The present article first addresses the general aim of education and the use of new technologies, then addresses the specific case of education for people with autism spectrum disorders (ASD). Then, the specific case of special education in Peru and the use of these new technologies, considering the experience as a teacher in two schools of special educacion –one private and public–, are addressed and it finishes with a brief discussion and conclusions.

As it is known, Peru is a country with great educational deficiencies and many of these deficiencies are easily evidenced in rural areas where children live a reality that is very different and distant from our own urban reality. Little is known about the critica! reality of rural education which has for main victims the children who expect to have the adequate means to be able to develop socially and personally, but instead they only find obstacles to accomplish an education.

The present article first addresses the general aim of education and the use of new technologies, then addresses the specific case of education for people with autism spectrum disorders (ASD). Then, the specific case of special education in Peru and the use of these new technologies, considering the experience as a teacher in two schools of special educacion –one private and public–, are addressed and it finishes with a brief discussion and conclusions.

As it is known, Peru is a country with great educational deficiencies and many of these deficiencies are easily evidenced in rural areas where children live a reality that is very different and distant from our own urban reality. Little is known about the critica! reality of rural education which has for main victims the children who expect to have the adequate means to be able to develop socially and personally, but instead they only find obstacles to accomplish an education.