13. What has the iPad done for students with Special Needs?
14. What has the iPad done for students with Special Needs?
Improved Access
15. What has the iPad done for students with Special Needs?
Improved Access
Increased Independence
16. What has the iPad done for students with Special Needs?
Improved Access
Increased Independence
Increased Engagement
17. What has the iPad done for students with Special Needs?
Improved Access
Increased Independence
Increased Engagement
Increased Communication
18. What has the iPad done for students with Special Needs?
Improved Access
Increased Independence
Increased Engagement
Increased Communication
Increased Collaboration
19. What has the iPad done for students with Special Needs?
Improved Access
Increased Independence
Increased Engagement
Increased Communication
Increased Collaboration
20. Access
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
21. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
22. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
23. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
24. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
25. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
26. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
27. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
28. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
29. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
30. Access
Native iOS Accessibility features - Guided Access, Speak
Selection
Apps that help students access and/or create content:
DocScan Read2Go iBooks
Skitch Evernote
Pictello Book Creator for iPad Abillipad
31. Independence
EDM Apps
The Monster
at the End Read2Go
33. Independence
Interactive books - Read to me- Read to myself, and Auto-Play
Speak Selection- Accessibility Options allow for text reading in
iBooks. EDM Apps
The Monster
at the End Read2Go
34. Independence
Interactive books - Read to me- Read to myself, and Auto-Play
Speak Selection- Accessibility Options allow for text reading in
iBooks. EDM Apps
Apps allow independent practice of discrete skills.
The Monster
at the End Read2Go
35. Independence
Interactive books - Read to me- Read to myself, and Auto-Play
Speak Selection- Accessibility Options allow for text reading in
iBooks. EDM Apps
Apps allow independent practice of discrete skills.
Independence does not mean that teachers are not monitoring
or observing the learning process-iPads are NOT meant to
replace instruction. They are a tool!
The Monster
at the End Read2Go
36. Independence
Interactive books - Read to me- Read to myself, and Auto-Play
Speak Selection- Accessibility Options allow for text reading in
iBooks. EDM Apps
Apps allow independent practice of discrete skills.
Independence does not mean that teachers are not monitoring
or observing the learning process-iPads are NOT meant to
replace instruction. They are a tool!
The Monster
at the End Read2Go
37. Independence
Interactive books - Read to me- Read to myself, and Auto-Play
Speak Selection- Accessibility Options allow for text reading in
iBooks. EDM Apps
Apps allow independent practice of discrete skills.
Independence does not mean that teachers are not monitoring
or observing the learning process-iPads are NOT meant to
replace instruction. They are a tool!
The Monster
at the End Read2Go
38. Independence
Interactive books - Read to me- Read to myself, and Auto-Play
Speak Selection- Accessibility Options allow for text reading in
iBooks. EDM Apps
Apps allow independent practice of discrete skills.
Independence does not mean that teachers are not monitoring
or observing the learning process-iPads are NOT meant to
replace instruction. They are a tool!
The Monster
at the End Read2Go
56. Collaboration
Social Skills Group- using apps such as The Social Express and
Futaba Classroom Games for Kids allow students with Social Skill
Deficits the opportunity to practice these skills in a supportive
environment. The apps help students to be successful by allowing
for errorless learning, multiple means of representation,
engagement, and opportunities for practice.
57. Collaboration
Social Skills Group- using apps such as The Social Express and
Futaba Classroom Games for Kids allow students with Social Skill
Deficits the opportunity to practice these skills in a supportive
environment. The apps help students to be successful by allowing
for errorless learning, multiple means of representation,
engagement, and opportunities for practice.
58. Collaboration
Social Skills Group- using apps such as The Social Express and
Futaba Classroom Games for Kids allow students with Social Skill
Deficits the opportunity to practice these skills in a supportive
environment. The apps help students to be successful by allowing
for errorless learning, multiple means of representation,
engagement, and opportunities for practice.
60. Apps to Meet IEP Goals?!
Native-and Non-Native apps can be leveraged to meet IEP goals.
61. Apps to Meet IEP Goals?!
Native-and Non-Native apps can be leveraged to meet IEP goals.
Look for apps that have built-in data collection.
62. Apps to Meet IEP Goals?!
Native-and Non-Native apps can be leveraged to meet IEP goals.
Look for apps that have built-in data collection.
Use camera to document progress.
63. Apps to Meet IEP Goals?!
Native-and Non-Native apps can be leveraged to meet IEP goals.
Look for apps that have built-in data collection.
Use camera to document progress.
Actively observe child interacting with app- take data on student
responses related to the IEP goal.
64. Apps to Meet IEP Goals?!
Native-and Non-Native apps can be leveraged to meet IEP goals.
Look for apps that have built-in data collection.
Use camera to document progress.
Actively observe child interacting with app- take data on student
responses related to the IEP goal.
Use Native and Non-Native apps to CREATE, ADAPT,
MODIFY, and SHARE content that can be used to meet IEP
goals.
65. One iPad- Powerful Stuff!
Meaningful Intent
Purposeful
Not the only tool used!
66. One iPad- Powerful Stuff!
One iPad can transform the learning environment!
Meaningful Intent
Purposeful
Not the only tool used!
67. One iPad- Powerful Stuff!
One iPad can transform the learning environment!
Meaningful Intent
The right
Purposeful tool for
the task
Not the only tool used!
68. One iPad- Powerful Stuff!
One iPad can transform the learning environment!
Meaningful Intent
The right
Purposeful tool for
the task
Not the only tool used!
70. Feedback from the Field
“ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
71. Feedback from the Field
“ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
“I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers.
72. Feedback from the Field
“ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
“I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers.
“I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator
73. Feedback from the Field
“ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
“I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers.
“I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator
“It helps me be more independent. “- 10th grade student.
74. Feedback from the Field
“ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
“I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers.
“I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator
“It helps me be more independent. “- 10th grade student.
“It has been nothing short of miraculous. One simple tool (a touch screen) granted him immediate access to the world of
technology. The development of the iPad, which seems to work in an intuitive circle with my son, has just made his
possibilities of discovery blossom.” - Parent of child with Downs Syndrome.
75. Feedback from the Field
“ I use the apps/i-Pad everyday in therapy.” - Speech Therapist
“I'd be lost without it! And the students are so much more motivated when they use it.”- Several therapists and teachers.
“I like any reading apps, that read a story to them....it makes students feel more confident as readers.”- K Special Educator
“It helps me be more independent. “- 10th grade student.
“It has been nothing short of miraculous. One simple tool (a touch screen) granted him immediate access to the world of
technology. The development of the iPad, which seems to work in an intuitive circle with my son, has just made his
possibilities of discovery blossom.” - Parent of child with Downs Syndrome.
“I think it is the most amazing device that has ever been created for special needs students. I cried when Steve Jobs died,
because I truly feel the iPad/iPod has changed my child’s life. The iPad is an intuitive device that allows children of almost
every ability level to access the amazing learning tools it has to offer.” - Parent of young child with Autism
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
This is my life cycle. Imagine doing this with kids- not necessarily in Keynote-but on the iPad? How would you curate this? \n
These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
These outcomes are first hand accounts from our implementation of iPads for students with special needs. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Talk about some of the accessibility features-demo guided access. \n
Intuitiveness. Video modeling. \n
Intuitiveness. Video modeling. \n
Intuitiveness. Video modeling. \n
Intuitiveness. Video modeling. \n
Intuitiveness. Video modeling. \n
Intuitiveness. Video modeling. \n
Intuitiveness. Video modeling. \n
Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
Watching a video of how to do something is more effective for some kids. Interacting in the multi-sensory way is great for those that like to throw blocks. \n\n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
Some of the gagillion (it seems) AAC apps in the marketplace. There is much discussion about using the iPad solely as a dedicated device. One of the things I do is put the AAC icon on the dock, so it’s accessible anywhere on the iPad. Modeling navigation is key. We’ve had better results when it’s blended. working on compiling data. \n
