Everyday technologies (e.g., iPods, iPads, and Smart Phones) offer applications (apps) that can serve as supports to students with intellectual and related developmental disabilities. The extent to which apps that are currently on the market are aligned with the support needs of children was evaluated using the subscale framework of the Children's Supports Intensity Scale (Child-SIS). Recommendations for future research and app development are provided, and implications for how apps influence assistive technology (AT) consideration and the concept of technological abandonment are discussed.
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