How Technology Is An Instructional Format Used For Teaching Adolescences With Developmental Disabilities

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.

The author of this article is a professor in the Department of Special Education at San Diego University. In addition to his participation in the Department of Special Education at the University, Rena B. Lewis, PhD is a member of the faculty of the San Diego State University-Claremont Graduate University doctoral program. She focuses much of her research on the application of technology for individuals with learning disabilities. Her qualifications alone would make me feel confident in her writing and findings. The article was published in the Journal of Learning Disabilities in

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based

In this artifact, I researched for alternative technological tool(see Assistive technology.doc) for students with disabilities to represent how technology could be a great assistance for them. This assignment represents how technology could be used by all students no matter what they need. Therefore, in this assignment, I looked for tools and ways to implement access to technology resources for students who have neuromuscular difficulties, and/or difficulties of counting with her finger to show that there are varieties of technological tool for all the needs.

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

The article one is stated that Edeiken-Cooperman (SAGE Open October to December 2014) indicated these skills are important for special educators to teach to use the technology or electronic devices for students with ASD in five categories of intervention, and the skills include social skills training, video modeling, social narratives, self-management and naturalistic intervention (Wheeler et al., 2015).

Technology has broadened and improved upon educational institutions in both normal and special education areas. There are a number of methods that can be utilized by assisting educators to instruct autistic children in order to help them thrive as they progress through their academic lives. Numerous studies have shown the benefits of technology that allows autistic spectrum disorder may be educated into adulthood to find meaningful jobs and possibly attend college and achieve a bachelor’s degree. Many autistic spectrum students find improvement on socialization is more copasetic when using technology, they are more comfortable utilizing methods such as text, being online, using games, videos, music, and digital learning applications.

Over the past years, the prevalence of Autism Spectrum Disorders has increased rapidly and so have the development of strategies to help children with ASD to acquire milestones in classroom settings. The prevalence of children being diagnosed with ASD is 1 in 68 children in the United States. The causes of Autism are not well known, however, research studies suggest that causes of ASD may include neurological, heredity and genetic mutations, and environmental influences. Characteristics of children with ASD include lack of delay in spoken language, peer relationships and pretend play; fixation on objects and repetitive use of language are as well characteristics children with Autism may display. Professionally, ASD is characterized as

The author proposes to evaluate the “effects of delivering academic instruction through an iPad versus traditional materials (paper, pencil and flashcards) on the occurrence of challenging and academic engagement behavior for children with ASD (autism spectrum disorder)” (2013, p. 510).

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

This qualitative study sought to describe special education teachers’ experiences implementing the iPad for elementary students with intellectual disabilities. The overall purpose of this study is to examine the experiences of special education teachers implementing the iPad as an instructional tool to enhance the teaching and learning process for learners with intellectual disabilities. According to research conducted by Riley (2013), research is limited in the area of special education teachers’ experiences implementing the iPad as an instructional tool for students with intellectual disabilities. Due to limited research related to this topic, a gap is identified in the literature. Because of this gap in the literature, focusing on special

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.

“Historically, many educators and policymakers alike have valued the potential of digital technology to revolutionize the education system” (Blackwell, Lauricella, and Wartella 82). As technological standards continue to increase, society continues to argue whether it is helping or hurting young children and students. The use of technology and monitoring the use in early childhood education students can vary depending on school setting and home life. Technology can have great benefits, but it can also have detrimental effects, if used in the wrong way. The benefits of technology at home and in the classroom for students, even those on the Autism Spectrum Disorder, are the key topics in this paper. In order to create the best environment

Other types of traditional applications include tutorial programs, simulation programs, and problem solving programs. Tutorial programs differ greatly from drill and practice software. Instead of re-teaching already learned information, these programs introduce new information, concepts and ideas. Simulation programs are visual simulations that help children with special needs learn how to make good choices. “These programs model reality and allow students to use their skills to make decisions and solve problems in a safe learning environment.” (Olson, 325) These programs are especially useful in preparing individuals with special needs for life after graduation. By being placed in different situations, children are able to gain knowledge that may help them later on in life. The great aspect of these programs is that the children do not need to leave the computer in order to gain useful outside knowledge. Problem solving programs are also very useful in educating kids with special needs. In these types of programs, children are given a problem and then required to take the necessary