Mobile Technology for Students with Disabilities - Shannon David

U.S. Census Bureau (public domain) via Wikimedia Commons.  

Retrieved from: :https://commons.wikimedia.org/wiki/File:Kindergarten_or_Special_Education_teacher_-_US_Census_Bureau.jpg

Qahmash, A. I. M. (2018). The potentials of using mobile technology in

          teaching individuals with learning disabilities: A review of special

          education technology literature. TechTrends: Linking research and

          practice to improve learning, 62(6), 647–653. 

Summary

• Judy Heumann, the former Assistant Secretary of the U.S Department of Education’s Office of Special Education Programs has stated,” For most of us, technology makes things easier. For a person with disabilities, it makes things possible”, (Qahmash 2018)(1)

• Technological tools such as an iPad, can provide enormous benefits to a special education classroom. Technological tools such as an ipad grab the students attention with their creative and interactive learning programs. These technological tools can be designed to meet a student’s individual learning and communication needs. 

• Findings from a Yusef (2014) study, which was featured in this article, found that special education teachers have positive attitudes towards integrating technology tools into the classes. Although there are many advantages, some teachers fear the shift because of the limited resources and support. Not all school districts may have the funds to provide the same technology as other schools. Teachers also need the support and patience of other staff, students, and parents as they try and narrow the digital divide.

Assess

• This article provides a Historical Review of Special Educational Technology which gives you a good sense of just how far technology has come to assist those with disabilities.


• This article has numerous studies cited which relate to the use of assistive technologies for special education classrooms. 


• To obtain positive results with mobile technology in the classroom, teachers must be willing to adopt new teaching techniques and must also be competent when working with the newer devices.

 Ray, Mark Vancouver Public Schools. ( 2011, December 20). iPads Used by Students with Special    

Needs. Retrieved from  https://www.youtube.com/watch?v=pAr3CLxT-X0

Summary

• This video takes us into Hough Elementary, in Vancouver, WA. Although the iPads have only been in the school for a few months, teachers say that the progress and potential are mind blowing and very exciting.

• Mark Ray explains how students want to be able to participate in classroom discussions, respond to their teachers, and socialize with friends. Marks goes on to suggest, that some special needs students struggle with the basic ability to communicate, and with the advancement of technology, these amazing students are able to find their voices!

• Students use the iPads to communicate their wants and needs, as well as classroom discussions. Teachers noticed that once the frustration of not being understood was alleviated, they were able to focus on lessons and not on behaviors.

Assess

• Mark Ray was named one of the “20 to Watch” honorees for 2014-15 by the National School Boards Association’s Technology Leadership Network. The honor recognizes education leaders from across the country for their work exploring and embracing innovative technology solutions that contribute to high-quality instruction and support more personalized learning experiences for students.

Reflection on  Assistive Technology for special needs students 

I believe, without a doubt, that technology such as an iPdad can be beneficial in the classroom. Teachers are able to communicate on a personal level with each student. The iPad can be specifically designed with software that’s appropriate for the needs of the individual. 

For teachers, learning to teach in a different way can be challenging. However, according to teachers, by taking the time to learn and implement these new technological tools, the quality of education for these students is forever changed. 

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