a common
effect on multiple racial and socio-economic classes, while boys are about five times more likely
than girls to be identified.

Diagnostic requirements for five autism spectrum disorders (ASDs) are comprehensive and
nuanced and have developed since they were created in 1980 [2, 3]. These involve social contact
impairments, speech – both verbally and nonverbally – and conventional or repetitive conduct,
desires and behaviors [3]. Autism is one of the five diseases below this umbrella. The Autism
Society of America describes autism as "a complex developmental condition that commonly
develops within the first three years of existence and is the product of neurologic dysfunction
that influences regular brain activity, impacts social relationships and cognitive skills growth."
Note 1 Reference 2 Autism is also a term used in the local vernacular to identify the whole
community of complex behavioral disabilities in ASD. With the purposes of simplicity, the word
autism is used in the key and therefore the community for which we have devised therapies and
technical methods mostly bears autism but have some diagnosis of ASD in certain situations. In
addition, we agree that all of the approaches and tools mentioned here will extend well to adults
with ASD who are not specifically diagnosed with autism.

Emotions may be an incredibly valuable method for supporting children who fail to connect to
and empathize with other children or feel that communicating their emotions with words is
challenging. Make sure both parameters are used to configure games, rely on those feelings and
include your own lists. Following the children in this app who recognize feelings, they use some
facial gestures and body language to see if or not they have connected the photos to the phrases
they have experienced and learned through active speech. Then give each student a turn acting
an emotion to infer what they convey about you or their classmates. This app may not impact
how children may convey these feelings successfully as they experience them (I am so angry

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right now compared to "You are upset with me"), so teachers will choose to use it as a
springboard to complement the lesson by teaching this next-stop ability.

Kiddy Grid is a free mobile application for children to study feelings, facial expressions and
body language. Children see four people's images and hear a narrator say an emotional phrase,
then touch the illustration of the person who most appears to experience the emotion, for
example "scared," "starved," "mourned," or "scared." This really easy game features over 100
pictures of actual people from diverse ages, race and emotional experiences. Teachers may
modify terms and images, have voice samples, or use the settings to pick either one or more
types of feelings for children who require additional assistance with different concepts. You will
tailor the children's performance updates.

Children may begin to understand a wide variety of positive and negative feelings by emotions
of touch and learning. Emotional intelligence may allow children to communicate their own
feelings in several respects, including strengthening contact with other children and adults and
allowing children to become more relaxed. The average age for this application is restricted to
pre-school or early primary school, although its utility will go far beyond this for children with
special social issues and mental sensitivity requirements. It includes public education state
principles pertaining to age-appropriate language, utilizing terms in everyday life and
specifically communicating feelings.

Teachers would also choose to tailor Contact and Learn - Emotions to use a deeper lesson to
optimize their maximum learning ability. Fortunately, the adult settings choice enables users to
change which photographs relate to which emotions and pictures complement multiple emotions.
Overall, this application is an ideal opportunity for children to learn thoughts, body language and
facial expressions.

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Figure 1: Summary of responses for what people attempted the questionnaire.

Figure 2: Summary of responses for people's age

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 Figure 3: Summary of responses for what people's job title/position in the society

Figure 4: Summary of responses for what people know about Autism spectrum disorder

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 Figure 5: Summary of responses for what people think about children generally

Figure 6: Summary of responses for what people have about experience in autistic children

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 Figure 7: Summary of responses for comparison

Figure 8: Summary of responses for what people know about learning applications for autistic children

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Figure 9: Summary of responses for what people know about learning applications for autistic children and comparison

Figure 10: Summary of responses for what people know about learning mobile applications

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1.2 Research Gap
There are also informative data that a child interested in the application may obtain. Many
studies have found the following biochemical variables from the data that we may derive from a
child's feelings, such as:

 Child emotions
 Fatal expressions
 Sounds that child make.

Many of the research conducted includes the:

 Detecting the voice or the sound from the child directly

 Most clickable items (analyzing the favorite choices)

The study and experience disparity in autism illustrates that in other childhood conditions. A
wide range of evidence indicates that psychiatric and developmental treatments for children are
not as successful in their families as in research environments and do not last over time (Storch
and Crisp 2004; Weisz et al. 2005). It is projected that 20 years are behind the advancement of
evidence-based medicine and its incorporation into standard procedures (Walker 2004). Active
initiative creators and supporters are responsible for cultivating the requirements that promote
effective delivery.

Diffusion of creativity theory demonstrates that every experiment is often a contextual analysis
of that intervention. The diffusion of innovation theory, instead of considering background
conditions as nuisance variables, indicates that they are crucial for acceptance and ongoing,
dedicated usage of interference. This proposal has been addressed at NIH's State of the
Intervention Research sessions, where it has been decided that main stakeholders (e.g.
communities, students, physicians and administrators) should be interested in creating a broad-
scale research strategy to encourage the usage of successful interventions (Lord et al. 2005).
Despite this consensus there was controversy on the road to efficacy assessment (testing action
in optimal circumstances) (testing the intervention under real-world conditions).

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Smith et al. (2007) suggest in an outstanding evaluation of the existing problems of autism
intervention studies a blueprint for the systemic confirmation and distribution of autism
treatments. This paradigm offers a clear foundation for the autism prevention study agenda.
However, as the researchers in similar fields have stressed, in order to effectively introduce
meaningful strategies, the cultural environment must be explicitly addressed at all study stages.

1.3 Research Problem

The whole taking prior discusses the educational difficulties and major problems encountered by
autistic children with behavioral, physical, cognitive and social situations. Autism is a disorder
triggered by variations in the growth of the brain. According to the studies and surveys carried
out, experts have typically established and estimated the general traits of some age groups of
autistic children.

Autistic school-age children find it very challenging to communicate and obey ordinary school
routines as opposed to most pupils. In this circumstance, many autistic school-age children are
more likely to lack elementary schooling[4]. While several seminars, facilities and services
globally are being undertaken in order to improve schooling and the mental welfare of autistic
children, with the COVID-19 pandemic, this cure completely interrupted the condition in the
country, having an intensified impact on the learning and well-being of autistic children.

Parents with busy life have often arranged for babysitters or another guardian to take care of their
autism kids and, unlike most, these kids require extra treatment and parents have little time to
care for their kids. It is therefore impossible for parents to control if their child performs well and
communicates or progresses. Parents must consult physicians about their children's present status
and development. Many parents would therefore have negative feedback in these cases.

Those other problems often exist in financially insecure families in developed countries such as
Sri Lanka. Parents therefore devote no consideration to the education of these autistic
adolescents, since they view this as an incurable disease. Many kids would sacrifice their
valuable school life and schooling owing to these mistaken conclusions.

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Therefore, these challenges with autistic children had to be solved by providing a remedy that
could pave the way for their schooling and health to improve their talents and abilities.

2 Objectives

References
1. Kientz JA, Hayes GR, Abowd GD, Grinter RE (2006) From the war room to the living
room: decision support for home-based therapy teams. In: Proceedings of the CSCW
2006. Banff, Alberta, Canada
2. American Psychiatric Association (APA) (DC) (1980)
3. American Psychiatric Association (APA) (2000) Diagnostic and statistical manual of
mental disorders, 4th edn, text revision. APA, Washington (DC)
4. Maria Xanthopoulou, Gioulina Kokalia, Athanasios Drigas “Applications for Children
with Autism in Preschool and Primary Education”.

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