This paper introduces four principles for the establishment of a technology-enhanced learning environment with and for children with autism spectrum disorders and presents results on how the principles were actualized in relation to children's actions in the environment. The study was conducted as action research premised on the children's active roles as participants and developers, the empowerment of children's strengths and creativity, and the modifiability and transformability of technology solutions. The learning environment consisted of four workstations: symbol matching, building with bricks, storytelling, and game playing. According to results, the strength-based approach and versatile technology solutions engaged children with autistic features as active participants and creative actors. This engagement is crucial for creating new possibilities for the children's education and everyday life. [For Full Proceedings, see: ED562107.]