Article citationsMore>>

Johnson, G. M. (2013). Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants/Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux. Canadian Journal of Learning and Technology, 39, 1-11.
https://doi.org/10.21432/t2np49

has been cited by the following article:

• TITLE: The Promise of Apps-Based Reading Comprehension for Students with Autism Spectrum Disorder: Implications for Practice

  AUTHORS: Norah H. Alharbi

  KEYWORDS: Reading Comprehension Skills, Literacy Skills, Students with ASD, Assistive Technology, Apps, Teachers

  JOURNAL NAME: Creative Education, Vol.15 No.6, June 25, 2024

  ABSTRACT: Literacy skills are essential for learners’ development and future success. This literature review explored using assistive technology applications (apps) for literacy instruction of students with autism spectrum disorder (ASD), specifically reading comprehension. The primary aim was to identify strategies for implementing app-based literacy instruction to support students with ASD in school and home settings. Studies focusing on reading comprehension skill development were reviewed. The results indicated apps are an effective educational tool for promoting reading comprehension skills of students with ASD. Further, parents and teachers have positive attitudes toward app-based instruction. Implications for practice such as planning interventions, choosing appropriate apps, providing professional development, and establishing school-home collaboration are presented. Successful case examples of applying effective apps within classroom settings are also discussed. While promising, a significant literature gap was identified, suggesting future research should examine integrating apps into applied behavior analysis interventions and replicate past studies.