Integrating the iPad into Language Arts Instruction for Students with Disabilities: Engagement and Perspectives

Abstract

This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the student's academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.T he inception of mobile technologies-most notably the iPod touch, the iPad, and other tablet computers-has rendered educational computing more portable and accessible. Education, which historically has been slow to adopt new technologies, has integrated mobile technology-iPads in particular-at a breakneck speed. Nowhere has this been truer than in special education. Indeed, because of the inexpensive applications that can be downloaded to and used on the devices, the iPod touch and iPad appear to have unlimited potential for individualizing teaching, learning, and communication. Rothschild (2011) proposes that through the use of applications, the iPad is somewhat of a "digital education prescription pad," and the ability to customize a popular device to suit the needs of each individual student is motivating. The iPad gives students with special needs something mainstream that is still engaging and interactive for them.The need to understand the impact of educational technology on the learning and outcomes of students with disabilities has never been more intense; students, parents/ caregivers, teachers, staff and school community face exciting and challenging opportunities. This study was designed to examine the academic engagement of students with disabilities. Additionally, the perceptions of students and teachers about using iPad technology during reading groups in order to explore how technologies will shape learning of students with language-based disabilities was explored. The study provided opportunities for teachers and students to share their perspectives and to create an evidence base for the use of tablet technologies to assist students with disabilities to better access the curriculum. Through understanding the use of assistive technology in the classroom and other learning environments, children can extend their language skills to improve their learning in inclusive settings. The iPad has the potential to be this assistive technology.

An exploration of teacher's use of iPads for students with learning support needs

“…Respondents indicated using iPads for a range of instructional purposes in their classrooms and share that the iPad is supportive in engaging and motivating students who have a range of diverse learning support needs. This supports the findings of Hewett, Torgerson, and Douglas () and Cumming and Draper Rodriguez (). Respondents reported using iPads in their classrooms to support learners’ communication skills including easy access to symbols and using the iPad as a communications book, which extends the work of Backes and Geradsschmidt () who showed how the iPad is an accessible voice generating tool.…”

“…Many students with diverse learning needs benefit from, indeed require, technology to 'assist' them to access the curriculum, participate in learning activities, produce learning products, and achieve success in the classroom (Hopkins, 2004;Philips and Schweisfurth, 2014). Traditional technology to support children with diverse needs is often expensive, cumbersome, stigmatising, and time-consuming to program and personalise (Cumming and Draper Rodriguez, 2013). Merbler, Hadadian and Ulman (1999) made a case for using assistive technology to support students with disabilities in inclusive classrooms over a decade ago.…”

“…The iPad has been shown to: increase the academic engagement of students who have language-based disabilities (Cumming and Draper Rodriguez, 2013); increase time on task of elementary-level students who experience challenging behaviour during independent academic activities (Flower, 2014); support students with support communication skills in English Language Learners (Demski, 2011); promote literacy and social goals in students with multiple and complex needs by providing an multi-modal method of developing and sharing personal stories (Kucirkova, Messer, Critten, et al, 2014); teach young children with developmental delays to receptively identify initial phonemes, a foundational early literacy skill (Chai, Vail and Ayres, 2015); and offer modelling for students with Autism Spectrum Disorder and developmental disabilities (Burton, Anderson, Prater, et al, 2013;Hammond, Whatley, Ayres, et al, 2010).…”

Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task

“…Accordingly, it is necessary to compare the results of this study to existing educational research involving mobile technology. Such research has generally concluded that instruction supported with mobile technology is associated with increased engagement and improved academic outcomes (Chiong and Shuler 2010;Cumming and Draper Rodriguez 2013;Fishburn 2009;Getting and Swainey 2012;Hutchison et al 2012;McClanahan et al 2012;Shuler 2009). For example, in their use of iPads with their Tier 2 and 3 classroom reading groups, Getting and Swainey (2012) observed increases in the students' time on-task behavior over the course of the school year.…”

“…Getting and Swainey (2012) used iPads with their lowest first grade reading groups for two consecutive school years, which resulted in elevated average gains and/or higher end-of-year reading scores for students with routine iPad use, and 15-20 % average increases in time on-task across observations. Further evidence from exploratory case studies found that the use of iPad applications targeting specific reading skills increased task engagement (Cumming and Draper Rodriguez 2013) and improved reading skills (McClanahan et al 2012).…”