1. NOT
FOR
DISTRIBUTION
Assistive
Technologies
–
Students
with
Special
Needs:
What
are
assistive
technologies?
An
assistive
technology
device
is
an
item,
piece
of
equipment
or
product
system
that
“is
used
to
increase,
maintain,
or
improve
the
functional
capabilities
of
a
child
with
a
disability",
(Roblyer
&
Doering,
2010,
p.412).
Assistive
technologies,
both
hardware
and
software,
can
also
be
called
inclusive
technologies
or
specialised
technologies,
(Farrall
&
O’Connor,
2010).
Some
examples
of
both
low-­‐tech
and
high-­‐tech
assistive
technologies
include
joysticks,
speech
synthesizers,
screen
magnifiers
and
touch
screens,
(Snowman
&
Biehler,
2006).
Why
are
assistive
technologies
significant
to
K-­6
Educators?
We
must
remember
that
students
with
special
needs
may
need
to
be
catered
for
in
a
variety
ways,
and
can
truly
benefit
from
using
assistive
technologies
(Newby,
Stepich,
Lehman
&
Russell,
2006).
The
purpose
of
assistive
technologies
is
to
use
technology
in
a
way
that
can
“offer
an
individual
with
a
disability
increased
opportunities
for
learning,
productivity
and
independence
-­
opportunities
that
otherwise
would
not
be
available",
(Roblyer
&
Doering,
2010,
p.408).
Assistive
technologies
can
help
special
needs
students
feel
included
in
the
classroom.
Educators
have
a
duty
to
be
researching
assistive
technologies,
and
implementing
them
into
learning
experiences,
(Foreman,
2008).
An
example
of
an
assistive
technology
tool
-­
How
Apple
iPod
Touch-­screen
and
iPad
Applications
can
help
children
with
Autism:
What
is
Autism?
Autism
spectrum
disorders
(ASDs)
are
a
“range
of
disorders
involving
a
triad
of
impairments
of
social
interaction,
verbal
and
nonverbal
communication,
and
restricted,
repetitive
and
stereotyped
patterns
of
behaviour,
activities,
and
interests”,
(Jurgens,
Anderson
&
Moore,
2009,
p.66).
These
difficulties
in
verbal
communication,
non
verbal
communication
and
social
interaction,
can
severely
affect
educational
performances
(Snowman
&
Biehler,
2006).
How
can
iPod
Touch
and
Ipad
applications
make
a
difference?
ASDs
affect
1in
160
children
born
today
(Aspect,
2010),
and
many
of
these
children
“are
schooled
in
mainstream
classrooms”,
(Rossmanith,
2008,
p.31).
Educators
must
cater
for
these
students
and
recognise
that
students
with
ASDs
“appear
to
have
a
superior
visual
memory
and
visual
ability”,
(Foreman,
2008,
p.352).
It
is
also
crucial
to
understand
that
these
students
have
extreme
difficulties
with
communication
and
social
interaction.
There
are
many
assistive
technologies
that
can
help
children
with
ASDs
in
their
daily
living
and
learning.
However,
one
recent
discovery
has
been
how
the
Apple
iPod
Touch
and
iPad
can
serve
as
learning
tools
for
children
with
ASDs
(Mason,
2011).
“Touch
screens
are
the
most
direct
and
simple
method
of
computer
access
and
interaction”,
(Farrall
&
O’Connor,

2. NOT
FOR
DISTRIBUTION
2010,
p.35).
Keeping
in
mind,
“their
visual
skills
are
superior
to
their
other
skills,
and
90
per
cent
have
a
visual
learning
style”,
(Rossmanith,
2008,
p.31),
touch
screen
devices
are
attractive
and
comforting
for
a
student
with
an
ASD
(AutismNewsWire,
2011).
Children
with
ASDs
can
struggle
to
stay
still
in
the
classroom
(Rossmanith,
2008),
and
educators
often
give
students
something
to
manipulate
in
their
hands.
These
Apple
devices
can
serve
this
need
directly,
as
children
hold
the
device
in
their
own
two
hands
and
control
the
touch
screen
themselves.
There
are
a
variety
of
applications
that
can
be
used
on
the
iPod
Touch
and
iPad
that
“are
designed
specifically
for
students
with
autism
and
other
special
need”,
(Hall,
2011).
Many
of
these
applications
help
students
communicate
and
create
in
ways
they
haven’t
been
able
to
before.
“Students
who
have
complex
communication
needs
may
need
to
use
assistive
technology
to
communicate
with
others”,
(Farrall
&
O’Connor,
2010,
p.35).
Applications
like
the
'Grace'
application
and
'Proloquo2go'
act
as
digital
versions
of
the
Picture
Exchange
Communication
System,
used
often
with
children
with
ASDs
(Moses,
2010).
Students
are
able
to
express
exactly
how
they
are
feeling
at
the
time
or
request
what
they
need
by
simply
touching
a
picture
on
the
screen
(Moses,
2010).
“
Through
the
devices,
some
of
these
children
have
been
able
to
communicate
their
thoughts
to
adults
for
the
first
time”,
(Harrell,
2010).
‘Stories2learn’
allows
teachers
and
parents
to
create
social
stories
that
can
remind
students
of
how
to
respond
appropriately
in
social
situations
and
can
ease
anxiety
for
students
who
“need
support
with
excursions,
routings,
or
transitions”,
(JEFFRY,
2010).
There
are
also
“dozens
of
other
programs
touted
by
various
experts
in
the
autism
community”,
(AutismNewsWire,
2011).
Interactive
story
books
are
easily
accessible
and
increase
reading
skills,
counting,
vocabulary
building
and
spelling
games
can
be
strongly
linked
to
English
and
Maths
outcomes,
visual
scheduling
applications
help
anxious
students
stay
calm
about
what
activities
will
occur
throughout
the
day,
and
drawing,
painting
and
musical
applications
can
allow
students
with
ASDs
to
create
and
relax
in
stressful
situations.
Teachers
can
monitor
their
students
learning
by
accessing
results
and
progress
through
storage
facilities
in
the
Apple
devices.
“Initial
studies
are
already
measuring
the
effectiveness
of
the
iPod
Touch
and
the
iPad
as
learning
tools
for
children
with
autism”,
(Harrell,
2010).
There
are
countless
blogs
and
articles
available,
bursting
with
personal
accounts
of
improvements
and
victories
for
families
and
teachers
with
ASD
children.
If
affording
the
device
is
the
issue,
parents
and
teachers
must
remember
that
there
are
organisations,
businesses,
and
philanthropic
foundations
that
can
provide
funding
or
grants
to
families
with
a
child
with
a
disability,
(Weikle
&
Hadadian,
2003).
There
are
various
applications
that
could
help
a
student
feel
comfortable
in
the
classroom
for
the
first
time.
Don't
ignore
an
assistive
technology
device
that
could
clearly
benefit
your
students’
experiences
at
school.
We
have
a
duty
as
educators
to
be
constantly
finding
new
ways
to
support
our
students.
Let
us
continue
to
research
how
these
devices
are
changing
school
and
home
learning
experiences
for
children
with
ASDs.

3. NOT
FOR
DISTRIBUTION
Reason
for
digital
response:
My
desire
is
that
this
digital
response
regarding
assistive
technologies
will
raise
awareness
to
teachers
about
assistive
technologies
available
that
can
support
students
with
special
needs.
I
believe
touch
screen
devices
like
the
iPod
Touch
and
iPad
can
help
children
with
ASDs,
and
hope
this
digital
response
can
evoke
further
research
into
the
issue.
As
a
training
teacher
about
to
enter
the
References:
eed
to
be
aware
that
I
have
a
responsibility
to
cater
for
all
the
needs
of
my
students.
It
is
classroom,
I
n
therefore
my
commitment
to
be
continually
researching
assistive
technologies
and
tools
available.
I
want
AutismNewsWire.
(2011).
Apple
iPad,
iPod
Touch
might
help
people
with
autism
take
steps
toward
to
support
each
one
of
my
students
and
help
them
progress
in
every
way
I
can.
independence.
Retrieved
February
19th,
2011,
from
The
Autism
News
Wire
Website:
http://theautismnewswire.com/NewsITems.aspx?newsID=265.
Autism
Spectrum
Australia.
(2010).
Teacher
knows
best
–
Identifying
children
with
autism.
Retrieved
February
20th,
2011,
from
The
Autism
Spectrum
Australia
(Aspect)
Website:
http://theautismnewswire.com/NewsITems.aspx?newsID=265.
Farrall,
J.,
&
O’Connor,
G.
(March,
2010).
Inclusive
learning
technologies:
supporting
students
of
all
abilities,
[Electronic
version].
Professional
Educator
–
Australian
College
Of
Educators,
9
(1),
34-­‐37.
Foreman,
P.
(2008).
Inclusion
in
Action.
(2nd
Ed.).
South
Melbourne,
Australia:
Cengage
Learning
Australia.
Hall,
S.,
S.
(2011,
January
31).
iPad
becoming
valuable
learning
tool
in
region’s
school.
The
Times-­
Tribune.
Retrieved
18th
February,
2011,
from
The
Austism
News
database:
http://www.theautismnews.com/2011/01/31/ipad-­‐becoming-­‐valuable-­‐learning-­‐tool-­‐in-­‐regions-­‐
schools/.
Harrell,
A.
(2010,
August
11).
iHelp
for
autism.
SF
Weekly.
Retrieved
20th
February,
2011,
from:
http://www.sfweekly.com/2010-­‐08-­‐11/news/ihelp-­‐for-­‐autism/.
JEFFRY.
(2010).
10
Revolutionary
iPad
Apps
to
help
autistic
children.
Retrieved
20th
February,
2011,
from
Gadgets
DNA
Website:
http://www.gadgetsdna.com/10-­‐revolutionary-­‐ipad-­‐apps-­‐to-­‐help-­‐autistic-­‐children/5522/.

4. NOT
FOR
DISTRIBUTION
Jurgens,
A.,
Anderson,
A.
&
Moore,
D.
W.
(April,
2009).
The
effect
of
teaching
PECS
to
a
child
with
autism
on
verbal
behaviour,
play,
and
social
functioning.
[Electronic
version].
Behavior
Change,
26
(1),
66-­‐81.
Mason,
B.
(2011).
Cognitive
media:
Understanding
the
brain,
technology
and
autism.
Retrieved
February
17th,
2011,
from
The
Empower
Autism
Website:
http://empowerautism.com/wp-­‐content/uploads/2011/01/Cognitive-­‐Media-­‐Ben-­‐Mason.pdf.
Moses,
A.
(2010,
April
16).
Autism
iPhone
breakthrough:
from
tantrums
to
app-­‐y
days.
The
Sydney
Morning
Herald.
Retrieved
21st
February,
2011,
from:
http://www.smh.com.au/digital-­‐life/smartphone-­‐apps/autism-­‐iphone-­‐breakthrough-­‐from-­‐tantrums-­‐
to-­‐appy-­‐days-­‐20100416-­‐sjjl.html.
Newby,
T.,
Stepich,
D.,
Lehman,
J.
&
Russell,
J.
(2006).
Educational
technology
for
teaching
and
learning
(3rd
Ed.).
New
Jersey:
Pearson
Education
Inc.
Roblyer,
M.D.,
&
Doering,
A.
(2010).
Integrating
educational
technology
into
teaching.
(5th
Ed.)
Boston:
Pearson
Education
Inc.
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A.
(2008).
Integrating
autism.
[Electronic
version].
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J.,
&
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R.
(2006).
Psychology
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&
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A.
(2003).
Can
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technology
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