Many children learn easily by watching others, imitating actions, and cuing into subtle social cues. However, some students with disabilities have trouble acquiring these social skills. These children require a more intensive intervention to make gains in the social area. For students who have difficulties initiating and maintaining interactions, teachers can implement more structure in the environment to gain a student's interest and encourage peer interactions. One strategy that meets these two criteria is the use of social stories. This article describes how digital technology can provide a multidimensional forum for the creation and implementation of social stories.
Mobile technology has introduced a new communication opportunity for students with autism spectrum disorder. Tablets, like the iPad, allow users to customize applications for their needs. Users also have found iPads to be less stigmatizing because so many people own them and use them for various purposes. In the fast-paced world of technology, however, research cannot always keep up. It is becoming more important for teachers and caregivers to evaluate the iPad and its applications for their efficacy in helping improve a child’s communication skills. A review of current research indicates that there are five important considerations for evaluation: (a) the ability to customize the application, (b) the motor skills the student needs to operate the system, (c) the resources and time needed for the intervention, (d) the research or evidence-based practices behind the application, and (e) the cost of using the specific device and application. A rubric delineating these considerations that can effectively guide teachers and parents in their evaluation process is provided.
The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is important that special education teacher preparation programs incorporate theoretical frameworks and evidence-based practice for students who are ELL into their teacher preparation programs. Indeed, there are several topics and techniques that can be incorporated into special education teacher preparation coursework that have natural connections to topics typically addressed. This article provides a framework to support the inclusion of these strategies as well as specific examples of activities that could be incorporated in coursework to strengthen the preparation of special educators to meet the needs of students who are ELL.
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