We live in the digital age or computer age that offers new devices (computers, smart phones, and electronic tablets) and Electronic Applications (APPs) with enormous potential for the educational treatment of children with Autism Spectrum Disorder ( hereinafter ASD) defined by the DSM IV psychiatry manual as “a neurobiological developmental disorder that already manifests itself during the first three years of life and that will last throughout the entire life cycle.” (US ASSOCIATION OF PSYCHIATRY, 2002 ) After the analysis of the few centers of attention in the south of Veracruz for children with ASD and the ease offered by ICTs to create PPPs, the “ELY” software emerges that is divided into three important sections: Mental Activities, Social Activities and Social interaction activities. These sections contain activities that reinforce absent cognitive and social skills in children with ASD. In addition, with this tool the tutors did not require constant economic investment in teaching materials such as cardboard cards, colored pencils, geometric figures, among others. Participants who used the software in their treatment improved their recognition of emotions such as happiness, sadness and anger, also progressed by recognizing patterns and colors. This proves that Information and Communication Technologies (ICTs) in this research supported the specific teaching-learning processes of children with ASD, promoting communication, socialization and imagination, which are essential factors for relating to people who surround.

The research provides strategies that allow to promote school permanence at the Technological University of the Southeast of Veracruz (TUSV) during the period of confinement derived from the contingency due to SARS COV II. Information was collected from various sources: department of school services, tutoring and through a survey-type instrument with seventy questions, using the Likert scale and it was carried out to evaluate four tutorial areas experienced during the pandemic, such as: health, academic, socioeconomic, and personal. The survey was applied to 420 students out of a population of 1208, for which there is a level of confidence higher than 95%. Derived from the analysis of data on failure, monitoring of tutorials and tutorial areas, the diagnosis was made, generating a list of findings, derived from the above, strategies validated by a group of experts are proposed, such as: Establish an induction program for teachers and students, institutionalization of leveling courses related to the result of the entrance exam, creating the area of emotional support, Implementing technological tools for academic monitoring, establishing regularization groups, peer support, positive incentives for outstanding students, generating financial plans and establish a personal development program.

The objective of this article is to develop virtual tours in three dimensions (3D) of the Chemistry laboratories of the Technological University of the Southeast of Veracruz (UTSV). For its progress, it was carried out: analysis, selection, training, design, development and integration of software and hardware tools. The same ones that were necessary for the development of virtual reality on 3D modeling of the General Chemistry, Instrumental Analysis and Chemical Plants laboratories, achieving a product that would allow university students to be approached virtually, and thus be able to know the spaces and devices located in each laboratory, where it presents the description of the operation of each of the equipment, by means of multimedia effects accompanied by an avatar within the virtual tour. Finally, the final result was evaluated with a group of students with the support of the Chemistry teachers and knowledgeable about the laboratory spaces, where the degree of acceptance and perception was obtained as a consequence through a survey carried out.