Instructional Strategies For Students With Intellectual Disabilities

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

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.

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 many teachers introducing iPads in a primary classroom is a daunting task. Many educators are hesitant to take the leap to using iPads for instruction in a primary classroom (Getting & Swainey, 2012). The research of Dhir, Gahwaji, & Nyman found it is not surprising, that eight and nine year old children are considered technologically savvy. Children learn differently with technology. Certain skills such as problem solving, exploratory learning, collaboration, and teamwork skills are enhanced through the use of technology (2013). Shifflet,Toledo, & Mattoon found in their research, preschoolers were quite successful with iPads and even at a young age, the use of technology enhances the educational experience. Mattoon discovered four surprises in introducing touch tablets (similar to an iPad) to her preschool class, collaborations, digital citizenship, cooperation, and connection to the real world (2012). iPads also increase engagement, support multiple means to access curriculum, and enhance assessment practices for all ages of students (Government of Alberta, 2011). Consequently, the benefits of incorporating an iPad into a primary classroom are evident, increasing engagement, cooperation, and enhancing students learning is supported through use of the iPad.

The author provided a literature review of the popularity of use of the iPad in the classroom, among students with or without disabilities. The review found that students with disabilities had greater engagement and behavioral response rates when using iPads and teaching applications on the iPads as opposed to more traditional methods of teaching. Through this background knowledge, the author sets up her research proposal.

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 summary of this article is to look at using technology and how it can help students with disabilities to enhance and improve their independence in academic and employment responsibilities, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This article discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. The article summarizes the important principles that are needed to be considered in the incorporation of technology in educating or training students with

• iPads in the classroom for motivation, learning and communication. Academic Needs 1. Limited success with numeracy (possible Dyscalculia) 2. Reluctant to read unfamiliar text in different fonts.

In the journal article, “Changing Instruction to Increase Achievement for Students with Moderate to Severe Intellectual Disabilities”, the author describes the strategies and skills that teachers can employ to make an instructional change in the classroom. As the author describes in the article, recognizing that an instructional change needs to be made, is different than having the skills to change the instruction. Educators are making great strides to cover the content demanded by the Common Core Standards, but often need support in adjusting the classroom instruction.

Using iPads and the associated apps in reading and writing classes allows students to explore and discover various subjects, on their own, independently. Geist (2011) noted that the iPad is a useful tool for elementary students because it “allows children to manipulate objects in a natural way with little adult intervention” (p. 765). Many children in elementary school are mobile learning which means they are

Educators and parents sometimes have very different views on the education of their children and the best approaches to classroom process. Educational initiatives since the implementation of the No Child Left Behind Act (NCLB) has led to increasing focus on providing parents with adequate data for decision-making and promoting positive parent/teacher interactions. For children with learning disabilities, the team approach based on interactions between parents and teachers is one of the most effective in addressing student needs.

iPads also encourage responsibility and classroom participation for students. They introduce students to new and upgrading technology and allow students to stay informed through their own personalized calendars, emails, and reminders.iPads are incredibly convenient for

The use of technology in educating children with special needs has widely grown in the past few decades. 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, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

In the article, “Teaching elementary students with developmental disabilities to recruit teacher attention in the general education classroom: effects on teacher praise and academic productivity”, discusses prior research that was completed on the impact of teacher praise on student achievement and behavior. Prior research has shown that by giving a student more praise and attention, greatly improves student behavior in the classroom and also have a positive impact on student achievement levels. However, with this research being conducted, researcher White, found that teacher approval comments dropped with each grade level starting in the second grade. Furthermore, comments that displayed disapproval increased grew each year. This research was backed by several other researchers that were also noted in the previous literature section. Craft poses the thought that students can only be praised for behaviors that are noticed by the teacher. Studies have gone on to examine teachers that work with students on how to receive the teacher’s attention by teaching the students how to seek approval appropriately in the classroom setting. Craft refers to this process as “recruiting responses” (Craft, Alber, & Heward, 1998). Further studies have also look at individuals with disabilities such as autism, developmental delays and mental retardation, as well as individuals in a variety of different institutions. There was data to show that recruiting from students did show

IPads allow all children to improve their communication skills, build vocabulary and write without the conventional methods of pen and paper. iPads can also be beneficial to children who receive services such as occupational therapy, physical therapy and speech and language therapy. Schools can purchase and download low-cost apps which allow students to create digital stories. These text types can include their original drawings, clip art and/or personal photos.