Augmented reality could be a useful technological resource to overcome these difficulties.
Augmented Reality allows the user to look at himself reflected on a screen or on a white and smooth surface and, at the same time, to interact with virtual elements that appear in the scene. This feature gives an exceptional opportunity to work any skill that involves the body.
Activities elaborated for this kind of technology, if are built on a good psychological and pedagogical basis, could help to improve body schema knowledge, joint attention and imitation, contributing to enhanced social understanding. This is an area of particular difficulty for students with ASD, so new avenues for their development and learning could be opened up.
Moreover, there is enough scientific evidence to affirm that even students with autism and severe learning difficulties quickly accept this technology (Pérez-Fuster, 2017; Mademtzi, 2016 and Herrera and Pérez-Fuster, 2019).