A Response to iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project

Although there is a great deal of research that undoubtedly notes the benefits of using iPads in the classroom, this article iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project, clearly illustrates the engagement and benefits that using iPads as an instructional tool can have on students with learning challenges.  Through the use of UDL and assistive technology, these Australian educators were able to create a more engaging and motivating learning environment for their students. 

By using videos, educational apps, compensatory reading software and the camera application (to name a few), these educators were able to facilitate positive engagement to tasks, which they noted were previously not always that engaging for students.  As part of this research action project, teachers worked together using Universal Design for Learning to create a classroom environment and instruction which was accessible to all from the beginning of the planning process, without needing to specifically accommodate for certain students (Cummings et. al., 2014).  By doing this, the teachers noted greater engagement in tasks and more independent learners.  They also noted that students had improved on a number of levels, and were now meeting more of their IEP goals.  In conjunction with this, students themselves acknowledged their own academic growth, through the use of iPads as a fun and exciting learning tool (Cummings et. al., 2014).

One concerning aspect of this action research project was the students’ general education teachers lack of support for students using iPads in their classrooms.  These teachers stated that their reasoning for not allowing students to use this helpful tool was because they did not have adequate time to familiarize themselves with the iPads and other students would not be able to use them, which would not be fair.  I think that this is extremely frustrating (as did the teachers in this study), because if students are able to use these tools independently to support their own learning in the classroom, they should be able to use them across subjects.  I think their trepidation may be due to the fear that technology can sometimes ensue in teachers, which to me is a very sad excuse.  Unfortunately, this is often something that I see as well.  Due to teachers own lack of knowledge of technology, their students are often missing out and not able to use tools in the classroom that could benefit them greatly across all subjects. 

One way to deal with this issue is to encourage (like this action research project did) PD and co-collaboration between teachers so they can understand how these technologies can be used to help students.  I think that Ashley M. mentioned it recently in class, that without the opportunity for teachers to explore technologies, unfortunately, they will not be used to their fullest capabilities.  We are lucky in our board to have technology mentors who can come and work with staff or individual teachers; however, although helpful, I am not sure that would be the best way to give PD on iPad technology.  I am extremely excited about our next project (Assignment 2), as I can see myself using our iTunes U course in my school, as next year each school is getting a class set of iPads.  I hope that my administrator will allow me the opportunity to work with staff and encourage collaboration as we all work towards educating ourselves on how we can use iPads to support access to literacy.

Again, the benefits of assistive technologies and Universal Design for learning cannot be stressed enough.  The research is prevalent and the benefits clear.  We need to work towards educating our educators on the benefits and ways which we can use these two important processes to help our students reach curriculum they may not have been able to reach before. 

A link to the article can be found here.