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.
BurtonC.AndersonD. H.PraterM. A.DychesT.T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67–77.
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CihakD.FahrenkrogC.AyresK.SmithC. (2010). The use of video modelling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavioral Interventions, 12(2), 103–115.
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CummingT.Draper RodríguezC. (2013). Integrating the iPad into language arts instruction for students with disabilities: Engagement and perspectives. Journal of Special Education Technology, 28(4).
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CummingT.StrnadováI.SinghA. (n.d.). iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: “Making teaching and learning more exciting and enjoyable for all.” Unpublished data.
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DemskiJ. (2011). ELL to go. Technical Horizons in Education Journal, 38(5), 28–32.
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Draper RodríguezC.CummingT. (n.d.). Using iPads to impact the language skills of young students with language-based disabilities. Unpublished data.
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FloresM.MusgroveK.RennerS.HintonV.StrozierS.FranklinS.HilD. (2012). A comparison of communication using the Apple iPad and a picture-based system. Augmentative and Alternative Communication. Advance online publication. doi: 10.3109/07434618.2011.644579
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HammondD.WhatleyA.AyresK.GastD. (2010). Effective use of video modelling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 525–538.
JohnsonL.AdamsS.CumminsM. (2012). NMC Horizon report: 2012 K-12 edition. Austin, TX: The New Media Consortium.
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KlemA. M.ConnellJ. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
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McClanahanB.WilliamsK.KennedyE.TateS. (2012). How use of an iPad facilitated reading improvement. TechTrends, 56(3), 20–28.
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MerblerJ.HadadianA.UlmanJ. (1999). Using assistive technology in the inclusive classroom. Preventing School Failure, 43(3), 113–118.
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Messinger-WillmaJ.MarinoM. (2010). Universal design for learning and assistive technology: Leadership considerations for promoting inclusive education in today’s secondary schools. NASSP Bulletin, 94(5), doi:10.1177/0192636510371977.
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MurrayO. T.OlceseN. R. (2011). Teaching and learning with iPads, ready or not?TechTrends, 55(6), 42–48.
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StrnadováI.CummingT.MarquezE. (n.d.). Mobile learning for students with high support needs: A case study. Unpublished data.
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WalkerH. (2011). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59–63.
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WillinghamW. W.PollackJ. M.LewisC. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement, 39(1), 1–37.
