2nd year - Full time
Perspectives of key stakeholders about practices relating to using iPads for autistic pupils’ Social Communication (SC) and Emotional Regulation (ER)
My thesis explored key stakeholders’ perspectives about practices relating to using iPads for autistic pupils’ Social Communication (SC) and Emotional Regulation (ER). It focused on investigating the interaction between digital technology, context and individuals and understanding and evaluating the impact of context on how iPads are implemented in-situ for SC and ER.
The study drew upon Bronfenbrenner’s Ecological Systems theory (1979) and Abbott’s concept of ‘E-inclusion’ (2007) as conceptual lenses to situate the use of iPads in context. It followed a mixed-methods design which involved an online survey completed by educators of primary schools across England and two case studies conducted in a Special school and a Mainstream (Autism Resource Base) setting. Data in the two schools were gathered through interviews from key stakeholders (practitioners, parents, autistic pupils) and a document analysis of computing and E-safety policies.
- Technology Enhanced Learning (TEL)
- iPads, Educational Technology
- Special Education
- Autism awareness
- Good Autism Practice
Dr Karen Guldberg, Dr Despina Papoudi
School of Education PhD Studentship
Membership of research and professional organisations
- The National Autistic Society
- Autism West Midlands
- NAACE-The Education Technology Association