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Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism
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Author(s): Iva Strnadová (University of New South Wales, Australia), Therese M. Cumming (University of New South Wales, Australia)and Cathi Draper Rodríguez (California State University – Monterey Bay, USA)
Copyright: 2016
Pages: 19
Source title: Special and Gifted Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0034-6.ch046

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Abstract

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

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