Journal of the Effective Schools Project, Volume 18, 2011 Page: 62
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Zoo Trips, Monkey Hats and SMARTBoard
Technology: Supporting Students with Au-
tism to Express Literacy Skills
James E. Gentry and Pam Lindsey
Abstract: This case study describes the use of interactive technology with
students in an elementary classroom. The special needs students partici-
pated in inclusive settings and a self-contained classroom. All student
participants were diagnosed with autism spectrum disorder (ASD). The
students used SMARTBoard technology as the interactive medium for
expressions of their individual literacy development skills (e.g., reading,
writing, speaking, vocabulary acquisition, and general communication
skills). The following research question guided this study: How does
SMARTBoard technology (SMART Notebook) impact literacy develop-
ment skills for elementary students with ASD?
Technology is becoming an inte-
gral part of effective instruction in
all areas of academic learning
(Gentry, 2007). With the emphasis
on Response to Intervention (RtI)
and inclusion, technology has
gained prominence as a way to
provide equity in excellence for all
students (Rao & Gage, 2006). Stu-
dents with development disabili-
ties, such as autism spectrum dis-
order (ASD), have had success
participating in inclusive class-
rooms using technology applica-
tions, such as SMARTBoards,
computers, and other assistive
technology devices (Lindsey &
Gentry, 2008). Because students
with ASD typically have difficulty
in all areas of communication and
literacy, interactive technology
supports are necessary for their
inclusion with typical peers in
school and community environ-
ments (Hardman, Drew, Egan &
Wolf, 2005; Lindsey & Gentry,
2008). The following describes
the use of SMARTBoard technolo-
gy within a elementary classroom
for students with autism.
What the experts say?
Literacy development skill activi-
ties dominate language instruction
and are challenging for many pub-
lic school students with language
and learning disabilities (e.g.,
ties ,such as autism spec-
trum disorder (ASD),
have had success partici-
pating in inclusive class-
rooms using technology
applications, such as
ers, and other
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (texashistory.unt.edu/ark:/67531/metapth201694/m1/66/: accessed April 27, 2017), University of North Texas Libraries, The Portal to Texas History, texashistory.unt.edu; crediting Tarleton State University.