Describe how to use video to enhance math learning for students with ASD.
What will be an ideal response?
Technology can provide an opportunity for students with disabilities to access the core curriculum and achieve improved learning outcomes (Burton, Anderson, Prater,&Dyches, 2013). Video self-modeling, in which learners view themselves performing a task at a more advanced level than they typically perform the skill, has been used in some investigations.For example, Burton et al. (2013) used video self-modeling with Jr. High students to show them successfully completing five math story problems, related to the common core math standards, via an iPad. O’Malley et al. (2014) used an iPad application to increase independent task completion and basic math skills to students with ASD, suggesting that iPads may be an effective instructional tool to enhance learning.The use of iPads as an instructional tool can make learning portable, mobile, and accessible and offer opportunities for innovative instructional interventions (O’Malley et al., 2014). “Incorporating video technology into teaching can be an equalizer for students with disabilities and enable students to engage in learning at an individual pace with opportunities for repeated practice” (Yakubova et al., 2015, p. 2867). One particular strategy called “point-of-view video modeling” shows promise.Point-of-view video modeling involves video recording of a target skill with step-by-step instructions, showing the model’s hand performing the task and providing instruction.The student views the video clip multiple times, as many as necessary, and then completes the target task until he/she achieves mastery.
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Do you think Coleman could have been successful as a business manager if his father had not owned the firm? Explain your answer.
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An adolescent who would be in James Marcia’s stage of identity development called moratorium would be one who ______.
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