What role does one-to-one devices (eg., iPads) have in the classroom for students with communication exceptionalities --specifically ASD?

What are the benefits that students gain from using a 1:1 device?

What are the negative implications for students using a 1:1 device?

What role does one-to-one devices (eg., iPads) have in the classroom for students with communication exceptionalities --specifically ASD?

Having access to an iPad can make it easier for a student to do their written assignment. An example would be using google doc, the student can say what they are thinking and the iPad types their sentence.

-Googld Doc helps organize work, speech to text program included
- Text to speech program for nonverbal students
- PECS apps can be downloaded instead of having to make one for a student that is nonverbal
-Creating slide shows for presentations
- So many apps at all levels that can help teach a student and make them think it's a game

Sometimes if the student doesn't have access to an iPad, they might rely on the iPad. This could mean they might refuse to do their work whenever they do not have access it.

I bought an iPad specifically for ELL students with special needs. It was used extensively by a grade 5 student with autism. It enabled him to use a variety of apps that established his validity as a learner in the eyes of other students. By using applications such as Adobe voice he was able to create sophisticated products that he could proudly share with others. Stephanie Harvey -20th Century Learners - encouraged me to pursue technology as a means to level the playing field.

Students I have worked with have gained valuable skills, the sense of accomplishment in completing a polished product that is impressive to others, built in high interest due to it's highly visual format and self rewarding structure in that the product is immediately satisfying to create.

There are not enough for all the students who could benefit from them. Lack of skill/experience sometimes causes work to be lost. It is harder to detect the areas where there was adult/teacher help unless that person has kept adequate anecdotally understanding that with technology no one really works 1:1 as it is collaborative in it's nature.

I've used 1:1 iPads or computers with a variety of children, particularly children with ASD. I've found it useful for those students to get past their hatred of writing ("a non-preferred task") by using a variety of apps or websites to demonstrate their learning in many different ways. I find that the attraction of technology has created motivation and interest on the part of my students, with writing as well as alternate forms of communicating knowledge. My students have particularly enjoyed making videos and slideshows to showcase their understanding. Apps and programs used include KidBlog, Word/Pages, iMovie, Keynote or PowerPoint, and StoryBird.

My students have gained motivation, interest, confidence, and a sense of accomplishment, as well as the ability to choose a mode of learning that is appropriate for them.

The main negative implication of a 1:1 device is distraction. Many of my students (with and without ASD), have difficulty transitioning from the iPad to other activities, and also at times, difficulty using other tools for learning.

My son has autism and uses a specific ap to help him communicate. We had to buy the ipad and the app. It cost hundreds of dollars. -personal experience.
proloquo to go
tap to talk

increased communication and independence.- personal experience
increased repertoire of successful leisure activities. This has always been a problem for my son. We are pleased that the apple tech has evolved to something our high needs autistic son can use.

cost. Only people who can afford it can have one.

The devices are used to allow students who are having communication difficulties( reading, writing, speaking) communicate their ideas with this around them.

They build confidence as students who were previously not able to communicate well, are now given a tool to do so. In my experience, the students with the technology often teach others in the room about it as well, OR bonds are made as they gain assistance from other students.

The only downsides I've encountered are these:
- WIFI issues
- proper training of student, family, AND teacher on how to use he machine and the programs/apps available on it

Our school has had success in using iPads to allow students with ASD (non-verbal) to communicate needs and wants. We use to Proloquo2Go program with symbols the student can press. We've also taught the student to create sentences by hitting buttons sequentially to tell us what he or she wants. As a teacher I wanted to find a way to allow the student to interact more with his/her peers and to work on developing social skills so I programmed a series of symbols to allow the student to play 'Go Fish' with the help of a peer. Either myself or an Educational Assistant would discuss what the student did over the weekend with mom and we would put that info into the program. At our morning meeting, we had the student press the button to tell the class about his weekend and then proceed to press the next button to pose a question to the rest of their class that related to the adventure.

For low level students (especially with very low literacy and math skills) it can be beneficial to have them play literacy/math based games to improve skills. In certain subjects, apps where students can conduct experiments or manipulate objects on the screen can help to bring them more understanding, often with less direct support.

They can see, touch, and hear immediate responses from the iPad/device. With respect to ASD students, they are more in control when expressing their desires, ie when a non-verbal boy starts to get up from the activity and makes noise, the EA can tell him to communicate with the iPad and he can let us know if he needs a drink, a washroom break, or time in the sensory room. It allows them to self-regulate their behaviours instead of being misunderstood and frustrated, leading to tantrums. Other students can gain a stronger understanding of the concepts learned in class when reading or listening are not enough to meet their needs.

Can require a lot of adult support depending on the needs of the student. Requires knowledge of technology (and time to program, as well as time to search for useful apps) that some teachers don't have. One must be conscious of battery life because if the iPad is dead in the morning it can lead to a change in routine and be upsetting for certain students.

Students like to push boundaries! Teachers must keep an eye out as some students will use the devices to access games at inappropriate times or access webpages unrelated to the task at hand.

In our FDK classroom we were lucky to purchase 4 mini iPads for this year. I plan to dedicate 1 iPad for my autistic student to use for communication. Eg. First then board, choice boards, visual schedule, music, etc. possibilities are endless and very VHS.uable. Would be great if SEA claims would cover one. I plan to inquire about thus in Sept.

My student uses one at home mostly games, very stimulating. He becomes over excited. Our goal will be to balance this out with communication goals. Stay tuned for results. Good for hear and repeat vocabulary.

Can reduce eye contact need to communicate face to face? Need to be careful to pair with adult or peer communicate. Positives will hopefully out weigh negatives. Can't wait to explore further.

It is valuable to them to give them a voice when they are feeling that their voice is not heard .

Feeling they have a choice when they want to answer questions . They can create video, pic collage or write. They are able to research at their own pace.

Less talking during research process . Trusting the internet for all the answers

Everyone will talk about proloquo/mindmapping/dragon or at least they should :)

It is important to consider if it is 1:1 with all devices being the same or not. If they are the same you do have less of an issue with training and you have the benefits of only perusing 1 App Store and you do not have to worry about finding cross platform apps.

With devices at 1:1 the temptation is always there to put the device first, to get overly excited about a certain app and to sometimes use technology for the sake of technology. As educators we tend to be terrible at picking 'winning' technologies in the long term as well. The LA county school board is now rethinking their 1:1 iPad program as it was found to be ineffective in a highschool setting.

Applications are being created and evolving by the minute. Students with ASD can gain independence within a classroom setting. Their device can act as a communication aid. It can act as a social support. When used properly, it can allow some students to reduce their dependence on an educational assistant. I have a student who is completely non-verbal; his iPad allows him to learn cause-and-effect, gives him the ability to communicate choice (emerging), and gives him some sensory input.

Students gain independence and can participate actively where they may not have been able to before. I also believe that, depending on the severity of the exceptionality, the device can provide students with additional learning (i.e., social stories, cause-and-effect) or help them with their sensory needs.

In my opinion, there are none. Assistive Technology exist to support students and allow them to participate within the regular classroom environment. The more independence they have, the more successful they are.

iPads have some great communication programs: proloqou (a couple of our students use it as their main communication tool). Additionally students can work on word recognition, emotions, socialization activities.

Also there are lots of free programs/apps that can be downloaded for student use.

Students can gain more independence from using a device like a tablet. Also if they are able to use communication software they can let staff know their needs (thereby lessening negative behaviours).

In my experience often the iPad becomes more of a leisure activity rather than an educational resource.

I found the iPad become a device that would cause more negative behaviours as the students were addicted to playing the games. Some of my students would leave the classroom in search of an iPad at inappropriate times.

iPads/tablets are inherently fragile. They cannot take the same abuse as a shout box (though they are limited in their communication options). Staff are then having to be nearby or even intervene with the device; which affects the 1:1 experience.