Using i pads with autistic children

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  • “ Scientists know little about autism, but in general they agree that the development brain disorder manifests in three ways: communication deficits, social in competence, and obsessive behaviors.” (Harrell)
  • It allows the user to make a connection between their input and the resultant effect that it has. “ Touch allows learners who may have difficulty making the connection between the mouse and cursor to participate in a computer-based activity by directly interacting with learning objects on screen.” (Stone) “ ...repetitive and restrictive movements are sometimes difficult for autistic children, direct interaction through touch helps them practice basic motor skills and improve fine motor and perceptual skills.” (Stone)
  • “ What happens on an iPad’s screen is predictable. Humans - particularly those making cryptic sounds and faces - are not.” (Harrell) Children with autism also are prone to being more visual learners who adapt very well to technology and feel very comfortable with technology. “ At their core, touch-screen devices like the iPad and vSked seem to help people with autism communicate more effectively...” (Chi)
  • UDL is a“set of principles for curriculum development that give all individuals equal opportunities to learn.” (Cumming)
  • Provide Multiple Means of RepresentationProvide Multiple Means of Action and ExpressionProvide Multiple Means of Engagement Photo: Julie Buckler instructs students using iPads earlier this month in J. T. Kuzior's third-grade classroom at Green Primary School in Green, Ohio , Paul Tople / Akron Beacon Journal-MCT via Landov
  • iPads are customizable to each child’s own personal needs.iPads allow students to be engaged in their learning. Have the same lesson or activity available in several different formats, with the iPad being just one option. Have the same lesson or activity available in several different formats, with the iPad being just one option.
  • There are several note-taking and interactive whiteboard apps where the students can show their work or answer questions and then save it to the photo album for the teacher to look at later. Even if a classroom is not set up in a UDL type atmosphere, using iPads can still be just as successful if implemented correctly.
  • instead of using an interactive whiteboard or projector, the teacher and use the iPad as their main mode of delivery for the lesson. It can be passed around to each student and it allows the teacher mobility to walk around as he/she is teaching.
  • Assign the same activity to all students but have some using the Smart or Promethean Board, some using a desktop computer, while the others are using an iPad. There needs to be a specific endpoint that each group should arrive at.
  • Each group member would each have his/her own job with specific tasks to complete. Each student would get a certain amount of time with the iPad before it was the next person’s turn.
  • Most need the help of an occupational therapist. The therapist will assess the child in several settings that would be characterized as “daily life.” Using the iPads with a therapist could make it an easier transition for the child if iPads were used in the classroom as well. image: Therapist Kristen McMurray observes. Andrew's mom, Jo Ashline, says her 9-year-old, non-verbal autistic son benefits immensely from using the digital tablet. H. LORREN AU JR., THE ORANGE COUNTY REGISTER
  • The use of the iPad and specific applications that help with daily life skills and keeping up with tasks prove to be beneficial for children with autism. Children with autism need to have things that are visual in order for them to remember it. This is something most struggle with. Autistic children also have a hard time understanding schedules. Having a set schedule for things really helps autistic children. Suddenly changing one of their schedules could really cause confusion for the child. Not only have a set schedule in place, but having it somewhere where the child can actually SEE it, is crucial in the child remembering.
  • Autism is considered a spectrum disorder and rightly so: no two children with autism are the same and the degree of disability can range from very little to severe. Most children with autism struggle in some way with communication. Some can have such a severe case of autism that they are uncommunicative. The iPad has been proven to help these uncommunicative autistic children as well as other children who may just struggle some with communication.
  • Having apps organized will also cause less stress and frustration if an app gets accidentally closed. The student will know where to find it. Parents, teachers, or even the child can organize their apps into folders that are individualized to their own personal needs.


  • 1. Technology Helps The Disabled:Using iPads with Autistic ChildrenUsing iPads with Autistic Children “One out of every 100 children in the U.S. have Autism.” By: Michelle New
  • 2. iPads: What’s all the hype about anyway?! iPads use our sense of touch
  • 3. iPads: What’s all the hype about anyway?! iPads use our sense of touch
  • 4. UDL: Universal Design for Learning
  • 5. UDL: Universal Design for Learning • Three Principals of UDL • Using an iPad in the classroom covers each of these principals!
  • 6. UDL: Universal Design for Learning • iPads work great with differentiated instruction. • With iPads, learning is accessible to ALL students!
  • 7. How can these devices be used in the classroom? Whole Group Instruction Centers Groups of 2 or 3
  • 8. How can these devices be used in the classroom? Whole Group Instruction A 5th grade teacher used an iPad to deliver the instruction.
  • 9. How can these devices be used in the classroom? Centers A 2nd grade class in Chicago uses iPads for the first time in their literacy centers.
  • 10. How can these devices be used in the classroom? Groups of two or three Students using iPads in small groups in music class.
  • 11. Daily Life Improvement Children with autism tend to have difficulty keeping up with daily tasks and life skills. Andrew Ashlines face lights up ashe works with an Apple iPad during a therapy session.
  • 12. Daily Life ImprovementTo-do lists and schedules Autistic children are visual leaners. Visual schedules and to- do lists are key.
  • 13. Communicating for the 1st time! One of the three main areas that autism effects the most in a child’s life is communication.
  • 14. Everything comes with with a few obstacles to overcome! to overcome! Apps need to beorganized in folders Label your folders so that it is easy to find what you need.