Achtypi, A., Guldberg, K. and Papoudi, D. (2023) Using iPads for the social communication and emotional regulation of autistic pupils : an exploration of key stakeholders' perspectives and practices. British Journal Of Special Education. 50(2), pp. 238-257. 1467-8578.
- Information
Information
Abstract:
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils’ social communication (SC) and emotional regulation (ER) based on key stakeholders’ perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom’s West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools’ computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott’s concept of e- inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/reduced_inequalities
Creators:
Achtypi, A., Guldberg, K. and Papoudi, D.
Faculties, Divisions and Institutes:
Date:
22 June 2023
Date Type:
Publication
Page Range:
pp. 238-257
Journal or Publication Title:
British Journal Of Special Education
Volume:
50
Number:
2
Number of Pages:
162393
Language:
English
ISSN:
1467-8578
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
 |