Using iPads to Promote Access and Learning for Students with ASD
Date: 5/14/2013, 3:30pm Eastern
Computers have long been recognized to be an important and useful tool in educating individuals with autism spectrum disorders. With the advent of the iPad, lightweight and portable computer technology is now available to teachers and students to use in new and exciting ways. In this webcast, participants will learn about ways in which the iPad can be used within classroom instruction and everyday routines to support communication, routines, social skills, academics and self-management for students with autism spectrum disorders.
Teresa Lyons, M. Ed., BCBA is a Technical Assistance Associate with the Virginia Commonwealth University – Autism Center for Excellence (VCU-ACE). In this role, Teresa provides embedded technical assistance to support long-term systems change in two SWVA school systems – Botetourt County and Wise County. Teresa is working with divisions in a process that engages them in assessment, planning and implementation leading to change starting with central administration then to school administration then on down to classroom teachers. Systems-change is being addressed through changes in policy, procedures, coaching and instruction.
Teresa became a Board Certified Behavior Analyst (BCBA) in 2012 after completing coursework through the Florida Institute of Technology. She received her Masters of Education from Lynchburg College with an emphasis in Special Education. Teresa received her undergraduate degree in Elementary and Special Education from St. Joseph’s College in Patchogue, NY.
Teresa comes to VCU-ACE with more than 18 years experience working with students with disabilities starting in the field as a paraprofessional in an ECSE program in NY to classroom teacher to autism specialist to technical assistance provider. Prior to joining VCU-ACE, Teresa worked with the VDOE Training and Technical Assistance Center at Virginia Tech. Teresa supported school divisions in the use of evidence-based practices in autism spectrum disorders and in the use of assistive technology for students with disabilities. Particular emphasis was placed on the development of autism and assistive technology teams, individual student and classroom consultations, professional development, as well as participation in the VDOE Autism State-Directed Project activities. Teresa also worked with a division in SW Virginia in the implementation of evidence-based practices through a collaborative grant with the National Professional Development Center on Autism Spectrum Disorders out of the FPG Child Development Institute at the University of North Carolina at Chapel Hill.