Using i pad technology to support students with autism

Using i pad technology to support students with autism

• 2.
   About 1in 110 children in the US have an autism spectrum disorder.  Although each case is different, ASD can include the following impairments:  Social interaction  Verbal communication  Nonverbal communication  Imaginative ability  Sensory processing  Research has shown that children with ASD need clear instructions and respond well to routines in the classroom.  Some strategies for communication include using picture cards. (Hourcade, 2011)
• 3.
   Sensory processing(Price, 2011) Students with ASD may over or under process sensory input.  Communication (Hourcade, 2011) Due to their limited auditory processing and difficulties with language, students may struggle with or be unable to communicate verbally or nonverbally with peers and teachers.  Social interaction (Hourcade, 2011) Without communication, social interaction (a key part of learning according to Vygotsky and others) can be limited or nonexistent.
• 4.
  Apple provides universalaccess features on all of their devices. The following are examples from Megan Wilson’s article “APPSolutely Accommodating”. VoiceOver Gesture-based screenreader for users who are blind or have visual impairments. Zoom Built-in screen magnifier for users with low vision. Closed captioning Built-in closed captioning support for movies, web videos, or podcasts. Mono audio Users can channel both the right and left audio into one ear. Voice control Users can access the device’s functions through voice.
• 5.
  iPads provide applications(called “apps”) that can address the learning barriers that students with ASD face. The following are three examples from Megan Wilson’s article “APPSolutely Accommodating”. Speak it! Text to Speech (Future Apps, Inc., 2009) Lets students type their own text or import documents and then highlights each word as it reads the text aloud. This feature can help students overcome their auditory processing, communication, and social interaction barriers by providing a voice for their words. iPrompts (Handhold Adaptive, LLC., 2010) Uses pictures to create schedules, visual timers, and choice prompts. Students with ASD benefit from seeing pictures of familiar people, places, and objects to help them build routines. This feature can help students communicate and interact with teachers and peers by using pictures instead of words. AudioNote-Notepad and Voice Recorder (Luminant Software, 2010) Records audio while the user takes notes and synchronizes the typed notes with the audio recording. This feature can assist students with their auditory processing by allowing students to hear a recording over and over.
• 6.
  Assistive technology projectaims to improve communication skills of children with autism. (2010, May). Retrieved June 22, 2012, from http://education.auburn.edu/news/ 2010/may/ipad.htm Hourcade, J. P., Bullock-Rest, N. E., & Hansen, T. E. (2012). Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders. Personal and Ubiquitous Computing, 16(2), 157-168. doi:10.1007/s00779-011- 0383-3 Price, A. (2011). Making a difference with smart tablets. Teacher Librarian, 39(1), 31-34. Wilson, M. (2011). Assistive Technology. Journal Of Special Education Technology, 26(2), 55-60.