The fall open house usually was well attended by students and their families at the elementary schools. this was also the case in the structured for life classrooms for children with sensory perception disorders. The evening meeting gave a chance for the parents to speak with the child’s teacher after school hours, away from the rush of work.
Last year, the teacher wanted to take the time during the open house to show case some ideas for Christmas, a bit early for some people. She knew that many parents had acquired iPhones and iPads during the last few years. Technology was changing so quickly and with it wonderful new techniques to teach any child. For those with special needs such as autism, the timing couldn’t be better.
One particular form of technology, the iPad, had become a wonderful teaching tool for the students from room 623. The teacher decided to introduce the iPad early in the new school year to the class. The children were already used to the computer and the interactive SMART Board. The iPad was a new instrument that constantly was changing with lots of different APPS (applications).
When the parents came to visit during the open house, the teacher pulled out her iPads. On it were some of the following APPS: 1). see Touch Learning by Brain Parade 2). Speech with Milo- Sequencing 3). Clean Up (for sorting) by Different Roads to Learning 4). Speech with Milo- Prepositions 5). Miss Spider by Gallaway Digital Worlds 6). Sounds by Different Roads to Learning 7). The Monster at the End of the Book (interactive book) by Callaway Digital Arts 8). Zany Born to Run by Extra Special Kids.
All of the children in the classroom had already worked on the iPad. For the youngest children, The Monster at the End of the Book brought lots of laughter. Mitchell, a fifth grader, loved both the iPad and the IPHONE. he already knew how to move around this new technology quite well. this was the same boy that figured out how to make his teacher’s picture, phone number and voice message disappear off his mother’s phone.
Mitchell truly benefited from the various APP visuals. The Milo Sequencing Program was particularly helpful for the boy. it required Mitchell to put three pictures in order. The teacher made the child verbally go through what was going on in the three picture story line. Then in the end, he would get to push “play” and see the cartoon move through the sequencing.
The youngest children, Alvin and Bridget, were learning how to identify sounds from interactive listing. at first, it was hard for them to focus and listen. The immediate rewards for getting the right answer on the iPad were gummy bears and miniature M&Ms. they wanted those rewards and worked hard to get them. Some of the older boys preferred playing “Angry Birds” or “Bubble Balls” on the iPad as their rewards for their work. both of the games involved visual planning skills. many of the children were exceptional at those two games.
The teacher asked parents to consider an iPad as a possible Christmas present. She knew it was expensive. however, she suggested that the iPad might be a great combination gift from various family friends and relatives for the whole family. The teacher did remind the parents that the time on the iPad as with any form of technology needs to be limited. also, it was understood that iPads, iPhones or computers should be used with a parent or family member nearby.
iPads are wonderful methods to introduce new concepts to children. There are so many novel APPS ranging from handwriting programs to voice activated devices for speech to a variety of interactive APPS for improving comprehension and communication. The iPad is a powerful tool but it has its limitations. Ultimately, these forms of technology need to be used in conjunction with direct interaction (such as play therapy) with children who have sensory perception disorders. nothing can replace the importance of human interaction and play with a child, especially for those with special needs.
Pamela gross Downing, a special education teacher can be reached at .