A Meta-Analysis of Mobile Technology Supporting Individuals With Disabilities

2017 ◽  
Vol 51 (3) ◽  
pp. 164-176 ◽  
Author(s):  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Mobile Technology ◽  
Universal Design For Learning ◽  
Meta Analysis ◽  
Evidence Base ◽  
Single Subject ◽  
Single Subject Design ◽  
Individuals With Disabilities ◽  
Evidence Based Practices ◽  
Learning Framework ◽  
Design For Learning

Mobile technology has become ubiquitous in the education and support of individuals with disabilities. While this practice is supported under the Universal Design for Learning framework, research in the area has yet to establish a solid evidence base. The majority of the studies in existence are single-subject design studies with a dearth of replication to support their results, and many do not meet the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education guidelines. The following is a meta-analysis of studies that have been conducted in the area of using mobile technology to support individuals with disabilities. Types of mobile technology, how technology is used, and the effectiveness of its use with this population are explored. The results indicated although there is some evidence of effectiveness to support the use of mobile technology, more research in the area is needed.

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

2014 ◽  
pp. 35-52 ◽  
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

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.

Self-Monitoring Interventions for Students With EBD: Applying UDL to a Research-Based Practice

2017 ◽  
Vol 26 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Sara Cothren Cook ◽  
Kavita Rao ◽  
Lauren Collins
Keyword(s):  
Universal Design For Learning ◽  
Self Monitoring ◽  
Evidence Based Practices ◽  
Learning Framework ◽  
Behavioral Needs ◽  
Design For Learning ◽  
Core Components ◽  
High Level ◽  
Support Students ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention.

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

2016 ◽  
pp. 1069-1087
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

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.

Bang for Your Buck: A Single-Case Experimental Design Study of Practice Amount and Distribution in Treatment for Childhood Apraxia of Speech

2019 ◽  
Vol 62 (9) ◽  
pp. 3160-3182 ◽  
Author(s):  
Edwin Maas ◽  
Christina Gildersleeve-Neumann ◽  
Kathy Jakielski ◽  
Nicolette Kovacs ◽  
Ruth Stoeckel ◽  
...  
Keyword(s):  
Single Case ◽  
Evidence Base ◽  
Distributed Practice ◽  
Single Subject ◽  
Single Subject Design ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Opposite Pattern ◽  
Massed Practice ◽  
Treatment Conditions

Purpose The aim of this study was to examine 2 aspects of treatment intensity in treatment for childhood apraxia of speech (CAS): practice amount and practice distribution. Method Using an alternating-treatments single-subject design with multiple baselines, we compared high versus low amount of practice, and massed versus distributed practice, in 6 children with CAS. Conditions were manipulated in the context of integral stimulation treatment. Changes in perceptual accuracy, scored by blinded analysts, were quantified with effect sizes. Results Four children showed an advantage for high amount of practice, 1 showed an opposite effect, and 1 showed no condition difference. For distribution, 4 children showed a clear advantage for massed over distributed practice post treatment; 1 showed an opposite pattern, and 1 showed no clear difference. Follow-up revealed a similar pattern. All children demonstrated treatment effects (larger gains for treated than untreated items). Conclusions High practice amount and massed practice were associated with more robust speech motor learning in most children with CAS, compared to low amount and distributed practice, respectively. Variation in effects across children warrants further research to determine factors that predict optimal treatment conditions. Finally, this study adds to the evidence base supporting the efficacy of integral stimulation treatment for CAS. Supplemental Material https://doi.org/10.23641/asha.9630599

“Every little thing that could possibly be provided helps”: Analysis of online first-year chemistry resources using the Universal Design for Learning framework

2021 ◽  
Author(s):  
Charisse Tongson Reyes ◽  
Gwendolyn Angela Lawrie ◽  
Christopher D. Thompson ◽  
Sara Kyne
Keyword(s):  
Information And Communication Technologies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Communication Technologies ◽  
First Year ◽  
Pedagogical Strategies ◽  
Learning Framework ◽  
Design For Learning ◽  
Information And Communication

Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based...

Examining Fatigue for Students Who Are Deaf or Hard of Hearing Through Universal Design for Learning

2022 ◽  
pp. 302-320
Author(s):  
Natalia K. Rohatyn-Martin ◽  
Denyse V. Hayward
Keyword(s):  
Hard Of Hearing ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Flexible Approach ◽  
Multilingual Students ◽  
Learning Framework ◽  
Design For Learning ◽  
School Day ◽  
Linguistic Backgrounds

In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.

Challenging Education's Inflexible Model

2022 ◽  
pp. 65-82
Author(s):  
Emily Art ◽  
Tasia A. Chatman ◽  
Lauren LeBental
Keyword(s):  
Effective Teachers ◽  
Professional Growth ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Social Emotional Development ◽  
Learning Framework ◽  
Design For Learning ◽  
Teachers And Students ◽  
The One ◽  
Exceptional Learners

Structural conditions in schools limit diverse exceptional learners' academic and social-emotional development and inhibit the professional growth of their teachers. Teachers and students are restricted by the current instructional model, which suggests that effective teachers lead all students through a uniform set of instructional experiences in service of objective mastery. This model assumes that diverse exceptional learners' success depends on access to the teacher-designed, one-right-way approach to the learning objective. This inflexible model prevents both the teacher and the student from co-constructing learning experiences that leverage their mutual strengths and support their mutual development. In this chapter, the authors argue that the Universal Design for Learning framework challenges the one-right-way approach, empowering teachers and students to leverage their strengths in the learning process. The authors recommend training teachers to use the Universal Design for Learning framework to design flexible instruction for diverse exceptional learners.

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