This interesting paper presents the results from two case studies where students with cognitive disabilities and students with autism performed individualized and peer turn-based learning activities with the aid of multitouch tabletops for improving their skills. Since students with autism face challenges in social play [1], the outcomes of this paper highlight the significance of peer-play experiences for child development. Students who performed learning activities in turns obtained better results in their learning processes since they became more aware of their partner’s actions.

This paper is in line with one of the main current research trends in this field, which is related to the use of touch or multitouch devices for helping children with autism and/or cognitive disabilities who struggle with communication. Several research studies show how the use of iPads (and other tablets) as well as interactive tables can help maximize language skills [2].

For example, Silva et al. [3] show how to design multitouch collaborative games for people with autism. The use of specific collaborative interaction strategies and patterns enhance communication and interaction among children with autism.

Also, Hourcade et al. [4] show via evaluation studies the positive effects of tablet apps for improving social skills in children with autism spectrum disorders (ASD). One important message is that parents cannot just purchase a tablet app. To achieve a positive experience for the child, parents require support on how to use the device and need to consult with professionals who know the child’s individual needs.

In closing, the authors’ research is still in its infancy since they have not designed very challenging peer-learning activities for helping students with autism deal with problems such as initiating conversation, requesting information, making contextual comments, and listening and responding to others (as other researchers propose in their work [3,5]).