Can iDevices help teaching assistants support pupils with ASD?

Abstract

Purpose

Pupils with autism spectrum disorders (ASD) face many challenges to achieving their educational potential, including difficulties with social interaction, communication, flexibility of thought and anxiety management. Handheld interactive technologies such as iDevices (iPods, iPhones and iPads) could offer a non‐stigmatising tool that could be used to complement or replace existing support strategies. This study aims to investigate how iDevices could be used by teaching assistants (TAs) to support pupils with ASD in a mainstream secondary school.

Design/methodology/approach

The project used an action research approach. Six TAs used the iDevices and selected applications (apps) in their work with pupils with ASD. The TAs commented on how the iDevices supported their role and the usefulness of different apps and features by using daily diary sheets. The apps supported pupils in the following ways: curriculum support, visual structure, organisation, communication, social interaction, anxiety reduction, relaxation, reward, and motivation.

Findings

A thematic analysis of the diary sheets showed that the most frequent uses of the iDevices were to develop communication, practise key skills, increase independence and to offer alternative activities. Quantitative analysis showed that TAs considered the iDevices to be very useful or useful on the overwhelming majority of occasions.

Practical implications

Future considerations of implementing interactive technological interventions in schools include the provision of training, IT support and individual planning to ensure iDevices are best utilised to address individual pupil needs.

Originality/value

The paper shows some of the ways that TAs can use this increasingly popular technology to support ASD pupils in mainstream schools.

Citation

Tunney, R. and Ryan, M. (2012), "Can iDevices help teaching assistants support pupils with ASD?", Journal of Assistive Technologies, Vol. 6 No. 3, pp. 182-191. https://doi.org/10.1108/17549451211261308