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Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

Iva Strnadová, Therese M. Cumming, Cathi Draper Rodríguez
Copyright: © 2014 |Pages: 18
ISBN13: 9781466657922|ISBN10: 1466657928|EISBN13: 9781466657939
DOI: 10.4018/978-1-4666-5792-2.ch003
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MLA

Strnadová, Iva, et al. "Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism." Innovative Technologies to Benefit Children on the Autism Spectrum, edited by Nava R. Silton, IGI Global, 2014, pp. 35-52. https://doi.org/10.4018/978-1-4666-5792-2.ch003

APA

Strnadová, I., Cumming, T. M., & Rodríguez, C. D. (2014). Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism. In N. Silton (Ed.), Innovative Technologies to Benefit Children on the Autism Spectrum (pp. 35-52). IGI Global. https://doi.org/10.4018/978-1-4666-5792-2.ch003

Chicago

Strnadová, Iva, Therese M. Cumming, and Cathi Draper Rodríguez. "Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism." In Innovative Technologies to Benefit Children on the Autism Spectrum, edited by Nava R. Silton, 35-52. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5792-2.ch003

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Abstract

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

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