4. Know what materials to use.
For Gerke, this step is where apps finally come into play, but Gerke warns educators not to choose apps just because they’re popular, or have been recommended by their peers.
“Choose apps based on student learning style and your own objectives for that student,” he explained.
One resource Gerke recommended for choosing apps is the Apps for Autism website, which lists apps based on their learning purpose.
Another resource is Bridgingapps.org’s Insignio Tool for finding apps based on student interests and learning style.
5. Measure student success.
As Gerke explained, even if the iPad activity is engaging, success must be measured, as educators have a responsibility to make data-driven decisions.
“If the purpose of the activity is for leisure, know how you are going to measure if the student is relaxing. For example, are they more anxious or less? Are they socializing more or less? And if it’s for work, what’s the student’s rate of knowledge acquisition? And if the app you’re using for your purpose doesn’t have a way to track progress, you need a plan to measure progress,” he noted.
For more information on Gerke’s presentation, as well as information about VizZle, check out Gerke’s archived webinar on edweb.net. Become a member of edweb’s community at www.edweb.net/autism-it’s free to join!
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