Proceedings of the Fourth Annual Teachers College Educational ...

iPad for Autism: How can the iPad serve as a teaching tool for
students on the Autism Spectrum?
Sheena S. Mozaffar,
Teachers College, Columbia University, 105, Christopher Street Apt. 2A, New York, NY 10014,
Email: ssm2173@tc.columbia.edu
Abstract: The purpose of this research was to explore the use of iPad technology in a 1 st
grade self-contained classroom with students suspected to be on the Autism Spectrum.
According to a 2012 estimate the Center for Disease Control and Prevention, 1 out of
every 88 children in the US is diagnosed with an Autism Spectrum Disorder and the rate
has increased by 23% since 2009. Hence, there will be a rise in the number of students
on the spectrum within tomorrow’s classrooms. It is necessary to identify how technology
can support the teacher of tomorrow to accomplish learning objectives. This research
was aimed towards identifying the impact of touch-screen technology, like the iPad, on
students displaying autistic tendencies. The process began with isolating a focus group of
four students on the spectrum. I videotaped classroom observations on individual student
interactions with the iPad to observe engagement, manipulation and functionality with the
hardware and software. Then I recorded student interactions, in groups of 2 and 4,
sharing the iPad to examine social interaction and communication. This was followed by
conducting a Math activity using concrete materials and replicating the activity with an
iPad App to study the difference in engagement, interaction and instruction. Students
were introduced to a new App to analyze change in level of engagement compared to
working with Apps they knew well from experience. The research also draws upon
interviews I conducted with teachers, speech and occupational therapists, and assistive
technology specialists to expand upon the iPad’s capability as both a teaching tool and
assistive device. As a result of this research I learnt that the iPad cannot be utilized with
every child on the Autism Spectrum. Teachers have to adapt their lesson and use of the
iPad, through physical device manipulation or App usage, to support student needs in
terms of comfort with abstract learning and unstructured/structured activity engagement.
iPad usage with students must be supervised to ensure educational exposure and device
safety. The iPad can be used as an incentive, for self-reinforcement of subject matter,
student assessment and lesson differentiation by using specific Apps. The iPad was able
to aid students on the spectrum to self-regulate, perform turn-taking, peer mentoring and
communicate physically as well as verbally with each other. The iPad’s accessibility
features, mobility and media integration made it easier for the teacher and students to
access multiple forms of media to support lessons.
References
Autism Speaks Inc., (2012). What is Autism? What is Autism Spectrum Disorder? Retrieved from:
http://www.autismspeaks.org/what-autism
Barnes, E. B., O’Flynn, J., Saile, L., (2008). Families, Infants and Young Children at Risk:
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Brandon, J., (2011, Mar 9). Is the iPad a ‘Miracle Device’ for Autism? Retrieved from:
http://www.foxnews.com/scitech/2011/03/09/can-apple-ipad-cure-autism/
Center for Disease Control and Prevention, (2012). New Data on Autism Spectrum Disorders.
Retrieved from: http://www.cdc.gov/Features/CountingAutism/
CBC News, (2011, Oct 25). iPad helps Toronto special needs kids learn. Retrieved from:
http://www.cbc.ca/news/health/story/2011/10/25/ipad-autism.html
Dana, N. F., Yendel-Hoppey, D., (2009). The Reflective Educator’s Guide to Classroom Research:
Learning to Teach and Teaching to Learn through Practitioner Inquiry. Thousand Oaks, CA:
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