Review of "Whiteboards Engage Autistic Students" (February 2009)

This remarkable article describes how the use of electronic interactive whiteboards in a New Hampshire school had a dramatic positive impact upon the learning experience of its students. Aged 7-20 and divided into 5 classrooms, these students had all been diagnosed with autism or other related neurological disorders. Typically, students with autism have attention deficits, and do not engage in reciprocal play or social learning. Typically, students are able to maintain attention to a lesson for 15-19 minutes before needing a break. Individual instruction is the norm, and when technology is used it typically involves individual stations for each student.

However, this school introduced the use of interactive whiteboards in an effort to try a new approach. The results were very encouraging; students showed interest in using the whiteboard to illustrate a story they created using pictures, and eagerly participated in an attendance activity where they would circle their own picture on the whiteboard to indicate their presence. Further, students greatly enjoyed an electronic book displayed on the whiteboard so much that they would sign for specific stories or website that they liked; positive social behaviors like raising their hands, taking turns, and engaging in instruction for up to 45 minutes (a three-fold increase) were among the other encouraging results.

Q1: What might get in the way of incorporating this kind of technology into existing programs?
A1: Two concerns come to mind- first, thought I don't know the exact cost of an interactive whiteboard, they are most certainly quite expensive, and would require significant dedicated funds. However, given how central they seemed to be in the classrooms described, it would seem that it is money well spent. Also, as with any new technology, veteran teachers would need to be trained to use it, which might involve some "selling" on the part of those desiring to incorporate it.

Q2: Are there any potential drawbacks to this kind of program?
A2: Because the article presents such a positive picture of a classroom totally vitalized by this technology, one wonders if it might alienate those few students who do not respond to it. Also, if the entire classroom relies upon one technology resource, what happens when it breaks down or has other technical difficulties?