Mobile Technologies in the Classroom: A Necessary Support for Students with Disabilities
Authors: Samantha Goldman; info@ciddl.org
Districts nationwide are coming out with policies banning the use of mobile technologies in the classroom. Reasons cited for these bans include the impact of cell phones on student mental health and learning outcomes. Fourteen states have provided guidance on banning mobile technology, ranging from incentivized policies (Arkansas, Delaware, Pennsylvania), recommended policies (Alabama, Connecticut, Oklahoma, Washington), required policies (Indiana, Minnesota, Ohio, Virginia) to statewide restrictions (Florida, Louisiana, South Carolina). And while there may be merit to banning or limiting the use of mobile devices in the classroom, the underlying question in special education teacher preparation is how can we leverage these technologies to support the needs of diverse learners, particularly those with disabilities?
Mobile Technologies and Accessibility
As part of IDEA, IEP teams are required to consider assistive technology needs and provide necessary equipment and training. Often, these processes are complex, and getting students the necessary devices takes time if they qualify. Instead, consider that many of these tools are available in the palm of our hands or our pockets. Smartphones have built-in accessibility features that support vision, hearing, mobility, speech, and cognitive needs. If you have an iPhone, haven’t updated your phone, and haven’t checked out these features, you should. The table below (created with Copilot) compares the features of Apple iOS 18 and Android 14.
| Feature | Apple iOS 18 | Android 14 |
| Live Captioning | Yes, available for all audio content | Yes, available for all audio content |
| Ability to Use Switches | Yes, with Switch Control3 | Yes, with Switch Access |
| Training Siri Based on Personal Speech Patterns | Yes, with Listen for Atypical Speech | No |
| Simplified Interface | Yes, with Assistive Access | No specific feature, but offers customization |
| Audio Descriptions | Yes, for supported content | Yes, for supported content9 |
| Eye Tracking | Yes, navigate with just your eyes | No |
| Motion Sickness Reduction | Yes | No |
| Vocal Shortcuts | Yes, change Siri wake word and set special phrases | No |
| Font Size Scaling | Up to 200% with non-linear scaling | Up to 200% with non-linear scaling |
| Magnification | Yes, customizable | Yes, improved magnification experience |
| Contrast Adjustment | Yes | Yes, with three levels: Standard, Medium, High |
| Hearing Aid Support | Yes, dedicated settings page | Yes, dedicated settings page |
| Voice Control | Yes | Yes |
| Braille Display Support | Yes | Yes |
| Dark Mode | Yes | Yes |
| Color Inversion/Correction | Yes | Yes |
Leveraging Mobile Devices to Support Academics
As evidenced by the above table, smartphones have many accessibility features built into their operating system, limiting the amount of equipment students, teachers, paraprofessionals, and other school staff need to carry. Beyond these uses, these devices can be leveraged to support academics. When using mobile devices for writing, students can leverage predictive text (previously available with software such as Co:Writer or Read&Write) and dictation (previously through Dragon Diction or Google’s Voice Typing). As for reading, voice assistance, such as SIRI, can read notifications, emails, texts, and other content on screens aloud. The benefits of the built-in calculator prove that students now have calculators everywhere they go. Newer calculator innovations include automatically solving calculations when typed into the Apple Notes app. Additionally, iPad Pencil users can now draw their calculations and receive calculator support, even though the iPad is not a smartphone. This short list provides a few ways students and teachers can leverage mobile technologies to support their learning.
The Importance of Orienting Pre-service Teachers to Available Supports within Mobile Devices
The purpose of K-12 education is to prepare students for their adult lives. While some of the functions of smartphones may, at times, seem like a luxury or even unnecessary (social media, Candy Crush, or online shopping), many of these functions are, or have the potential to be, essential to the lives of students with disabilities. And yet, without teachers sharing these tools with them and teaching them how to use them, many students would not know these tools exist. Taking this one step further, many teachers may not know the potential uses of mobile devices and the support they can offer students with disabilities. Thus, as faculty explore assistive technologies, educational technologies, independent living skills, transition skills, and more with their pre-service teachers, they must include the benefits and uses of mobile technologies in these conversations.
Learn More and Join the Conversation
In earlier blogs, CIDDL has reported on using mobile technologies in K-12. Topics covered include using devices in project-based learning and augmented reality, the debate over banning devices and using apps that support visual impairments, and orientation and mobility training. What is the climate around mobile devices in your practicum placements? How have you discussed leveraging these tools to support student outcomes? Join the conversation in our community!