“Individualizing education and starting with empathy for those we serve is where innovative teaching and learning begins” (Couros, 2015, loc. 342).
With the recent push to incorporate technology into classrooms, there is information surfacing to indicate that it has the ability to increase teachers’ abilities to individualize learning for students in the general education classroom. Indeed,
teachers can now use interactive content to deliver information and keep students focused and engaged. The content can come in multiple shapes (video, audio, text), so the teacher can easily plan the interactions to fit each student’s profile, and thus keep everyone interested and involved (Phillips, 2016, para. 4).
Interestingly, individualizing educational needs for students is the cornerstone of special education and the recent wave of technological advances has increased special educators’ ability to do just that.
I have been a special educator for nearly twenty years and currently work in a specialized charter school for children with autism. Autism spectrum disorder (ASD) is a developmental disorder that greatly impacts the development of an individual’s communication skills. In fact, the Individuals with Disabilities Education Act (IDEA), (2017) defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance” (para. 6). As indicated in this definition, communication development is a key component of educating students with ASD. Recent advances in technology have increased educators’ abilities to help these students develop functional language. When I began teaching in special education, the best technology devices in my classroom for developing student communication skills were, an outdated computer for student use, a LanguageMaster card reader, BigMac switches and a static display voice output device. Today, the options for integrating technology into a classroom for students with ASD are practically endless.
With the current widespread availability of general- purpose portable hardware (e.g., Apple iPadTM, Google AndroidTM ) running specialized AAC ‘‘apps’’, new opportunities now exist for AAC users with ASD. In fact, the adoption of the new portable hardware and software may suggest a significant paradigm shift in AAC: what is now available to consumers is a device that is small, low cost, easy to obtain and transport, readily available, and socially acceptable. Many of the apps designed for these devices (e.g., Proloquo2go, MyTalk) may serve as full AAC systems…. while others (e.g., Steps, First-Then, MyChoiceBoard, PicCalendar) may also provide support for organization and enhance the efficiency of simple functions such as choice-making. Apps are often easily obtainable, affordable, customizable, and user-friendly (Shane, Laubscher, Schlosser, Flynn, Sorce, & Abramson, 2012, p. 1229).
These advances have created amazing opportunities for children with ASD to communicate their basic wants and needs across settings. In addition, teachers are able to more clearly ascertain what their students are learning.
It is also explained within the definition of autism that the lack of communication negatively impacts the education of students with ASD. It would stand to reason then, that teaching students to communicate effectively will help them to better demonstrate comprehension of learned material. In fact, when referring to the use of assistive technology devices, Knight, McKissick, & Saunders (2013) explain that these devices have “been used to increase communication and academic skills for students with a range of disabilities (Edyburn 2000, 2001, 2002, 2007)” (p. 2628). I have been fortunate enough to witness the implementation of the tech-tools and many of the apps listed above. These tools have not only given voices to some of our students who were unable to effectively communicate only a short time ago, but they have also helped them to participate with their education more successfully. As I stated, our school only serves students on the autism spectrum and due to that specialization, we are the most restrictive setting, servicing some of the most severe students in the district. More than half of our student population has little to no functional communication and a large number of those students are so severely affected by the disorder that they require greater supports for learning communication skills because they are still learning that pictures represent words and that words have meaning. Indeed,
many individuals with ASD need instruction on the fundamental symbolic nature of visual images; i.e., that an image stands for something other than itself (Kozleski 1991). The use of highly iconic images (e.g., video clips, digital photographs) of familiar people and objects can usually improve comprehension of symbol as well as help maintain attention and interest (Shane, et al., 2012, p. 1232).
As you can see in the following clip from RealLookAutism.com, the acquisition of language for students on the autism spectrum takes time and repetition. Tools like the one represented in this video require training for all those involved with educating the child; the teachers, the therapists, and the family members. What you see happening in this video is merely a fraction of what goes on in a school like ours each day to help students with ASD learn to communicate effectively:
new possibilities exist for use of technology to effectively support and improve everyday communicative exchanges for learners with ASD and their communication partners; additionally, technological developments are leading to the creation and more widespread use of innovative teaching tools that may be more effective for language instruction than their predecessors (Shane, et al., 2012, p. 1234)
It is my advice to teachers and leaders educating students with special needs, especially those with significant communication delays, to incorporate effective technology to support those students. Implementing these tech tools should be done with care and individualization to meet the needs of each child and be matched with their level of ability. This takes training and persistence, but as you can see – the benefits are well worth the effort!
Resources
Couros, George. (2015). The Innovator’s Mindset. Dave Burgess Consulting Inc. San Diego, CA.
IDEA (2017). Sec. 300.8 Child with a disability. Individuals with Disabilities Education Act. Retrieved from: https://sites.ed.gov/idea/regs/b/a/300.8
Knight, V., McKissick, B., & Saunders, A. (2013). A review of technology-Based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628-2648. doi:10.1007/s10803-013-1814-y
Phillips, J. (2016). How technology can help create and foster an individualized learning environment. So You Want to Teach? Retrieved from: http://www.soyouwanttoteach.com/technology-can-help-create-foster-individualized-learning-environment/
RealLookAutism.com (2012). “Communication Device” Real Look at Autism Episode 8. Retrieved from: https://m.youtube.com/watch?v=oIGrxzPMVtw
Shane, H., Laubscher, E., Schlosser, R., Flynn, S., Sorce, J., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1228-1235. doi:10.1007/s10803-011-1304-z