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Using iPads With Students With Disabilities: Lessons Learned from Students, Teachers, and Parents Cathi Draper Rodríguez, Iva Strnadová and Therese Cumming Intervention in School and Clinic 2014 49: 244 originally published online 4 November 2013 DOI: 10.1177/1053451213509488 The online version of this article can be found at: http://isc.sagepub.com/content/49/4/244

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Technology Trends John Castellani, Associate Editor Intervention in School and Clinic 49(4) 244–250 © Hammill Institute on Disabilities 2013 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1053451213509488 isc.sagepub.com

Using iPads With Students With Disabilities: Lessons Learned from Students, Teachers, and Parents Cathi Draper Rodríguez, PhD1, Iva Strnadová, PhD2, and Therese Cumming, PhD2

Abstract The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed. Keywords technology, disabilities, instruction The use of mobile technology has increased rapidly in schools. More than half of teachers in a recent survey reported mobile technology as being adopted in at least 25% of their districts’ schools (Interactive Educational Systems Design, Inc., 2012). Mobile technologies (e.g., smartphones, iPods, iPads, and other tablets) have become a primary means that children employ to interact with and learn from one another (Johnson, Adams, & Cummins, 2012). These devices have some commonalities that make them appropriate for educational use. The primary way mobile devices become functional for educational use is through applications, or apps. There are applications for creation and writing of documents, communication, networking (including both social networking and programming), and replacement of other technologies (including

global positioning systems [GPS], cameras for still or video capture, and motion sensors). Although these mobile devices are becoming more common, schools are also updating their policies to allow students to use their own smartphones in the classroom (Johnson et al., 2012). These policies provide opportunities for teachers to incorporate mobile devices into instruction 1

California State University, Monterey Bay, Seaside, CA, USA University of New South Wales, Sydney, New South Wales, Australia

2

Corresponding Author: Cathi Draper Rodríguez, PhD, School of Education, California State University, Monterey Bay, 100 Campus Center Bldg 59, Seaside, CA 93940, USA. Email: [email protected]


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Rodríguez et al. without incurring expense for schools. Although the research base for using iPads in the classrooms is in its infancy, many teachers are implementing these technologies daily. This column outlines studies involving the use of iPads in the special education classroom. The effective implementation of these technologies in the classroom will also be discussed. The terms mobile technologies, mobile devices, and iPads are used interchangeably, as many devices and brands are available to educators, though most published research has employed the iPad.

Implementing Mobile Technologies for Students With Diverse Needs Merbler, Hadadian, and Ulman (1999) made a case for using assistive technology to support students with disabilities in inclusive classrooms over a decade ago. Today mobile technology meets many of their recommendations: (a) the technology is open-ended and can be individualized for each user; (b) due to their ubiquity, mobile devices will garner a minimum of negative peer attention; (c) many teachers, parents, and students already own mobile devices, minimizing the learning curve; and (d) the devices are easy to maintain across environments. Mobile devices are being used with students with a variety of learning challenges. Several schools have reported success in using mobile technology with students who are learning English (Demski, 2011). Demski (2011) described the experiences of English language learners using the iPad as portable dictionaries to support their communication in a range of contexts across school and at home. The electronic format allowed them to locate words more quickly and to hear the words pronounced correctly. A function of the iPad that students also found useful was using voice memo applications to record themselves reading aloud in English. Teachers then downloaded and listened to the recordings when time allowed. Students who previously were shy and refused to speak English in class started making these recordings at home and practicing the new language that they were trying to learn. This technology allowed teachers to monitor English fluency without forcing students to speak in class (Demski, 2011). Other uses of iPod Touch and iPad devices for students learning English that have been found to be effective are (a) audio textbooks, (b) access to English language songs, (c) movies and videos, and (d) Internet at school and off campus. Other studies on using mobile technologies (e.g., Palm pilots, iPods) in education can be used to support the use of iPads as an educational tool for students with disabilities. Most of the studies conducted in this area have focused on the use of video modeling and communication with students with autism and intellectual disabilities, and have suggested that mobile technology is an effective assistive technology for those populations of students (Burton, Anderson,

Prater, & Dyches, 2013; Chiak, Fahrenkrog, Ayres, & Smith, 2010; Flores et al., 2012; Hammond, Whatley, Ayres, & Gast, 2010). One of the benefits of mobile devices is their portability, particularly when it comes to video modeling, an evidencebased practice widely used to teach skills to students with autism and developmental disabilities (Chiak et al., 2010). Some early research indicated that the iPod Touch and the iPad could be used in place of a television or computer, making it possible for students to receive this intervention across a wider range of settings. The iPod was used as an effective tool to improve the independent transitioning of elementary students with autism in inclusive settings (Chiak et al., 2010). In that study, video modeling delivered via an iPod, combined with a system of prompts, assisted students with autism in transitioning between school activities and locations. Hammond et al. (2010) used video modeling to teach students with intellectual disabilities how to use an iPod. They found that the device was both reinforcing and age-appropriate for middle school students with intellectual disabilities. This is an important ancillary finding because not only is the iPod an age-appropriate leisure time activity for the students’ peers in general education, they could also potentially use the devices independently for learning tasks. Burton et al. (2013) also found video modeling via the iPad as an effective tool in increasing and maintaining math skills of adolescents with autism. Four adolescents with autism and intellectual disability used an iPad to watch themselves completing math problems related to purchasing items. Using a multiple-baseline across-subjects design, researchers found a functional relationship between the video self-monitoring and math skill acquisition. Generalization probes found maintenance of the acquired skills. There have been a number of studies focused on engagement and access of students with disabilities when using mobile technology. Draper Rodríguez and Cumming (n.d.) investigated the impact of the iPad application Language Builder on the language skills of 30 students identified with language-based disabilities. Students in the experimental group used the Language Builder, an app that focused on the skill of sentence formation, for 30 minutes, 4 days per week. Language skills measured were (a) expressive and receptive vocabulary and (b) sentence formation skills. Students who used the iPad application had greater gains in the area of sentence formation than those students who had teacher-led language instruction. The iPad application was more successful than traditional instruction at increasing the sentence formation skills of the participating students. Strnadová, Cumming, and Marquez (n.d.) conducted a study focusing on teachers’ and parents’ perceptions of iPad integration and its effects on the education of students with moderate/severe disabilities across the curriculum.


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The participants in this study included four students with moderate to severe disabilities who ranged in age from 8 to 10 years, their parents, and their teachers. The authors used a case-study approach. Both parents and teachers completed a survey with open-ended questions. All participating teachers and parents appreciated the positive outcomes of using the iPad as an educational tool, especially in the areas of acquiring knowledge and skills, in assessment, and in students becoming more engaged. The teachers highlighted that students were significantly more engaged in academic activities while using the literacy and numeracy apps. This finding is significant, as higher academic engagement among students is correlated with the academic achievement of the students (Klem & Connell, 2004; Willingham, Pollack, & Lewis, 2002). Cumming, Strnadová, and Singh (n.d.) also investigated the use of mobile devices with secondary students with disabilities. Four students with moderate disabilities participated in this study. iPads were implemented for each student, based on their individualized education programs (IEPs). Teachers and students were interviewed about their perceptions of using the iPad as an educational tool. Both teachers and students agreed that using the iPads for academics enhanced the students’ learning opportunities in the areas of communication, access, engagement, and independence. Teachers reported that the iPads allowed them to develop a range of effective teaching strategies and apply a range of literacy strategies in meeting the needs of the students with disabilities (e.g., the app Autism Express was used as a teaching tool to develop social skills). A preservice teacher employed an iPad as an intervention tool to assist a fifth-grade male student with ADHD to improve his literacy (McClanahan, Williams, Kennedy, & Tate, 2012). The intervention was implemented during tutoring sessions. The tutor assessed the student’s reading ability and then found iPad applications that addressed his literacy needs. First, she used a digital e-book and an app that allowed the student to record himself reading the text and then listen to it later. This activity improved his reading metacognition, as he realized that he needed to slow down and say the words more carefully so that they would “make sense.” iPad applications were used to teach other literacy skills, including (a) compound words, (b) word recognition, (c) phonics, (d) sequencing, and (e) making inferences. When the student was tested at the end of a 6-week period, the results showed that he had gained an entire year’s growth. This was an unusual rate of growth for him for 1 year, let alone 6 weeks. His confidence in reading also improved. Although this study was conducted with only a single student, it demonstrated that the use of mobile technology to support students with ADHD should be explored further. Cumming and Draper Rodríguez (2013) conducted a multiple baseline study to determine the impact of the iPad

device on the engagement of four students with languagebased disabilities. They found that using the iPad increased the students’ engagement as measured by the number of prompts required to keep the students on task. Teacher and student interviews also revealed high levels of satisfaction with using the iPad for language arts instruction.

Teacher and Parent Perceptions of iPad Use In the study by Strnadová et al. (n.d.), the parents’ responses indicated that the children enjoyed educational, sensory, and entertainment apps. The parents greatly appreciated the devices’ ability to present new learning opportunities to their children with moderate/severe disabilities. Additionally, the findings concluded that the iPads gave the child increased opportunities for independence and positively impacted the child’s behavior and self-determination. The results of the teachers’ surveys were similar. All teachers found positive outcomes with the implementation of the iPad, particularly in the areas of acquiring knowledge, assessment, and engagement. The high rates of parent and teacher satisfaction with tablet use for educational purposes are important for several reasons. If students are using mobile technology as assistive technology, such as for communication, it is important that the technology is available across environments and that there is someone to assist them with the technology in each environment. If mobile technology is being used for learning (i.e., homework), it is important that parents see the value of this mode of learning and assist if necessary. School–home communication is vital when implementing any new assistive and/or educational technology.

Suggestions for Implementation Messinger-Willma and Marino (2010) suggested that integrating assistive technology into the inclusive classroom promotes access, participation, and progress for students with disabilities, as long as potential barriers are considered and the integration of the technology is carefully planned. Their suggestions are relevant to implementing mobile technology in the classroom, especially when it is being used as an assistive technology. They recommended anticipating potential barriers ahead of time and removing them as part of the planning process to increase the chances of success. Some of the possible areas that may need to be addressed include (a) teacher and parent technology training, (b) professional development for teachers that is concerned with instructional integration of the technology, (c) purchase and maintenance of the devices and their application, (d) school–home collaboration, and (e) transition across environments. Based on these suggestions and the literature, the following are suggestions that can be employed during planning and implementation.


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Rodríguez et al. Planning for mobile technology in the classroom. When an educator decides to implement mobile technologies in the classroom, logistical preplanning must occur to ensure that the instructional time is used effectively. Educators must consider during what period of the day the students will use the devices, as well as how many students will be able to use the device at one time. Teachers must also incorporate technology use into their classroom management plans by determining what the rules for use will be and how they will be taught to the students and enforced. When considering how to integrate mobile technology into teaching and learning, teachers must be thoughtful about how, when, and where to do this. The technology should fit the instruction, not the other way around. A question to ask might be, “What can this technology allow teachers and students to do that they would not otherwise be able to do?” (Murray & Olcese, 2011). A worksheet for planning on the implementation is provided in Figure 1. Rubrics for choosing apps. Many app developers have recognized the popularity of mobile devices for teaching and learning and identified education as a marketplace, hence a large variety of educational apps proliferate the market. Educators need to be aware of this issue when choosing applications to use in their classroom. There are numerous apps available for practically every purpose and subject area, so it would benefit teachers to access educational and behavioral app review sites to assist them in choosing apps that are suitable for their needs. It is also suggested that an evaluation rubric such as the one developed by Walker (2011) be used to determine the best applications for individual student needs. These rubrics can be used by teachers to evaluate the ability of the educational application to meet the students’ need in many areas, including content, feedback, differentiation, motivation, and reporting. Bulk buying for apps. Purchasing apps for, charging, and syncing multiple devices can be a challenge for teachers. Specially designed carts that securely store, sync, and charge up to 30 devices at once can be purchased for classrooms. A search using the words syncing cart on Google returned over 3,000,000 results, demonstrating that many options to meet this challenge are readily available. Apps for iPad and iPod devices can be purchased through Apple’s volume purchase program. Apps for Android tablets can be purchased in bulk through Chrome App Packs. Both of these programs allow educational professionals to buy the rights to install and use multiple copies of applications. Schools and/or departments may find it helpful to nominate a few experts to organize purchasing apps and syncing/charging equipment. Professional development. Teacher self-efficacy in using mobile devices as educational or assistive technology is an integral component of successful implementation (MessingerWillma & Marino, 2010). Teacher professional development

is crucial to fostering their capacity to integrate mobile teaching and learning in their classroom. Professional learning in this area has several facets, as teachers may require instruction on the use of the devices themselves as well as strategies for effective classroom implementation. As this can be costly, schools and individual teachers can seek out innovative ways to gain this knowledge. Professional development for mobile learning is offered to groups, individuals, face-to-face, and online. There are many online resources in this area available to teachers, including wikis, blogs, and app review sites (see Table 1). Other resources include university special education and/or educational technology experts. Many times, schools/classes can participate in research projects that have teacher professional development included. This is a win-win situation for everyone, as the teachers receive professional development while contributing to knowledge in the field. School–home communication/collaboration. As stated previously, school–home communication and collaboration are central to effective implementation of mobile learning, particularly for families of students with disabilities. One of the advantages of tablets and other mobile devices is that they have the capacity to be individualized for each student according to his or her needs. The devices can change as students’ needs evolve, simply by adding/removing different apps. As parents know their children better than anyone, their input is essential. Parent training is an important piece of this, and including them in professional development and training opportunities will foster collaboration. Utilizing the expertise of parents who are proficient in mobile technology and specific apps that have worked for them and their children is another way to accomplish this. Cultivating a team approach among students, teachers, and parents will ensure open communication that benefits all involved and increases the appropriate interventions to support the student both at school and home. Transition between environments. Mobile devices, such as iPods, iPads, or Androids, can be particularly useful for students with disabilities when transitioning between diverse environments. For example, a student with communication challenges who is using one of alternative and augmentative communication systems would benefit much more from carrying around a mobile devise allowing him or her to communicate with others in an effective way, yet not being segregated by using a communication book and cards, which might draw undesired attention. Given the increasing use of mobile devices in current society, transition between school and community can greatly benefit from using mobile devices as an assistive tool for transition of students with disabilities.

Summary Implementing new technologies can be exciting for both teachers and students. It is vital that this implementation be


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Planning for Mobile Technology in the Classroom Teacher Name ___________________________ Number of Devices available _______ Purpose of using mobile technology (e.g., introduce topics, provide repetitions of skills, to supplement instruction with video/virtual reality, to increase engagement) ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ During what subject will students use the devices? ___________________________________________________________ ___________________________________________________________ Which applications will students use? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Classroom rules for device use 1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ What modifications are necessary for students to be successful? Modifications needed (e.g., larger text, increased screen sensitivity)

Student name

Other considerations (e.g., assistance, home button lock needed)

Where will the devices be stored? ___________________________________________________________ ___________________________________________________________ Who will be in charge of syncing the devices? ___________________________________________________________ ___________________________________________________________

Figure 1. Worksheet for planning for mobile technology in the classroom.

done in such a way to ensure that the technology is adding to the education experience rather than inadvertently subtracting from it. Mobile technologies such as iPad applications have been found to increase engagement of students with disabilities (Cumming & Draper Rodríguez, 2013), as well as have an overall positive perception from teachers

and parents (Strnadová et al., n.d.). Teachers need to take into account many things when using iPads in their special education classroom. In order to be successful, teachers must plan for the implementation prior to bringing the devices into the classroom. An important way to plan for this is through using rubrics to evaluate the effectiveness of


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Rodríguez et al. Table 1. Online Resources for Training Teachers to Use iPads. Name Apple in Education Beyond Technology Education Concordia University Edudemic

Resources available

URL

Documents, video tutorials, iTunes U Set up trainings at your site, online resources Lists of recommended applications for special education teachers The 200 best special education apps

http://www.apple.com/education/resources/ http://beyondteched.com/tools/ipad-tablet-training/ http://education.cu-portland.edu/blog/special-ed/ 9-ipad-apps-for-the-special-education-classroom/ http://www.edudemic.com/2012/02/special-edapps/ http://www.schrockguide.net/ipads-in-theclassroom.html http://www.spectronicsinoz.com/blog/tools-andresources/our-apps-for-special-education-list-ishere/ http://www.freemobiletech.com/2012/12/11-usefulandroid-apps-for-special.html http://www.scholastic.com/browse/article. jsp?id=3756087

Kathy Schrock’s Guide to Everything Spectronics Blog

Helpful tips and presentations on using iPads in the classroom Resources on implementing iPads, recommended applications, videos

Teachers’ Mobile Technology

11 useful Android apps for special education

Scholistic.com

Special education apps

the application. Another way to ensure that planning is successful is to ensure that teachers are trained on using the devices as well as on ways to choose and buy both the devices and applications in bulk. As with any new strategy, collaborating with the family will increase the likelihood of success. Lastly, teachers should maintain a focus on how the students will transition while using their devices. With the tips presented in this article, teachers can increase the effectiveness of their implementation with the hopes of increasing the engagement and satisfaction in their classrooms. Declaration of Conflicting Interests The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding The authors received no financial support for the research, authorship, and/or publication of this article.

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