technology autism and purpose

By Rhoda Sutton

A Publication from Rhoda SuttonCopyright 2011 © Rhoda Sutton All Rights Reserved

Page layout, illustrations and design by Ari Sutton: [email protected]

Table of Contents

1. The Possibilities

2. Autism: What is it? How to Educate?

3. Assistive Technology: History and Law

4. Technology, Students, and the Classroom:

•What to use and way to use it

•Robotics

•SMART Board

• iPod Touch/iPad

5. Financial Implimentation

6. The Future: Teacher education and training

7.ParentandAuthorReflections

8. Works Cited

4

5

7

10

10

11

13

15

18

21

22

26

Technology, Autism and Purpose

4

Educators struggle how to meet

the needs of children with varied

exceptionalities. The growing focus

on the relationship between autism

and use of technology in the classroom

demonstrates how technology can

enhance educational opportunity and

access. The law demands that all chil-

dren, regardless of disability, are given

an equal opportunity to learn. Educa-

tional access and equity is not readily

achieved when working with students

who have cognitive, neurological, and/

or learning differences. This quan-

dary creates a continuous prolifera-

tion of new and creative educational

programs. These programs aim at cre-

ative, or non-traditional ways to assist

teachers in their quest to facilitate

learning for students with learning

differences. Autism is a learning chal-

lenge that inspires teachers, psycholo-

gists, and other educational profession-

als to create new ways to encourage

and foster learning. Technology is

offering new possibilities for children

with special needs. The enormous posi-

tive impact of technology on classroom

learning is most apparent when exam-

ining the response from children with

Autism Spectrum Disorder. §

The Possibilities:


5

Autism:What is it? How to Educate?

The National Institute of Health

definesthisspectrumdisorderin

the following way:

Autism Spectrum Disorder (ASD) is

a range of complex neurodevel-

opment disorders, char-

acterized by social

impairments,

communication

difficulties,

and restricted,

repetitive, and

stereotyped

patterns of

behavior. Autis-

tic disorder, some-

times called autism

or classical ASD, is the most

severe form of ASD, while other con-

ditions along the spectrum include a

milder form known as Asperger syn-

drome, and childhood disintegrative

disorder and pervasive developmen-

taldisordernototherwisespecified

(usually referred to as PDD-NOS).

AlthoughASDvariessignificantlyin

character and severity, it occurs in

all ethnic and socioeconomic groups

and affects every age group. Experts

estimate that six children out of

every 1,000 will have an

ASD. Males are four

times more likely

to have an ASD

than females.

(National Insti-

tute Of Health,

2011)

School districts,

educators, parents,

and advocates all

struggle to determine

the best teaching methods,

and school/classroom settings that

will provide a conduit to the larger

academic world. The question is: how

can educators facilitate learning with

studentswhoseworlddefiessocial

convention, and whose primary neuro-

development is characterized by social


6

and communication dysfunction?

“Technology in the classroom is the

way to go. It really allows teachers

to differentiate instruction.” (Stroud,

2009, p. 18) This sentiment was echoed

by E. Tiegerman executive director of

the Glen Cove, NY based School for

Language and Communication Devel-

opment, a school that specializes in

meeting the educational needs of chil-

dren with autistic spectrum disorder.

Assistive technology combined with

the principles of universal design offer

hope to narrow academic and social

inequalities for students with ASD

(University of Washington).§


7

Assistive Technology: History and Law

The historical development of assistive technology, and

the related legislation, illustrates the enormous value

assistive technology provides in the education of a disabled

child. During the late 1980s through the 1990s there was a

new call for greater human rights. There was somewhat of

a renaissance, or a renewal of social movements, from gay

rights to the rights of the disabled. (Domhoff, 2011) The

1980s and 1990s social movements once again reminded the

American public that access doesn’t necessarily imply equal-

ity. Students with disabilities need and deserve to have

access to a meaningful and authentic education. Two sig-

nificantlawswerepassedinthaterathatstillimpactsboth

the implementation of special education, and how related

services are provided.

• The Technology Related Assistance for Individuals with

DisabilitiesActof1988(TechAct),whichwasmodifiedin

1998 as the Assistive Technology Act of 1998.

• Individuals with Disabilities Education Act.,1990 and

1997

“AlthoughtheTechActfirstdefinedATdevicesandser-

vices,itwasIDEAin1990thatfirstoutlinedtheschool

district’s responsibility to provide AT to students with

disabilities.” (University of Buffalo , 2005, p. 6) The Indi-

vidualized Educational Plan gives parents and teachers an

opportunity to review goals and objectives. It allows a team


8

to review objective and subjective criteria to

determine how a child with special needs can

be best offered a free and appropriate educa-

tion in the least restrictive setting. (Univer-

sity of Buffalo , 2005) When a team reviews

the needs of a student against the utility of

various technologies, it is important that the

focus should be on long-term potential, and

not just short-term or immediate successes.

Sometimes students with Autism may seem

so self involved that there may not be an

immediate social or educational response to

any type of remediation. However, it is clear

that everyday children with ASD respond

differently, and in their own time. Assis-

tivetechnologycanhelpastudentfindtheir

voice, and open a world that is full of social

and academic possibilities. (Sicile, 2010) A

perfect example of the usefulness of technol-

ogy to diminish the social and academic divide

is Jeremy Sicilie-Kira, a young man with

ASD. He wrote his speech independently, and

delivered it using “voice output technology.”

He spoke about how his only regret was that

before he was “reached” he was lonely, and

didn’t make as many friends as he would have

liked. He said it is important to support autis-

tic students in the mainstream so they can

be with their peers. Jeremy’s successes and

“When a team reviews the needs of a student against the utility of various technologies, it is important that the focus should be on long-term potential, and not just short-term or immediate successes.”


9

comments illustrate the

point: “…it is evident

that technology can

play an important role

in the social inclusion

of children with dis-

abilities” (Singh, 2010,

pg. 78). The implemen-

tation and proper use of

technology in an aca-

demic setting can free

a student with ASD. It

provides the means in

whichtheycanfinally

interact, and engage

their teachers and

peers. What a delight-

ful possibility since

interaction and engage-

ment are the very hall-

marks of any authentic

learning experience.

It is important to

understand that learning is a process that is primarily done through com-

munication. Therefore an IEP should be created seeking out the most

appropriate forms of technology that will diminish social isolation, and

empower the child with ASD. “Education is a potential enabler for social

participation of all individuals in society…certain groups get neglected in

the process; here technology could be great help” (Singh, 2010, p. 78).§


10

Technology, Students, and the Classroom:

What to use and why to use it.

The burgeoning technology industry has

provided sweeping options for students

withsignificantneurological,communication,

and cognitive delays. Schools can optimize

learning options with more than the old status

quo of reasonable accommodations. Today,

reasonable accommodations, when including

assistive technology, offer a student more than

just access to their school day. Rather, new

technologies and universal design principles

offer an opportunity to narrow some of the

inequalities hoisted on special education stu-

dents. The disparity experienced by an exceptional needs student, such as s child

with ASD, includes social isolation, and diminished learning experiences that are

often void of subjects such as art, music, history and literature. Today an IEP

team can offer a teacher and students educational solutions by providing an iPod

Touch, iPad2, Video-Modeling, robots, SMART Boards and even older products

such as the AlphaSmart (a battery operated word processor that assists students

with graphomotor limitations). Each device offers a unique solution for a child

with ASD, and each one will have a unique impact on classroom learning and

classroom engagement. For the purpose of this paper the focus of technology in

the autism classroom will review four distinct products: The potential of robotics,

the functionality and successes of the SMART Board/interactive whiteboard, and

theutilityandflexibilityofAppleCorporation’siPodtouchandiPadproducts.§


11

Robotics

Katharina Boser (2011), a Ph.D. in Devel-

opmental and Cognitive Psychology from

Cornell University, created a website called

Welcome to the Learning Technologies for

Autism Site! The website provides a summary

of options about how to best integrate univer-

sal design and best practice. It offers a curricu-

lum map that illustrates how to facilitate the

learning of autistic students with the use of

assistive technology. The University of Califor-

nia/MIND Institute supports her work. (Boser,

2011) The UC Davis MIND Institute (Medical

Investigation of Neurodevelopmental Disorders) is a collaborative international

research center committed to the awareness, understanding, prevention, care,

and cure of neurodevelopmental disorders (UC Davis Mind Institute, 2011).

Thefieldofroboticsisaninnovativesciencethatutilizesmultipleaspectsofsci-

entificprinciplesandfieldssuchas,butnotlimitedto,engineeringandcomputer

design.Thisfieldfocusesonhowtoenhancehumanfunctioningviaamachine

withhumandesignforinspiration.Bydefinition…“toqualifyasarobot,a

machine has to be able to do two things: 1) get information from its surroundings,

and 2) do something physical–such as move or manipulate objects” (The Tech

Museum, 1994-2010). Now, there are preliminary studies being completed that

reviewthepotentialtoimprovesocialfunctionforthosewithautism—specifically

children. The premise is if a student could generalize their social connection and

interaction with a robot, it will allow them to transfer that to the wider social

population. This would enhance a child’s ability to participate in the classroom,

and to socialize within their school environment. Currently David Feil Seifer,


12

agraduatestudentofDr.Matarićat

the University of Southern California

Center for Robotics and Embedded

Systems, is currently working to create

a robot for children with autism. This

project and test pilot program at Chil-

dren’s Hospital of Los Angles is the

combined effort of Seifer, Mataric, and

Peter Mundy, a professor of psychology

and autism expert.

“Mundy hypoth-

esized that the ‘robot

would be a central

medium to build

joint attention,’ since

many children with

autism are able focus

on objects in a way

that they are unable

to do with other

people” (Mundy as cited in Groopman,

2009, pp. 35). Critics are concerned

children with autism will not general-

ize learned social skills into their school

day, or home life. Worse, if they do form

a social relationship with the robot, and

yet fail to make the leap to generalize

those newly found social and commu-

nicationskills,itmaycausesignificant

emotional harm. However, robotics

can offer unique possibilities for those

with ASD, and has real potential for

future use in the classroom. It may

prove helpful for teachers to be asked

tocontributetoscientificresearchand

development of robots for students

with ASD. It would be instructive to

better determine how robots could be

utilized in an excep-

tional education

classroom. Could the

use of a robot help

keep students safe,

or focused on a task?

Due to the nearly

unrealistic expense

for the hardware,

this aspect of robot-

ics has not yet

been adequately explored. “The Indi-

vidual with Disabilities Education Act

requires schools to provide assistive

technology to children…(maybe) there

will be a little more open-mindedness”

(Groopman, 2009, pp. 33).§


13

SMART Board

Smart Tech, a company based in Canada, has been an innovator of an inter-

active whiteboard that comes complete with its own software, and access

to professional development for educators. (SMART Tech, 2011) It allows

students to interact and become physically part of their classroom lessons. A

critical feature for any assistive technology for all students is its potential for

engagement (Center for Implementing Technology in Education). This is a key

requirement when educating autistic children whom have persistent, internal,

and external distractibility. The development and breadth of the Internet has

expanded the scope and function of the SMART Board technology in the class-

room (Welch, 2009). Exceptional education teachers are using this technology in

their classrooms as integral element of their curriculum. It is helping students

improve daily life skills, or tackle more challenging academic skills. It is an

accessible technology that is making a difference in today’s classroom. This is

changing the old assumption that technology in the classroom will one day be a

real or viable option in the future. However, meaningful, integrated, and authen-

tic educational experiences for a student with ASD are already a reality. The

future is here and happening daily in classrooms around the United States.

The Aurora, Colorado Public Schools created an informational video in 2009.

They provide it for viewing on YouTube.com. This video demonstrates students

calmly interacting with their environment, and gaining access to academic

skills (http://youtu.be/2RHTRvsmjpI). A classroom teacher for the Aurora Public

Schools, Ms. Sarah Garneau, further explains during her video interview that


14

prior to the introduction to

the SMART Board, the stu-

dents had a number of nega-

tive behaviors. Those negative

behaviors improved, or were

eradicated with the introduc-

tion of assistive technology. She

felt it was a direct correlation

to the students being positively

redirected, engaged, and inde-

pendent. In addition to facili-

tating learning, the SMART

Board also gave autistic stu-

dents a much-needed emotional

boost. Autistic students need

to know three things: “What is

happening now? When will it

end? What will happen next?”

(Aurora Public Schools, 2010).

In another study done early

in 2006, the Spaulding Youth

CenterinNorthfield,New

Hampshire introduced interac-

tive whiteboards with the hope

of creating a social learning

environment for children

with autism, or neurolog-

ical disorders. The goal

is similar to the study

done out in California

with the use of the robot:

that the students would

learn to generalize their

interactive skills within

a human social context.

Over a two-year period,

the students gained

the ability to general-

ize icons, pictures, and

social cues (Welch,

2009). The most aston-

ishing improvement was

seen by a 12-year old girl

with the primary diagno-

sis of autism who had “…

a history of aggression

when confronted with

nonpreferred activities,

such as school” (Welch,

2009, p. 32). She learned


15

to generalize new

academic skills,

such as positive

social gestures,

and gained a

new sense of self-

determination

and indepen-

dence. The most

important lesson

learned with the

utilization of

the interactive

whiteboard in

this class was,

teachers with the

right tools were

enabled to “…

create an environ-

ment where autis-

tic students could

become engaged

and active in

learning” (Welch,

2009 ,p. 32).§

iPod Touch/iPad

The Apple Corporation

releasedtheirfirstIpod

Touch in the fall of 2007. It

was branded a really “cool”

media device, better than just

an mp3 player, because it was

device that would be interac-

tive without a stylus, could offer

movies and television shows,

as well as access to a new idea

“apps”. It is truly the innova-

tive concept of apps being a

unique conduit to all types of

virtual content that made this

device the perfect item to be

co-opted by educators for chil-

dren with ASD. Fast forward to

2011. This past academic year

special education has begun

to utilize Apple’s more recent

innovation the iPad. This is

similar in design to the iPod

touch, but it packs more power

and with a bigger screen, yet

the weight remains under two

pounds. Dr. Shane from Boston

Children’s Hospital explains

that he utilizes the iPad in his


16

department, Communication for

Enhancement. “We’re not curing

autism, but we’re offering a tool

that improves the potential of

the person with autism. It gives

them more opportunities to be

better communicators, better

understanders and better learn-

ers. The iPad is clearly the next

step it’s a gamechanger” (Apple,

2011).

The PBS News Hour created a

multiple part video essay on the

various implications of autism

hosted by Robert McNeil. Part

four of this news special pro-

videsaspecificfocusonthe

IDEA, which guarantees all

children with disabilities to a

free and appropriate public edu-

cation. The educational focus

of this segment illustrated the

positive impact, and educa-

tional value the iPad has in

the classroom setting. Cur-

rently, in the New York City

school system autism program

at Public School 176 they are

using the iPad to bring music

education to the students, to

meet occupational therapy

goals, and more (PBS.Org,

2011). The most striking aspect

of this documentary is not so

much the utility of the iPad, but

rathertherecognitionandaffir-

mation of how important tech-

nology is for meeting the needs

of children with ASD.

Apple’s products, such as the

iPad touch and iPod, are becom-

ing an intrinsic part of autism


17

education. Their ease of use, com-

fortable design, and limitless potential

due to the constant production of edu-

cation apps, make these devices the

discussion of countless blogs, autism

support websites, and more. The

next step will be the development

and integration of a seamless cur-

riculum that utilizes these devices

as intrinsic part of a student’s day.

One day the use of an iPad in a class-

room for children with autism will be

analogous to the use of pencils in

a classroom for typically developed

children.§

Their ease of use, comfortable design, and limitless potential due to the constant production of education apps, make these devices the discussion of countless blogs, autism support websites, and more.


18

The Assistive Technology Act of

1998 guarantees funds for a child

to receive assistive technology to facili-

tate learning, and equal access to the

general curriculum. Yet, programs

describe the lack of resources to prop-

erly staff, and provide for

students with assistive

technology needs.

Public School 176,

an autism educa-

tion program in

New York City,

describes the

response, and utility

of the iPad. Although he

doesn’t fully understand it,

the Education Policy Director, Jesse

Mojica, from the Bronx, NY, also

testifiestothepowerthattechnol-

ogy has when engaging students with

exceptional needs, especially those

with autism. Though technology may

provide access for those students, PS

176 only has 23 iPads for over 700

students (PBS.Org, 2011).

States are given extra money from the

federal government to help meet the

costs of educating students with dis-

abilities, but in turn they must agree

to comply with the terms of the law.

The IDEA and FAPE allow states

and school districts to fund

this mandate in manner

that is deemed appro-

priate. However,

a very there is an

important legal

case parents must

be aware of when

requesting to their

local school district for

Assistive Technology for their

disabled child.

Twenty years ago, in Hendrick Hudson

Central School District Board of Edu-

cation v. Rowley, the United States

Supreme Court held that FAPE

requires services that provide students

with“someeducationalbenefit.”[2]

Rowley is undoubtedly the most impor-

tantandinfluentialcaseinspecial

Financial Implementation:


19

education law (Johnson, 1999-2011,

pp.2).

A family wanted a classroom American

language sign interpreter to facilitate

their daughter’s learning. This is a

type of assistive technology that is

powered by a human. None-the-less

this court case is a very relevant and

analogous situation when asking for

any assistive technology to facilitate

learning. Due to the ambiguity in the

word “appropriate” with no objective

test, the courts made a decision. The

court rendered the idea that an appro-

priate education doesn’t necessarily

imply the “best” education. (Neighbor-

hood Legal Services, 2003) So, the case

leaves school districts in the position

to diminish, or build less than high

quality Individualized Education

Plans. It means by interpreting accom-

modations as appropriate as basic

access, school districts can decline

to provide the necessary assistive

technology, or resources to a disabled

student. However, post the Rowley

case, the wave of what is an adequate

education is still a persistent argu-

ment between parents, advocates, and

thefinancecommitteeoflocalschool

districts. “Some courts have held that

an adequate education is a minimal

education. While other courts have

held that an adequate education is not

a minimal education” (Johnson, 1999-

2011, pp.26). New Hampshire State

court is an example of a court that has

rendered such a decision in the Clare-

mont v. Governor Case. Mere compe-

tence in the basics--reading, writing,


20

andarithmetic--isinsufficientinthe

waning days of the twentieth century

to ensure that this State’s public school

students are fully integrated into the

world around them. A broad expo-

suretothesocial,economic,scientific,

technological, and political realities

of today’s society is essential for our

students to compete, contribute, and

flourishinthetwenty-firstcentury.

(Johnson, 1999-2011) These types

of court decisions, though slow, will

advance the educational possibilities

for children with special needs. Most

importantly, brave renderings such as

these will also set valuable precedents

forfamiliestoutilizeastheyfightfor

educational services in different states.

The matter of funding is complex, if

not overwhelming, for the average

citizen and parent. Teachers can make

recommendations, but are at the same

mercy of a dysfunctional, and often

confusingfinancialandlegalsystem.

It allows the funding for programs for

special needs children to become politi-

cized, and to even seem optional by

manipulating the very law that serves

to protect. Federal laws trust the states

to implement them fairly, and yet, no

one really seems to know what “fair”

means in this context? So what is fair

and equitable when educating disabled

children? If sides need to be taken, do

we side with the cash-strapped schools/

districts, or do we side with the rights

and needs of a disabled child/student?

This is a rhetorical question that begs

for a new paradigm, rather than a con-

trived or recycled response.§


21

The Future:

The SMART Board and Apple corporations both

provide professional development workshops

to educate teachers about how to best use,

and integrate their products into the class-

room. So it is comforting to districts that the

money invested to the programs and equipment

will be supported. It is an essential relief to educa-

tors that they will be supported in learning the full usefulness of the prod-

ucts in their classroom, and they will be shown how to apply the new tech-

nology to their established curriculum (Apple, 2011; SMART Tech, 2011).

However the big game changer is when universities and colleges create

new programs that will bring a higher level of utility and imagination

with the use of these devices. One most striking program is the MA in

Instructional Design and Technology with a concentration in Autism

Studies at Seton Hall University.

“The M.A. in Instructional Design and Technology with a concentration

inAutism…combinesthebenefitsofacertificateinAutismStudieswith

an instructional design and technology program that will increase …

knowledge, strategies and skills of both assistive technologies, and the

integration of new technologies into a variety of special education set-

tings and inclusive classrooms” (Seton Hall University, pp. 1). This type

of professional development will encourage educators to become more

than just competent with assistive technology, but to become creative. It

will encourage and foster a curriculum that will allow technology to be an

intrinsic part of autism education instead of augmentive.§

Teacher Education and Training


22

Shannon Rosa, a parent,

exclaims it is miraculous. This

is the word she uses to describe

her young son’s interaction

with the iPad. She sees it that

way because now he can self-

direct, and be independent.

(Apple, 2011) That is one of

literally hundreds of testimo-

nials on YouTube and on the

Internet from parents with

children with autism testifying

about how they feel about the

use and function of the iPad.

I shared the video “The iPad

is a game changer for children

with Autism” on my Facebook

page. Friends of mine who are

educators, all immediately had

same responses as Ms. Rosa.

However, that is only a small,

non-research-based survey

of how parents feel about the

value of assistive technology in

Parent and Author Reflections:

Summarythe lives of their

autistic chil-

dren. It would

benefitchildren

with special

needs—espe-

cially those with

autism—if such

a full-study were

completed. Educational success

isn’t always something that can

beobjectifiedinastudent’stest

scores, especially for children

with autism. Learning how

negative behaviors decrease,

and functional behaviors

increase because of technology

couldreallyhelpinthefightfor

funding more powerful tech-

nology-based special education/

autism programs.

My youngest son, nearly six-

years old, lives with autism.

He struggles to regulate his


23

emotions, voice, and often his

own body. He suffers from obtuse

fears, most of which he doesn’t

have words to describe. When in

line at our local McDonalds, he’ll

panic if someone is sitting at

his table, or standing behind us.

That fear even transcends

to car rides. He also

needs to constantly

know what we are

about to do. He will

start his sentence

with “We are

going________”.

I always need

to create a plan,

and if there is a

change, to forewarn

him as early as pos-

sible. His daily life

skills are slowly improv-

ing, but years behind a typi-

cally developed child. He cannot

toilet train, nor can he brush his

teeth without assistance. Sammy

will stim when he is overloaded,

he has strong and myopic inter-

ests (corporate logos), and will

tantrum with little prompting

or issue. Yet, that only gives

a partial perspective of my

Sammy, and is his relation-

ship to his family and the

world. Sammy loves technol-

ogy. Sammy has hyperlexia,

but struggles to write. He

can surf the web typing

in topics of interest

into Google.com with

great ease. Sammy

recently acquired

the skill of copy

and pasting, so

he loves to make

beautiful pictures.

“Look what I made

for you Mommy”

he exclaims several

times a day. I have

daily experience with

how technology gives him

access to the world. Sammy is

deemed moderate-to-severely

autistic. Technology gives him

the freedom to learn. He cannot

access typical art projects

without great assistance, due to

“His utilization and success

with technology has led him to be able to generalize the independence he has found with his computer or

iPad to traditional academic skills.”


24

hispoorfine-motorskills,and

low gross-motor issues. During

art projects without direct 1:1

assistance he will stim with the

crayons, or any other aspect of

the project that is in multiples.

The iPad allows him to draw,

and practice writing, all in very

independent manner. Sammy’s

love of books has

not taken him

away from tra-

ditional forms of

play. His utiliza-

tion and success

with technology

has led him to be

able to general-

ize the indepen-

dence he has

found with his

computer or iPad to traditional

academic skills. Sammy will

sit and practice letters, or do a

work sheet about the planets.

With one prompt from his

teacher, “Come on Sammy, one

page—it is just like sitting at

the computer or with the iPad,”

he happily recalls that success,

and almost always obliges. He

cannot sit for long periods of

time, but he is making huge

progress. Sammy’s academic

skills are much higher than his

peers, who are older than he

is, and his teacher believes it

his exposure to technology bal-

anced with

literally of

hundreds

of books

he can call

his own.

Technol-

ogy helps

my Sammy

make

sense of

the world.

It gives him real access to

ideas, places, and more, which,

tome,istheverydefinitionof

education.

I learned from my graduate

student research that the

Common Core Standards


25

initiative, high stakes exams,

and the like can never really

be relevant in the lives of

autistic or other profoundly

neurologically-impaired stu-

dents. If the goal of those

educational initiative are to

diminish educational inequi-

ties ,or to offer the possibility

for self-determination and

community participation,

then assistive technology and

related educational technolo-

gies must be offered. If we

value education as the cor-

nerstone of our democracy,

we cannot just decide who

is worthy of getting the best

education. It simply must be

provided, and creative funding

must be established. Of

course, it is still essential that

as educators we think of new

and unique ways to impart

information, and assess what

we have taught. However,

equally important as design-

ing and implementing new

and sophisticated curriculum,

we need to advocate for our

students, and to promote their

needs to the general public.

Technology offers students

with autism access. Technol-

ogy offers students the chance

to learn real content in a

manner that makes sense

to them. As studies are con-

ducted about assistive tech-

nology, and successes become

apparent, they may very well

provide the proof that technol-

ogy has real purpose in the

autism classroom.§


26

Works Cited:

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29

About the authorRhoda Sutton is an education consultant, and a mother of children with

autism spectrum disorder. She is also a master’s degree candidate in Edu-

cation from St. Joseph’s College of Maine. Her undergraduate degree is a

bachelor of science in general studies with concentrations in sociology and

counseling. She has additional training from the Center for Pastoral Care,

and the National Institute of Mental Health (Autism Spectrum Disorders

certificate).InJanuaryshewillbepursuingacertificateforPastoralCare

SpecialistfromtheOatsInstituteinaffiliationwiththeAmericanAsso-

ciation of Pastoral Counselors.

Rhoda has been a lecturer, consultant, writer, job coach, curriculum devel-

oper, and a teacher. She is a great resource for families who have children

with disabilities, and schools that are in need of creative curriculum sug-

gestions for special needs classrooms.

Rhoda is currently in the process of developing an interfaith chorus for

childrenwithspecialneeds.Thehopeisthatthenon-profitorganiza-

tion will be providing additional activities and services for children with

autism spectrum disorder and other disabilities.

For more information about Rhoda Sutton or any of the projects she is

involved with please email to [email protected].

For more information contact Rhoda Sutton at

[email protected]

technology autism and purpose

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