Strategies

Suggestions and strategies for inclusive implementation

Integrating assistive technology into the classroom needs to be approached carefully, meaningfully and collaboratively. In order to create an inclusive environment that promotes access, participation and progress for students with disabilities, it is important to take in a few considerations. Rodriguez et al. (2013) and Harry Walker (2011) offer the following suggestions and rubrics for implementing technology, such as iPads in the classroom so that it is inclusive and accessible :

Planning for using iPads in the classroom

When deciding to use technology in the classroom, consider preplanning to make sure that the technology is used effectively and meaningfully (Rodriguez et al., 2013). Consider asking the following questions before implementing iPads in the classroom :

• • What time of day will you be using the iPads? Do you need to book the devices in advance?

  • How many students will be using the iPads?

  • What are the rules for using the iPads?

  • Do iPads fit the instruction?

  • Could you still do this lesson without iPads?

  • How do iPads add to this lesson?

(Rodriguez et al., 2013)

Rubrics for choosing apps

After planning to use iPads in the classroom, consider which apps you will use to ensure the iPads promote inclusivity and accessibility for all students. It is important to access educational and behavioural app review sites to assist in choosing apps that are suitable for the students’ individual needs (Rodriguez et al., 2013). Consider asking the following questions in regards to figuring out if it’s an appropriate app to use in the classroom (Walker, 2011):

• Curriculum connection : How does the app relate to the targeted skill or concept from the curriculum?

• Authenticity : How effective is the app in creating authentic learning experiences for students?

• Feedback : Does the app give students immediate feedback?

• Differentiation : Are you able to set different levels of difficulty for individual students? Are you able to differentiate learning when using the app with students?

• User friendliness : What is the level of support needed for a student to use the app?

• Student motivation : Will students bore quickly using the app? Would students choose this particular app independently?

• Price : Just because the app costs money, does not mean it is a good app to use. Is it worth paying the price of an app? Is there a cheaper or free alternative that could lead to the same results?

(Walker, 2011)

Professional development

Teacher professional development is essential for successful implementation of educational technology and assistive technology in the classroom (Rodriguez et al., 2013). Try to ensure that educators are comfortable and confident not only using the technology, such as an iPad, but understanding how to adapt the iPad to each student's needs.

School-home communication and collaboration

Communication between school and home is particularly important for families of students with disabilities. Parent input and parent training is also imperative. Educators should be including parents in professional development and training opportunities to create collaboration and make sure that students can use devices in the classroom and at home.