THE USE OF MOBILE TECHNOLOGIES TO ASSIST WITH LIFE SKILLS/INDEPENDENCE OF STUDENTS WITH MODERATE/SEVERE INTELLECTUAL DISABILITY AND/OR AUTISM SPECTRUM DISORDERS: CONSIDERATIONS FOR THE FUTURE OF SCHOOL PSYCHOLOGY
Article first published online: 24 JAN 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Special Issue: Preparing the Next Generation of School Psychologists: Emerging Challenges and Opportunities
Volume 50, Issue 3, pages 259–271, March 2013
How to Cite
Ayres, K. M., Mechling, L. and Sansosti, F. J. (2013), THE USE OF MOBILE TECHNOLOGIES TO ASSIST WITH LIFE SKILLS/INDEPENDENCE OF STUDENTS WITH MODERATE/SEVERE INTELLECTUAL DISABILITY AND/OR AUTISM SPECTRUM DISORDERS: CONSIDERATIONS FOR THE FUTURE OF SCHOOL PSYCHOLOGY. Psychol. Schs., 50: 259–271. doi: 10.1002/pits.21673
- Issue published online: 12 FEB 2013
- Article first published online: 24 JAN 2013
To successfully integrate technology into any educational program, practitioners need awareness of available technology, an understanding of how it can assist with instruction, knowledge of ways it can support day-to-day activities and, finally, the ability to teach students as well as educators to use the technology. The proliferation of advanced mobile technologies specifically targeting individuals with moderate to severe intellectual disability and/or autism spectrum disorder means increased access to new tools and a greater need for educational service providers to be trained and ready to identify, recommend and deploy appropriate supports. The rapid rate of change in the technology industry is a formidable barrier to adequately preparing anyone except a technology specialist to be current on the latest advances. This article presents recommendations for school psychologists in terms of becoming familiar with the generally available technologies and the underlying instructional techniques rather than any specific technology products. Complete familiarity with all emergent technologies is improbable but through understanding the general ways technology can be used and the basic instructional practices, school psychologists will be better equipped to recommend further exploration of technological solutions for students.