Date of Award
Fall 12-19-2024
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Glessner, Marci M
Abstract
The purpose of this project was to research communication devices used in unique education settings with students with developmental disabilities, how the devices were accessed, and the benefits of these devices, as noted by the special education teachers and speech-language pathologists who worked with the students with developmental disabilities.The use of iPads in educational settings has proven particularly beneficial for teachers and students with developmental disabilities, especially those requiring alternative augmented and alternative communication (AAC) methods. According to Davidovich and Yavich (2019), these devices facilitate communication between teachers and students, fostering a more interactive and engaging learning environment.
By incorporating iPads into their educational practices, educators can leverage various apps and tools designed to enhance communication skills, as well as to support the development of reading, writing, and math abilities. The user-friendly interface and accessibility features of the iPad make it an ideal resource for students who may struggle with traditional forms of communication. Additionally, the visual and interactive nature of the content available on iPads helps to keep students motivated and involved in their learning process, ultimately leading to improved educational outcomes.
Devices such as laptops, tablets, and smartphones facilitate access to digital resources, enable personalized learning, and support communication through educational platforms.
Additionally, the integration of communication devices aids in the development of 21st-century skills, such as critical thinking, problem-solving, and digital literacy. These tools can also help bridge the gap for students who may have barriers to traditional learning methods, providing alternative avenues for engagement and expression. Furthermore, effective training and support for both educators and students are essential to leverage these technologies, ensuring that they are used responsibly and productively within the learning environment.
A survey inquiring about the use of communication devices was sent to speech-language pathologists and special education teachers in K-12 schools in southern Minnesota. The study was analyzed by a computer program. Graduates studying at MSU Moorhead at both two- and four-year colleges and universities may participate in the HEDS Student Satisfaction Survey. It inquires as to the level of contentment your students feel with their academic experiences, course teaching, campus life, and campus services and amenities, and students then can make a survey themselves, which is what happened with this project, and those findings indicate that more intervention options are available for special education teachers and SLPs. Based on the study results, suggestions for special education teachers and speech-language pathologists for the introduction of communication devices for students and collaboration with general education teachers were highlighted.
Keywords: communication, technology, devices, developmental disabilities, speech
Recommended Citation
Nold, Katie, "An Overview of the Behaviors that Can Occur for Special Education Teachers and Speech-Language Pathologists in the Absence of Communication Devices to Assist Students with Developmental Disabilities" (2024). Dissertations, Theses, and Projects. 981.
https://red.mnstate.edu/thesis/981
Included in
Community College Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Special Education and Teaching Commons