iPads as instructional
tools to enhance
learning opportunities
for students with
developmental
disabilities: An action
research project
Therese M Cumming
School of Education, University of New South Wales, Australia
Iva Strnadova
́
School of Education, University of New South Wales, Australia
Sylvia Singh
Computers/ICT Integration, Moriah College, Australia
This paper described an "action research" project that involved giving I-Pads to four high school students with developmental disabilities, and providing five special education teachers with training and support to integrate the use of these I-Pads into the students' programs. The team documented the experiences of both the teachers and the students as they used these tools for learning both in the special-needs and general classroom.
As the authors stated, I-Pads are being used more and more for students with intellectual disabilities and autism. This study was an attempt to find some empirical evidence supporting their widespread use. It was also a part of a self-directed PD project for the participating teachers, helping them to increase their own knowledge of the technology.
During the study, the teachers found many ways of using the I-Pads. There were apps such as "Pancake Flipper" that allowed the students to practise life skills before actually doing them in the real world; research apps such as Youtube and Google; remedial reading and spelling apps; compensatory reading apps to allow them to access course materials; apps developed especially for children with autism to help them learn such things as facial features; and speaking apps for non-verbal children.
The teachers followed a structured approach to presenting the apps and documenting their experiences with them. At the end of the study, the teachers felt that the I-Pads had made it easier for them to differentiate instruction, and easier for the students to participate in the general classroom. They also felt that students had become more engaged and more independent, and that in general their work quality had improved. Importantly, they noted increased communication between the special needs students and their peers and teachers.
Some of the frustrations the teachers felt with using the I-Pads was the lack of high-interest, low-level age-appropriate materials for their students; some technical difficulties in syncing the I-Pads; and the lack of commitment to using the I-Pads from general classroom teachers outside of the research study.
During the study, the teachers found many ways of using the I-Pads. There were apps such as "Pancake Flipper" that allowed the students to practise life skills before actually doing them in the real world; research apps such as Youtube and Google; remedial reading and spelling apps; compensatory reading apps to allow them to access course materials; apps developed especially for children with autism to help them learn such things as facial features; and speaking apps for non-verbal children.
The teachers followed a structured approach to presenting the apps and documenting their experiences with them. At the end of the study, the teachers felt that the I-Pads had made it easier for them to differentiate instruction, and easier for the students to participate in the general classroom. They also felt that students had become more engaged and more independent, and that in general their work quality had improved. Importantly, they noted increased communication between the special needs students and their peers and teachers.
Some of the frustrations the teachers felt with using the I-Pads was the lack of high-interest, low-level age-appropriate materials for their students; some technical difficulties in syncing the I-Pads; and the lack of commitment to using the I-Pads from general classroom teachers outside of the research study.
The conclusion from the study was the I-Pad is a very useful, good-quality instructional tool, and that it fits in very well with the concept of UDL (Universal Design for Learning). The teachers felt that through this PD they had improved their ability to implement UDL in their practice.
In my school, the I-Pads are used primarily to support students with developmental disabilities. I had a student with autism in my class for two years who used his I-Pad for his daily schedule, for documenting his work both within and outside of the regular classroom; and for his actual lessons, through apps for autism. The E.A.'s were adept at taking pictures with the I-Pad and using them to make social stories and other learning materials. This year, I had a non-verbal student in my classroom who used Proloquo2Go to communicate.
For both students, the I-Pad had definitely become an essential tool that allowed them to communicate more and participate more in my general classroom. On the flip side, I did not see much transfer from the virtual world of the I-Pad to the real world. For example, a student who could easily sequence the steps to doing a procedure on the I-Pad could not always do that procedure in real life. A student who could point out symbols for the weather on her I-Pad could not point to those same symbols on my wall.
I am definitely interested in becoming more aware of ways to improve the use of the I-Pad for these students.
In my school, the I-Pads are used primarily to support students with developmental disabilities. I had a student with autism in my class for two years who used his I-Pad for his daily schedule, for documenting his work both within and outside of the regular classroom; and for his actual lessons, through apps for autism. The E.A.'s were adept at taking pictures with the I-Pad and using them to make social stories and other learning materials. This year, I had a non-verbal student in my classroom who used Proloquo2Go to communicate.
For both students, the I-Pad had definitely become an essential tool that allowed them to communicate more and participate more in my general classroom. On the flip side, I did not see much transfer from the virtual world of the I-Pad to the real world. For example, a student who could easily sequence the steps to doing a procedure on the I-Pad could not always do that procedure in real life. A student who could point out symbols for the weather on her I-Pad could not point to those same symbols on my wall.
I am definitely interested in becoming more aware of ways to improve the use of the I-Pad for these students.
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