Mobile technology has introduced a new communication opportunity for students with autism spectrum disorder. Tablets, like the iPad, allow users to customize applications for their needs. Users also have found iPads to be less stigmatizing because so many people own them and use them for various purposes. In the fast-paced world of technology, however, research cannot always keep up. It is becoming more important for teachers and caregivers to evaluate the iPad and its applications for their efficacy in helping improve a child’s communication skills. A review of current research indicates that there are five important considerations for evaluation: (a) the ability to customize the application, (b) the motor skills the student needs to operate the system, (c) the resources and time needed for the intervention, (d) the research or evidence-based practices behind the application, and (e) the cost of using the specific device and application. A rubric delineating these considerations that can effectively guide teachers and parents in their evaluation process is provided.

Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism, second language learning, and students with disabilities to responsibly participate in individualized education program team decision making. This column presents five misunderstandings about students who are English language learners with disabilities. Based on the research literature, responses to each misunderstanding are presented and include implications and recommendations for special educators.

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are underemployed. Enrollment in vocational or employment-related programs in high school improves post-secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, researchbased, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.

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