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Special Education Teacher

Technology is a great way for

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Technology is a great way for students to interact with peers as well as gain knowledge on current practices. I do feel however that there are certain social skills that we need to help our children master.

I agree that technology is an

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I agree that technology is an excellent tool for educators, especially for teaching students with Autism. Technology provides many opportunities for these students, including games, videos, and applications for communication. Although technology is becoming more popular in schools, some teachers believe that technology is too big of a distraction for students. A lot of students go on social media sites like Facebook and Twitter instead of using the technology to learn new information.

Through technologies it will

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Through technologies it will help students with autism to develop their cognitive skills and more. Aside from that they will able to learn how to use gadgets like mobile phones, computers, tablets and more. There's a lot more things to learn from technologies.

Technology will play a huge

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Technology will play a huge role in bridging the gap between people with disabilities and their ability to feel useful contribute in modern society. Voice to text technology for one is a great example of what is possible.

I do believe that technology

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I do believe that technology has helped students with disabilities to communicate more with their peers and teachers. Socialization is a main aspect that is important to work on because it helps with peer relationships and communication as well. Technology helps learning as well as socialization and with the use of it in the classroom we can bridge the gap to the outside world.

I am a teacher & BCaBA working with children with autism.

Using technology to facilitate learning.

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I wholeheartedly agree with the use of technology as a tool to facilitate learning. There are many programs such as Social Express and Conversation Builder that can serve as great tools to teach many children, especially the higher functioning children, with autism, Asperger's, ADHD-Social Type (In the DSM-5) the basics in how to engage in meaning conversational exchanges. The graphics are great and some of them are almost 3 dimensional in appearance. I use the social apps as a primer immediately before my students with social challenges are about to engage in social interactions (i.e. recess or free play). It is very interesting to watch the children respond so positively, and access the tools they are taught in the classroom and then reinforced by the apps. For example, one of my students with AU was having difficulty understanding why he lost a race with a peer because he took a break when he was tired. Although, I attempted to explain the premises of a race I could see that he was beginning to escalate. All I had to do was tell him to, " remember his tools," and he immediately started deep breathing and calmed down within seconds. Obviously we went back and revisited "race rules" once he was calm and emotionally available. This is a child that would escalate to the point of elopement. Instead he calmed himself down and continued to play with his neurotypical peers.
I would like to offer a caveat on the use of technology, and that is that it should never replace actual person to person social interactions. As great as it is to assist our students in learning by removing some of the barriers, we must remember that the world is a social place. We must always strive to teach our students to learn how to function in a social environment. After all, maintaining a job/career, relationships, grocery shopping, and all the other mundane tasks that we need as adults to establish independence require navigation in the social world. l

Director of the Virginia Beach School of the Arts

While technology is wonderful

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While technology is wonderful an affords many otherwise unobtainable opportunities, many children with autism (as well as ADD/ADHD & sensory disorders) have an undeveloped visual and aural nervous system. Viewing 2 dimensional images for any length of time may only exacerbate this issue. Their fight or flight response from images being received in the cortex from their peripheral vision will not be filtered out because of underdeveloped lower brain centers (mainly the pons and mid brain centers). Fixation on the screen may input academic information into students with fixation issues but it does nothing to eliminate the root cause of the problem. After teaching for over 20 years, I have yet to meet a students with ADD/ADHD (autism & sensory issues) who fully completed the necessary sensory motor stages the normal infant goes through between 2 & 14 months. THIS IS A BRAIN issue, not a syndrome and I have seen DRAMATIC results when therapies have been implemented to complete brain development stages that were skipped in the first year of life. We as educators owe it to our students and future generations to eliminate these issues and not just treat the symptoms thinking that we have done our job if the child can recite academic information.

It is true online learning

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It is true online learning will eliminate many stressors from the experience of the autistic student. But please don't forget the benefits of meeting socialization challenges!

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