Communication Improvement Program

It is estimated that one in every sixty eight children will be diagnosed with autism spectrum disorder (CDC, 2014). In schools around the country these students are struggling in their classroom environment due to deficits in three areas; communication skills, social skills, and repetitive behaviors or interest (Marder & Fraser, 2012). Implementing the use of technology in the classroom like iPad, iPod, android tablets, e-readers, and computers is beneficial to students with autism spectrum disorder. It can increase communication skills, can help make their classroom experience more pleasant, and it gives them the best chance at success.

iPads and tablets have become a popular choice of teachers in many classrooms worldwide due to the positive impact it has on the students. Tablets offer a wide variety of educational applications that have the ability to be downloaded onto the tablet for the students to use. The use of tablets in the classroom, “offer a unique home-school connection by providing students with a classroom experience that relates to the technology-saturated real world” (Blackwell, 2013, pg. 233) The use of iPads and tablets in the classroom provides students with a hands on learning approach to any

Though I had now that there are some people that use technology with the disabilities and special needs as well. Though it was interesting to see the ways that technology can be used with children with special needs to include them more into the center as well. Through reading this article, I have more ideas of how I might be able to help include children with special needs in my class as well. Though there is a use for technology with children that are dual language learners and children with special needs in the article it also talks about the children without special needs or dual language learners as

Students don’t just watch, listen, or read with iPad — they create with it. iPad

Samantha Light, grade 1 teacher at St. Juans catholic elementary in Toronto, Ontario noticed that her students learn better when they use technology, such as iPads. Light wants to make learning more enjoyable not only for her students, but kids everywhere, as she thinks it will make students want to participate in their teachers lessons more.

Children will be given iPad-like devices to use solo and in groups. Children in groups will take turns while the others assist and

The XPRIZE article, “Students Build Apps for Peers in Special Education” by Joni Blecher, explains how students use the technology skills they have learned in school to help others in need of befitting from it. Allen Brooks is an entrepreneur turned teacher. During one of his days working at San Elijo Middle School in San Diego, he witnessed some students in need extra learning tools as they had disabilities that hindered them. When he saw these students in Mrs. Dudley’s class, he though of SMART Technologies’ SMART Tablet and how much it could benefit these students in need. He then put his computer students into groups of six to observe a class filled with disabled children. Brooks assigned his students to create an app that would help these

Having an iPad required for class will benefit the student in numerous ways. iPad are fun to learn from, will help future back problems, and will cost less overall. It solves numerous problems and is a fun way to learn from. It is a smart choice and is a rewarding program for the students and

This article relies on several previous research studies of the use of iPads in the special education classroom as a means to determine best practices for teachers in implementing the devices in their classrooms. The literature reviewed includes studies on students learning English as a second language and studies showing students with other language barriers using the devices to improve their skills. The literature review also included several studies on students with autism and other intellectual disabilities using the iPad and subsequently improving their communication, social and math skills. The studies also found that students using the iPads showed greater academic engagement, independence and self-determination. Also reviewed was the

For the Module 7B assignment, I selected the Autism Tracker lite app to be evaluated with the Educational App Evaluation Rubric by Vincent and the Autism iHelp-Sorting app to be evaluated using the Critical Evaluation of a Content-Based iPad/iPod app. The Autism Tracker lite is a free, Apple app to help individuals with autism. At first, I was glad that it was an Apple app and that it was free as well, something I do not see very often when researching apps created to run on this platform. What I liked about this app is that it is for the whole family with capabilities such as the export of lists of entries and tables for detailed reviewed at a later time, customizable visuals in which one can input personal photos and labels, and calendars to calculate icons for everyday tasks, among other very handy options.

It’s the 21st century and the world is experiencing an all time high in innovations in technology. These innovations in technology have helped the world break many communication barriers. Cellular phones make it easy to call anyone around the world with the press of a few buttons. Webcams and computers are used to help one video chat and send emails all in the matter of a few minuets. Due to these innovations many people with disabilities find it easier to communicate as well. This new technology has led to a greater acceptance and inclusion of people with disabilities in society. For example, deaf people can use Facetime to call each other and sign through there. There also have been many applications developed for our hand held devices to

We can utilize iPads or tablets and provide students with fun educational games. They can also utilize computers for several activities. Technology also offers exceptional methods to assess children. When we observe a child at the computer it provides us with a “window into a child’s thinking process” (Weir et al. 1982). Technology in some cases can mean that a child can talk through a special device that helps him/her communicate such as an Augmentative and alternative communication (AAC) device. A device as such is known as an Assistive Technology device. Assistive Technology devices are used to help individuals with special needs in life. “Integrated curriculum allows students to employ technology in ways that enhance learning” (Jackson, 2009). A SMART board can also be classified as an assistive technology device because it magnifies the information that teachers are showing to students. “As technology becomes increasingly infused in instruction for the general student population, the options for curriculum access, participation and progress increase for students with disabilities” (Jackson, 2009). When it comes to students who speak a different language, they can utilize a translator to help them translate from their language into English and vice versa. Technology can fit into a developmentally appropriate program because students can do age appropriate work such as educational games and assignments. Developmentally appropriate practice (DAP) is “a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8” (Helm, 2008). Technology can fit into a DAP because students learn at their own level. Play is an important vehicle for children’s social, emotional, and cognitive development, as well as a reflection of their development. Understanding that children are active constructors of

(Simmons) Great performance on visual tasks have been reported in children with ASD, which further validates the use of technology as an effective way to help students with Autism succeed in schools. Due to children with Autism typically having difficulty communicating with appropriate verbal expressions and physical gestures, the Picture Exchange Communication System (PECS) was created by the Delaware Autism Program. This program uses photographs, drawings, and pictures of objects, which are now available with technology. The PECS system was created in 1985 in a physical format, but can now be accessed using mobile devices. The use of applications was discussed by Kate Simmons (ND). There are a plethora of applications available, some of which assist students with ASD. One application is MyVoice which was design to assist with speech and language difficulties. The individual can select the picture they desire, and then build sentences to communicate what they want. Also SocialSkillBuider is an application that has modules to assist students with interactions and social situations they common face in a day. Give Me 5! Also helps with social skills, by having individuals analyze social situations in a gaming format. These are just a few of the applications available for assisting individuals with ASD. Technology can assist in the improved social and

There are quite a few technologies other than assistive listening devices that aid in the education of deaf students. First of all, there are a plethora of available communication devices. Communication options that promote equal access for deaf children include e-mail, asynchronous discussions, and real-time discussion forums (Robertson, 2001). With these, the deaf individual can communicate directly with teachers and classmates without the use of an interpreter. He or she would not have to rely on his or her residual hearing or speechreading skills. According to Schirmer and Ingram (2003), one study indicates that the benefit of such communication may go beyond equal access.

The use of an assistive technology can assist the student in accessing his/her environment. Research has shown that using an assistive technology does not hinder the progress of vocalization (Blackstone et al., 1992). Many general education teachers would benefit from having an assistive technology toolkit to help foster communication in the general education classroom (Judge et al., 2008). Beth and Halle’s story proves that the proper assessment should be done to allow students to communicate to their full potential (Dalton et al., 2013). The most crucial partner a school should have in the finding the proper device is the family. Families are very important to the success of the student’s