Article Response 5: iPads as Instructional Tools to Enhance Learning Opportunities for Students with Developmental Disabilities

The article,  iPads as Instructional Tools to Enhance Learning Opportunities for Students with Developmental Disabilities presents action research findings that are very timely. Published this year, it is probably one of the most current examinations of the use of iPads for students with special needs.

The authors, Cummings, Strnadova, and Singh, begin with a literature review that examines 40 years of research in assistive technology. For decades, various types of technology have been used successfully with students with special needs. However, with the movement for UDL, the challenge has been how to ensure access is universal.  The hunch the researchers wanted to explore was that iPads can do both: provide assistive technology that can be universal in service delivery. "Technologies such as personal digital assistants and tablet computers, along with corresponding applications (apps) have the potential to overcome many of these challenges. (p. 153)"

The researchers had two questions:

1. How can mobile devices assist and enhance learning opportunities for students?
2. What are the perceptions of students with developmental disabilities and their teachers, with respect to using the iPad as an instructional tool?

With a set of iPads, the teachers in the study embarked upon action research, using a praxis model:

1. look at the learning needs of their students and and their own learning needs, and design tasks and experiences to improve their skills and knowledge and engage students in new learning experiences
2. evaluate the impact of these actions
3. make adjustments and re-implement.

iPads were used to provide content area material, increase academic engagement, as a communication tool, and to provide greater independence.

In their findings, teachers reported that iPads made it easier to differentiate, students had greater ability to access curriculum, student work improved, and students were more independent, less frustrated, and better able to communicate.They also reported feeling more confident and creative. Students reported finding it easier to concentrate and that learning was exciting and fun. Evidence of learning was captured digitally with photos and videos of students' learning. 

The challenges included finding apps with appropriate content, a lack of iPads for teachers, and the reluctance of other teachers to use the technology. Next steps include gathering more stringent qualitative and quantitative data, and finding websites that regularly review apps. They also acknowledged that keeping up with technology is a continuous process.

As I read this article, I found myself envying the teachers involved in this research. What many of us wouldn't give to pilot a set of iPads and have the support and professional development that accompanies such a venture! Over the next few years, I hope school boards look for innovative and creative ways to extend the use of assistive technology in our schools, so that Universal Design for Learning may be truly universal.