1.  iPad for children with special needs By: Carmela Laya SPEDE 776

3. History of the iPad  The first iPad was introduced in January 2010  After the release and popularity of the iPhone, Apple introduced the iPad. Jump starting an entire new market segment. The iPad incorporated all the features and applications of the iPhone but offered a bigger screen, it included applications of iBooks an eBook reader application.  The iPad expanded the world of portable computers  It became a strong contender for eBook devices such as the Kindle which was dominating the market at the time.  According to Forbes, the iPad is revolutionary, impacting business, education and the way society views and uses technology

4. History of iPads in the classroom  Since the release of iPads educators have incorporated iPads as a technology enriching tool to help motivate and instruct students in the classroom  In Spring 2010 to Spring 2011 a study was conducted in Riverside, California on the use if iPads in the classroom for middle school. Many private, charter and public schools have incorporated iPads.  Over 600 public school districts have adopted a 1:1 iPad program and 2,300 school nation wide of iPads in the classroom  The study showed that students were more engaged with content and found students easily navigated through the device  The iPad proved to increase students literacy and math skills.  Now many textbook are being published on iBooks making it more portable, less intimidating and easily accessible for students

5. Why iPads?  In 3 years since the iPad was first introduced, there has been a rapid uptake of iPads  iPads support learners beyond simple practice games and interactive applications. It supports:  Collaborative learning  Personalized learning  Communication and social interaction  Augment and enhance deep learning  Motivational and engages students  Enhances and stimulates simultaneous opportunities for face-to-face social interaction  Portable and fun for children

6. Technology in the classroom  Technology for teaching and learning is rapidly expanding in the general education with interactive white boards (SMART boards), sophisticated calculators and software apps in handheld devices)  The concept of technology as a teaching tool has not been fully explored for children with developmental disabilities  A recent study was made in education programs for individuals with developmental disabilities and found that the use of iPads positively impacted academic, communication and transitioning skills

7. iPads in the classroom  Mobile  High-resolution touch screens  Multi-touch finger driver interfaces  A variety of different apps  Broader range of connectivity options including wireless broadband and wiFi

8. iPads for Children with Special Needs  Provides support for teaching academic skills  Increase communication skills and social interaction  Developmental employment skills  Teaching leisure skills  Focused on teaching transitions  Provides more student participation  Interactive and engaging

9.  How have you seen iPads used in the classroom? Were they used effectively or ineffectively?

10. Studies on iPads Teaching Academic Skills One study exampled the iPad on instructional video to two children with Asperger syndrome and attention deficit hyperactivity disorder (ADHD). The study was intended to teach students how to use the spell-check function of a word process on their computer. Students had a video modeling, follow-up phases and evaluated the effects of the iPad delivered video instruction. 1. Participants were given 5 words to type on the word processor and ask to check spelling of these words. 2. No prompts were given, participants were given verbal phrase for making an attempt were given an opportunity to play with some leisure game on the iPad after the session, independent of their performance during the teaching session. 3. Both participants opened the word processor application and typed some words, but neither correctly checked the spelling of words 4. Participants were given an iPad at the beginning of an intervention session. The iPad loaded the video clip showing how to use the spell-check functioning on the word processing application. With this video modeling intervention, both participants showed an increase in correct use of the spell check function, eventually reaching 100% correct performance. 5. The results of this study suggested that the iPad based video modeling was effective in teaching the students to check the spelling of words

11. Teaching Communication Skills  After various studies of children with autism, down syndrome, severe to multiple disabilities  The results of using iPads and/or iTouch as a form of communication device varied on the skills, cognitive ability and application of the student  The study showed that providing well established instructions procedures were successful in teaching nonspeaking children with developmental disabilities to use an iPod touch or iPad as an augmentative communication device to make requests for preferred items. Even more it proved to be a great communication device for nonverbal students, opening a window for students to freely express themselves

12. iPad used by students with special needs http://www.youtube.com/watch?v=pAr3CLxT-X0

13. Does iPad intervention really work?  Does the iPad intervention improve basic math skills?  Does the iPad intervention reduce noncompliant behaviors?  Does the iPad intervention increase independent task completion?  What are the advantages of and challenges to using iPads for classroom instruction?

14. Case Study A study was conducted in a classroom of a special education school in an urban district in Maryland that serves students with moderate to severe developmental disabilities. The school from K-8 and the disabilities included: autism, emotional disability, intellectual disability, multiple disabilities, other health impairments, specific learning disability and traumatic brain injury

17. Advantages and Challenges of using iPads for classroom instruction Advantages 1. Findings indicated a decrease in the level of teacher support and prompting 2. The iPads were easily modified to differentiate instruction for students with moderate to severe disabilities 3. Noncompliance declined during the integration of the iPad. There were no active noncompliant behaviors and a decrease in passive noncompliant behaviors 4. Teachers rated their perceptions of the iPad intervention as highly acceptable and effective for classroom instruction with students with moderate to severe disabilities 5. Teachers reported the intervention allowed the students to make progress toward learning goals and objects that they had not yet been able to master using traditional instructional methods 6. Teachers expressed that their participation in the iPad study enhanced their teaching skills and improved students interest in the content

18. Having fun with the iPad  http://www.youtube.com/watch?v=So2eDnKosJc http://www.youtube.com/watch?v=So2eDnKosJc

19. Best mobile apps for children with special needs Best Assistive Communication (nonverbal)  ProloQuo2Go ($198)  TalkTablet ($89) Best Visual Schedules Apps  ChoiceWorks ($14.99)  Routinely ($4.99) Best Social Cues Apps  Social Skills Builder (Free)  Hidden Curriculum for Kids ($1.99) Best Language Apps  Speech with Mila: Verbs ($2.99)  Splingo’s Language Universe ($2.99) Best Literacy Apps  Write My Name ($3.99)  Bob Books Reading Magic ($1.99) Best Math Apps  Math Evolve ($1.99)  TeachMe ($0.99) Best Fine Motor App  Dexteria ($4.99) Best Memory Apps  Fruit Memory Match Game ($0.99)  Crazy Cozy ($1.99)

20. Autism Speaks Apps for children with ASD  http://www.autismspeaks.org/autism-apps http://www.autismspeaks.org/autism-apps

21. Challenges 1. High level of technical support was needed throughout the intervention, suggesting that staff would need additional training and support in the classroom if iPads were to be incorporated into instruciton 2. Survey results of teachers’ access and use of technology indicated a vast range. For example, teachers were reported low technology use also reported basic ability and confidence levels to use technology 3. Results suggested that students had a variety of technology available in the home but the students generally had limited use. When students did have access, parents reported that it was primarily for entertainment reasons and not for learning purposes. Survey results also indicated that students who had access to technology at home needed moderate to high assistance to use the devices 4. It took more time and effort that originally thought to oversee the use, storage, and maintenance of the iPads

22.  What are some disadvantages or challenges of iPads?

23. Concerns about iPads?  iPads do not guarantee effective support for student learning due to the integration into teaching and learning  Additional questions to think about  How will the technology be aligned to curriculum standards?  What is the capacity of the teachers to use the technology to tailor lessons to individual student needs?  Given the financial challenges facing schools, educators want assurances that the funding for technology is targeted where it will be most efficient and effective  Well-designed strategic plan is critical for the successful implementation of technology as instructional tools

24.  How do you think iPads will effect future classrooms?

25. References Kagohara, D., Ven der Meer, L., Ramdoss, S., Mark F., O., & Lancao, G. E. (2013). Using ipods and ipads in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34 (1), 147-156. Retrieved from http://www.sciencedirect.com/science/article/pii/S0891422212001941 http://www.sciencedirect.com/science/article/pii/S0891422212001941 O, P., Lewis, M. E. B., & Donehower, C. (2013). Using tablet computers as instructional tools to increase task completion by students with autism. American Educational Research Association, 1-27. Retrieved from http://www.eric.ed.gov/PDFS/ED541157.pdf http://www.eric.ed.gov/PDFS/ED541157.pdf O, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M. (2013). Effectiveness of using ipads to build math fluency. Kennedy Krieger Institute, Retrieved from http://www.eric.ed.gov/PDFS/ED541158.pdfhttp://www.eric.ed.gov/PDFS/ED541158.pdf Clark, W., & Luckin, R. (2013). ipads in the classroom. Leading education and social interaction: institute of education University of London, Retrieved from https://www.lkldev.ioe.ac.uk/lklinnovation/wp-content/uploads/2013/01/2013- iPads-in-the-Classroom-v2.pdf https://www.lkldev.ioe.ac.uk/lklinnovation/wp-content/uploads/2013/01/2013- iPads-in-the-Classroom-v2.pdf

26. Web References Autism Speaks. (n/a). Autism apps. Retrieved from http://www.autismspeaks.org/autism-apps http://www.autismspeaks.org/autism-apps Pappas, C. (2012, November 03). List of free ipad apps for children with special needs: Part 1. Retrieved from http://elearningindustry.com/free- special-needs-ipad-apps-part-1http://elearningindustry.com/free- special-needs-ipad-apps-part-1 Rosenberg, J. (2012, May 23). 22 best mobile apps for kids with special needs. Retrieved from http://www.care.com/child-care-22-best-mobile-apps- for-kids-with-special-needs-p1017-q16380248.htmlhttp://www.care.com/child-care-22-best-mobile-apps- for-kids-with-special-needs-p1017-q16380248.html