Effects of iPads in SPED

Effects of iPads in SPED

Differentiation is a time consuming process for most educators, but SPED teachers face a different set of challenges in trying to meet the needs of all of their students.

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Self-directed learner

Poor fine-motor skills

Non-verbal

Sensory impaired

Ms. Gurley’s Class

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”As a special education teacher, I had a cross-categorical class of 1st- 4th graders… At any given time I could have a student needing math instruction, another looking for reading instruction, and yet others waiting for science or social studies instruction. As one teacher, it was impossible to teach all of those content areas at the same time. And we haven’t even mentioned that everyone in the classroom has varying levels of need for support and are performing at very different academic or cognitive levels.”

- Mary Gurley, Curriculum Development and Instructional Design Lead at eSpark Learning

Responsible for students with diverse needs, learning styles, and abilities,

SPED teachers need to differentiate for content, support, and skill levels.

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Classroom iPads can empower students with special needs, promote inclusion,

mitigate behavior management challenges, and even improve academic outcomes.

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In inclusive classrooms, technology can facilitate collaboration & social interaction…

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SPED

GenEd

…if you avoid this:

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SPED

GenEd

Many SPED educators advocate for inclusive classrooms, but it’s not uncommon to see general education and special education peers sitting in the same classroom

without interacting with each other.

iPads have the potential to

B R E A K D O W N B A R R IE R S

between students with different needs, interests, and strengths.

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Let’s look into…

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1. How iPads can be equalizers to improve social growth

2. How iPads can increase engagement and focus with SPED students

3. How iPads (& eSpark) can improve academic growth

iPads as equalizers to improve social growth

SPED students may need learning tools that aren’t used by their GenEd peers.

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SPED students may need learning tools that aren’t used by their GenEd peers.

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In some settings, these tools can be clunky and distracting, bringing unwanted attention to students who need extra support.

When students are working with iPads, supplemental tools are discrete, allowing students to get the support they need without attracting unwanted attention from their peers.

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For example, students challenged by spatial reasoning may need a number line to solve problems correctly.

Behaving in consistent and reliable ways, apps and iPads allow students to rely on a variety of tools that foster social and academic independence.

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Time

Calendar and timer apps can be especially beneficial in keeping students on task, organized, and accountable for their learning.

TIP:

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Proloquo2Go

iPads can function as augmentative

communication devices:

- Allows students who are nonverbal to communicate

- Increases their ability to participate in academic,

extracurricular, and social settings more

independently

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Educational apps and videos provide students with new and alternative ways to play and interact with each other.

iPads increase engagement and focus

SPED teachers know that listening to a lecture can be extremely challenging for students with ADHD or other attention issues.

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These students can shine with technology, such as educational apps and classroom iPads, that requires intensity and focus for short bursts of time.

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Educational apps that ask users to drag, tip, or tap make students active participants in their learning.

Book and math apps attract visual learners and retain interest and engagement.

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iPads can improve culture + mitigate behavior issues:

- Tablets can meet the sensory needs of students in a way that isn’t possible

with traditional materials

- Students with poor fine motor skills have the ability to participate and

interact meaningfully with their own learning

- Tablets are highly motivating for students with ADHD and other

attention issues

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Captivating content on iPads can help students to w o r k i n d e p e n d e n t l y ,

freeing up teachers to provide targeted support, encouragement, and feedback to those high need

students who need it most.

Through our experience working with special education teachers across the country, many find incredible success using the

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station rotation model.

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In this model, students work independently on digital content aligned to their skill level and IEPs while teachers provide targeted support in small groups.

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Teachers have more time to

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Reluctant learners engage with the iPad in

a way that’s different than pen & paper

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What is eSpark?

eSpark for iPad captivated students with interactive apps, videos, and creative challenges for PK-5

We use your existing assessment data to diagnose student skill levels and craft engaging, differentiated experiences aligned to their unique goals

We sift through the vast ecosystem of digital content to deliver the best apps and videos to the right students at the right time

To ensure strategies are effective in helping students progress toward annual goals, teachers have access to online dashboards and automated weekly email alerts

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”We were really attracted to eSpark first for differentiation. Our whole point of focusing our efforts in this area for students with disabilities was to capitalize on the ability to differentiate within online learning.”

- Genevieve Thomas, Director of Integrated Special Education at Rocketship Education

With eSpark, SPED students follow a predictable but differentiated lesson plans that keeps them engaged while

offering a learning pathway that they can depend on.

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INSTRUCTION PRACTICE ASSESSMENT SYNTHESIS

With text-to-speech functionality and audio support, students with special needs interact successfully with

material in a way that is most meaningful to them.

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In an eSpark classroom where all students are using iPads, digital tools become a shared connection that can

de-stigmatize augmentative communication.

iPads improve academic growth

+ eSpark

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eSpark meets the needs of all learners for l i fe-changing outcomes.

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After three years of eSpark, about 30% of SPED students in a large Michigan district are on track for college compared to less than 10% of their non-eSparking peers.

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Want to learn more about how eSpark can support your SPED students?

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Request a demo below:

www.esparklearning.com/demo