This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways.
Kirkpatrick, L. C., Brown, H. M., Searle, M. J., Sauder, A. E., & Smiley, E. (2017) The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion. Exceptionality Education International, 27, 26-53. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/2