Using iPads for the social communication and emotional regulation of autistic pupils: an exploration of key stakeholders' perspectives and practices

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 stakeho...

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Bibliographic Details
Published in:British journal of special education 2023-06, Vol.50 (2), p.238-257
Main Authors: Achtypi, Alexia, Guldberg, Karen K., Papoudi, Despina
Format: Article
Language:English
Subjects:
Autism
Autism Spectrum Disorders
Communication
Educational Technology
Elementary School Students
Elementary schools
Emotional regulation
Emotional Response
e‐inclusion
Foreign Countries
Interpersonal Communication
iPads
Parent Attitudes
Self Control
social communication
Stakeholders
Students
Students with Disabilities
Tablet Computers
Teacher Attitudes
Teachers
Teaching methods
Technology
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Summary: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.
ISSN:0952-3383
1467-8578
DOI:10.1111/1467-8578.12456