This column provides practical suggestions to help guide teachers in utilizing classroom sets of iPads. Following a brief introduction to tablet technology in inclusive classrooms and the origin of these recommendations from a case study focus group, important elements of setting up classroom iPad use, from finding funding to teaching apps, are explained in practical terms.

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.

This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports.

his paper describes a small-scale, single-region research project to investigate early childhood educator (ECE) students’ understanding of special education in the kindergarten context that has been in place in Ontario schools since 2010. The perceived preparedness of five ECE students on placement in kindergarten classrooms was evaluated through pre- and poststudy questionnaires and through interviews with five Ontario-certified teachers teaching early learners and experienced with mentoring ECE students. Results demonstrated that ECE students’ self-ratings of combined knowledge, exposure, and experience with school-based special education did not significantly change, and these student rankings fell in the very low to moderate ratings overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from the Ontario-certified teachers emerged in three main themes, including (1) strong foundations (i.e., skills and knowledge); (2) education for all (e.g., students who may not yet be formally identified); and, (3) universal frameworks (i.e., for all students with diverse needs). Suggestions for ECE preparedness and ECE curriculum changes are included.

Peer-mediated interventions are highly effective strategies in supporting the development of social skills for young children; however, research has focused on how peer-mediated interventions are beneficial for children with social communication challenges such as Autism Spectrum Disorder. The goal of this study was to measure the efficacy of Stay, Play, & Talk for typically developing children in an inclusive child care setting to extend the use of the intervention beyond its previous focus on children with identified or suspected social communication challenges. Using pre-and post-intervention measures, social skills (communication, cooperation, empathy, and responsibility) increased significantly and problem behaviors (hyperactivity/inattention and internalizing behaviors) decreased significantly for children in the intervention group; whereas, their peers in the control group experienced significant increases in communication skills and bullying behaviors. These findings provide preliminary support for the efficacy of this peer-mediated intervention in supporting the development of social skills in typically developing young preschool-aged children.