Faculty of Education
Assistive technology, such as that available in an iPad®, have increasingly been used to support learning for all students and particularly for those with special education needs. The purpose of this article is to consider the prerequisite skills required for effective iPad® use. The effective integration of assistive technologies, from technology, pedagogy, and content knowledge perspectives is an important theoretical framework. From a Universal Design for Learning perspective, we consider how new skills can be taught and how task analysis is a critical part of the process. A review of suggested apps for prerequisite skills, such as cause and effect, tap, drag, and swipe, is included as are considerations for Individual Education Plans. An authentic case anecdote is provided to illustrate the ways in which prerequisite skills can be addressed. The conclusion integrates the scholarly literature on teaching and assistive technology.
Maich, K., Sider, S., Hall, C., & Henning, M. (2017). Making the iPad an accessible tool for students with exceptionalities: Assessing and teaching its essential prerequisite skills. DADD (Division of Autism and Developmental Disabilities) Online Journal, 4(1), 110-122.
This article was originally published in DADD Online Journal, 4(1): 110-122. © 2017 by the authors. Reproduced with permission.