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Follow Me is an educational tool that aims to promote and enhance the development of perceptual-visual and cognitive-visual processes, as well as the construction of access to the meaning of words, in individuals with autism spectrum disorder and associated intellectual disabilities. This project gives purpose and guides the intervention to be carried out with individuals who do not yet have access to reading and writing due to their perceptual-cognitive visual capabilities.

It presents six phases ranging from basal stimulation to the acquisition of meaning through videos, photographs, drawings, and pictograms, including categorization and association activities through games in the final phases.

The project has been developed by Fundación Orange and the University of Granada, with pedagogical advice from Juan Martos. Collaboration in the implementation has been provided by the special education school of the Hermanas Hospitalarias de Granada and the company Everyware.

• Some of the program's objectives include:
• Facilitating visual fixation and tracking.
• Improving visual attention to basal stimuli.
• Adapting the sequence of image presentation in each phase to normal development.
• The child looks at the screen, directs their gaze to a specific point on it, remains gaze for a given time, blinks, focuses attention on a specific image without being distracted by backgrounds. It is complemented with auditory stimuli. Subsequently, visual attention focuses on representations of real objects and faces in videos.
• Developing observational skills using simple, clear, familiar images of easy observation and progressive difficulty. Drawing on their previous experiences, adapting them to their perceptual state, and relating them to their daily experiences: classroom, playground, etc.
• Enhancing mental representation and linguistic comprehension in the child through visual and auditory images. Incorporating video images of real-world objects and faces for recognition. Working on image discrimination and association of real objects and verbal labels for two-dimensional representation.
• Behavioral improvement related to stereotypies control, decentering issues, motivation, and interest in play, general stimulation, decrease in hyperactivity.
• The application has been designed following educational strategies that can help individuals with ASD develop the cognitive structures necessary to compensate for their learning difficulties; some of these strategies, previously described by Rita Jordan, include:

• Stable visual elements
• Predictable visual paths
• Repeated sequences to create consistency and facilitate anticipation
• Predictable physical environments starting from scenarios corresponding to daily life
• Aids to turn sequential experiences into overall meaning
• Built on meaningful learning. The application allows adapting images, music, and videos to user preferences by personalizing scenarios environments, and objects.