B.Beschorner

C. C.Cubelic

D. R.Beukelman

E.Dobler

H.Lanyon

J. J.Masterson

J. L.Rankin-Erickson

J. N.Kaderavek

J.Manko

K. A.Erickson

M.Sandvik

P.Paul

R.Flewitt

With increasing access to iPads and mobile technology in both home and school settings, evidence regarding how best to use this technology to enhance language and literacy learning is lacking, particularly for children with developmental disabilities. As a comprehensive review, this chapter discusses the use of iPads and mobile technology in the language and literacy development of this population. It concludes that while iPads and mobile technology provide opportunities for language and literacy development, the inherent challenges and limitations of this technology warrant attention from parents, educators and speech-language pathologists. iPads and mobile technology may be a valuable accelerator for the language and literacy development of children with developmental disabilities if used properly; however, improper or careless usage can become a distraction that further delays the communication development of this population.</jats:p

Lisa A. Proctor

Ye Wang

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Using iPads and Mobile Technology for Children with Developmental Disabilities

Using iPads and Mobile Technology for Children with Developmental Disabilities

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