Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

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Author(s): Therese Cumming (University of New South Wales, Australia), Cathi Draper Rodríguez (California State University – Monterey Bay, USA)and Iva Strnadová (University of New South Wales, Australia)
Copyright: 2014
Pages: 24
Source title: K-12 Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-4502-8.ch032

Keywords: Education / Information Science Reference / K-12 Education

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Abstract

Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for individualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.

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Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

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