An online survey of educators’ views regarding iPad practices for enhancing the social communication and emotional regulation of pupils with autism in special and mainstream schools

Background: Further research is required on the experiences of key stakeholders regarding the implemented practices for teaching pupils with autism using iPads. The present study aims to examine educators’ views on iPad practices for enhancing the social communication and emotional regulation of pupils with autism in special and mainstream schools.

Method: A quantitative study was conducted using an online survey to collect data. The survey was completed by 55 educators from 15 special and mainstream schools in the United Kingdom.

Results: Disparities were identified in the way iPads were used in the contrasting schools, with educators giving higher priority to social communication than emotional regulation. The similarities and variations in practices mainly related to a) the influence specific criteria had on the selection of applications, b) the prioritization of pupils’ skills, c) the frequency/duration of iPad use, and d) the iPad training provided to educators.

Conclusions: The present study demonstrated that the use of iPads should be examined in relation to the context as well as to the users because pupils' individualized needs and environmental elements can impact how iPads are used in practice. The implications of these findings are discussed, considering the interplay between technology, context, and users.