USING TECHNOLOGY-BASED TOOLS TO SUPPORT STUDENTS WITH AUTISM SPECTRUM DISORDERS
105 - 1750 West 75th Avenue
Vancouver V6P 6G2 Canada
Day Phone: 604-261-9450 x314
Students with ASD are successfully supported with a variety of assistive technologies in BC schools. What technologies and how they are implemented will be described.
Special needs students in our school system now use a wide range of assistive technologies to support their educational programs. Students with visual impairments, physical challenges and communication disorders are examples of those who can use a wide variety of technologies to access their individualized curricula.
Assistive technology is often considered for one group of students in particular – those with Autism Spectrum Disorders (ASD). Many school based teams in
To assist school based teams in selecting and implementing assistive technology with students with ASD, SET-BC conducted a provincial study which examined and reported the results of a quantitative survey and qualitative interviews completed by
From the analysis of the survey and interview results, support resource materials in the form of a study report and a presentation of considerations and recommendations when selecting and implementing technology with students with ASD was created. These resource materials are available online for anyone considering or currently using technology to support students with ASD. In addition to the materials created, other online resources were collected and presented as a list of resource links.
The study clearly indicated that school based teams are generally being very successful when implementing assistive technology with this student population. Successful implementation appears to depend on a number of factors including attitude and orientation of the team itself, effective student and technology match, thoughtful technology introduction and implementation plan, and the type of technology being implemented.
This presentation will describe the results of the provincial study, outline considerations when implementing assistive technology with students with ASD, and offer suggestions for selecting, introducing, and supporting technology with these students.