Therese M. Cumming

Integrating the iPad into Language Arts Instruction for Students with Disabilities: Engagement and Perspectives:

This preliminary mixed method single subject and qualitative interview study explored the incorporation of iPad tablets into the language arts lessons of four elementary school students with language-based disabilities. Using the iPad increased the students academic engagement, which was measured by monitoring the number of prompts required to keep the students on task. Teacher and student interviews revealed high levels of satisfaction with using the iPad for language arts instruction. These findings confirmed findings from earlier studies that focused on mobile technology and communication. Limitations of the study and future research suggestions are discussed.

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project

This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.

Using iPads with Students with Disabilities: Lessons Learned from Students, Teachers, and Parents.

The use of mobile technology has increased greatly in recent years. Although the research in this area is still in its infancy, preliminary studies are showing a positive impact on the skills and academic engagement of students with disabilities. This column provides an overview of a selection of research studies involving mobile devices such as iPads. Ideas for classroom implementation and suggestions to overcome common challenges are also addressed.

Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology

This paper discusses the role of mobile technology in supporting people with dyslexia within the theoretical framework of Universal Design for Learning. The authors discuss how students with dyslexia can use mobile technology to address a diverse range of academic needs (such as reading, composing text, notetaking, metacognition and studying skills). Curriculum issues and teacher training are also examined.

Using Technology to Create Motivating Social Skills Lessons

Many students with emotional and behavioral disabilities do not receive the social skills training required for success in inclusive school settings or life after graduation. Teachers often cite lack of training and motivation as factors explaining this. This article describes a teaching sequence that enables students to create and utilize their own multimedia social skills training modules. This intervention shows promise for social skills training in increasing student motivation, engagement, and generalization. Step-by-step instructions for teacher and student training and facilitation are included.

Young People with Complex Needs in the Criminal Justice System

This paper explores key issues identified as operating in the early lives of young people who have complex needs that heighten their risk of involvement with the criminal justice system. These include those with cognitive disabilities and other co-occurring disabilities and social disadvantage. Aspects of current research are reviewed and summarised to identify some key factors evident in early life experience for young people in contact with the juvenile justice system. Implications for those who have complex needs are identified. The role of social factors and service systems in the lives of young people with complex needs is described and processes that appear to lead to their further disablement and incarceration are identified. The paper argues that the negative effect for young people of the intersection of cognitive disability, language, and mental health problems and social disadvantage early in life are significant. They include educational disengagement, precarious housing, and substance misuse,...

Mobile technology in inclusive research: tools of empowerment

Inclusive research is an accepted approach when conducting research about individuals with disabilities. No studies have been published to date on using mobile technology to support people with intellectual disabilities as researchers. An inclusive research team of researchers with intellectual disabilities and academic researchers used mobile technology to support research skill acquisition. They conducted 15 joint research training sessions, followed by 10 research meetings. In order to discuss the experience of using iPads to support researchers with intellectual disabilities, the authors used a multiple-case study approach. Findings included the challenges and successes of mobile technology implementation. In conclusion, the iPads enhanced participation opportunities for the researchers with intellectual disabilities not only in the research, but also in other areas of their lives. This also brought to light the vulnerability of women with intellectual disabilities and the lack of control they often experience in their lives.

The Education of Students With Emotional and Behavior Disabilities in Australia Current Trends and Future Directions

A discussion about the current state of special education, more specifically the field of emotional and behavior disabilities (EBD), in Australia cannot take place without first providing an overview of the Australian education system. Education comes under the jurisdiction of state and territory responsibility. The federal government coordinates education and funding for students with disabilities, including EBD, but does not provide any direct services or dictate how services must be provided (Conway, 2006). Schools in the states and territories are either public (i.e., government) or private, with the private sector made up of religious (mostly Catholic) and independent schools. Schools in both categories charge fees and receive government funding, but private schools receive less and therefore charge higher fees than public schools. All three types of schools (public, private religious, and private independent) provide education for students with special learning needs, but how these services are provided varies by state, region, and school (Australian Bureau of Statistics [ABS], 2009).

Diverse faces of inclusive research: reflecting on three research studies

Inclusive research has become an increasing focus of research with people with disabilities, particularly people with intellectual disabilities. In this paper the authors argue that this generalized term covers a range of different approaches to including people with intellectual disabilities in research. Based on three case studies in which the authors were academic researchers the paper explores different approaches to inclusive research, raises questions about the place of inclusive research in relation to advocacy and academic research and explores some of the benefits and challenges of inclusive research with people with learning disabilities.

People with Intellectual Disabilities Conducting Research: New Directions for Inclusive Research

One of the ‘fruits’ of the social model of disability and the ‘nothing about us without us’ movement is the adoption of an inclusive research approach. As the name implies, in this approach, both researchers without disability and people with intellectual disabilities conduct the research together on issues that are important and relevant to people with intellectual disabilities. The terminology relating to inclusive research is not straightforward, with terms like ‘inclusive’, ‘participatory’ and ‘emancipatory’ research being clearly defined in the literature by some researchers, while others prefer to be more fluid in their interpretations. The term ‘inclusive research’ has been used for this special issue to represent the diverse faces of conducting researching with people with intellectual disabilities, rather than simply on people with intellectual disabilities. There have been significant developments in this area of disability studies within last 20 years, especially since the publication of the seminal text ‘Inclusive Research with People with Learning Disabilities: Past, Present and Future’ written by Walmsley & Johnson in 2003. Many research studies that have been undertaken since then have also used an ‘inclusive research’ approach involving people with intellectual disabilities in the capacity of researchers. Most recently, the British Journal of Learning Disabilities (Blunt et al. 2012) has published the first special issue ever in the field that was both authored and edited inclusively. In spite of this proliferation, or possibly because of it, there are many questions that still need to be answered, for example 1. What is the epistemological stance of inclusive research? 2. Is inclusive research a research paradigm or is it a research method? 3. Why is inclusive research important? 4. What is the added value of inclusive research? 5. What are the boundaries between inclusive research and advocacy? 6. What difference does inclusive research make? 7. Does inclusive research change lives of people with intellectual disabilities? This special issue attempts to address at least some of these questions. The editors of this issue acknowledge that inclusive research is not the only way that research about issues relating to and influencing lives of people with intellectual disabilities can be conducted. While the importance of inclusive research is unquestionable, it is not a ‘dogma’ for research in the area of disability studies. There needs to be a clear rationale and added value for using this approach. One of the aims of this special issue is to begin to conceptualize inclusive research. The variety of ideas and experiences included in the articles within this issue begin to do this. This issue also aims to disseminate research data about the effectiveness and impact of inclusive research. In addition to these aims, this special issue is a call for harder evidence for the claims about the inclusive research approach and its assertions of effectiveness. Bigby, Frawley and Ramcharan open this special issue with a much-needed discussion about conceptualizing inclusive research. The authors have identified and illustrated three distinct approaches from both the literature and their own experiences. Their conceptual framework may well be used as a guide for future inclusive research, in addition to opening up the door for more debate on how to define, conceptualize and undertake this research approach. Strnadova, Cumming, Knox, Parmenter and the ‘Welcome to Our Class’ Group discuss the need for research training for an inclusive research team and provide an example of what this might look like from