ERIC Number: EJ1098203
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 46
Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?
Dunn, Michael; Barrio, Brenda; Hsiao, Yun-Ju
Canadian Journal of Action Research, v17 n1 p51-75 2016
Students with developmental disabilities often struggle with life-readiness skills (e.g., literacy skills such as reading and writing, task completion, and communication), which also help prepare students for the workplace. Assistive technology tools offer these students a means to do better in these areas. In this action-research study, we provided students with developmental disabilities (N = 9) who were transitioning out of secondary school with iPad applications (apps) that could help them improve their life-readiness skills. The Common Core State Standards' overall objective is students' college and career readiness by the end of secondary school. While collecting qualitative and quantitative data across the 2012-2013 academic years, a group of educators worked with the students and their parents to help them learn and apply the iPad apps for life-readiness skills. The results indicated that all students improved in life-readiness skills. Ideas for future research as well as limitations of this study are also discussed.
Descriptors: Handheld Devices, Assistive Technology, Developmental Disabilities, Daily Living Skills, Computer Oriented Programs, Secondary School Students, High School Graduates, Action Research, Common Core State Standards, College Readiness, Career Readiness, Outcomes of Education, Technology Uses in Education, Statistical Analysis, Rating Scales, Scores, Qualitative Research, Observation, Interviews
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: email@example.com; Web site: http://cjar.nipissingu.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A