Apps as Assistive Technology

Abstract

Apps can serve as assistive technology to support students with disabilities. Yet, there is little support for educators in determining the most effective and efficient apps to support students with disabilities. The objectives of this article include: (a) examining how apps can serve as assistive technology for students with disabilities, (b) discussing the importance of educators not being arbitrary in their decision to select and implement apps to serve as assistive technology, such as relying on reviews, ratings, app lists, app databases, or the inclusion on a categorization on iTunes or Google Play; and (c) presenting options for educators evaluating apps, which can assist educators in making more informed decisions for apps as assistive technology. Although some app evaluation rubrics exist specifically for students with disabilities, there is little research as to the impact of the rubrics on educators' selecting apps or the impact on student learning.