John is in tenth grade and has a visual impairment and cerebral palsy. He is attending high school in a one-to-one iPad school district, and his team would like to investigate the effectiveness of him using an iPad as Assistive Technology (AT). This device will provide needed accommodations of his learning materials and provide a digital learning environment for completing his assignments.
For students who have cerebral / cortical visual impairment and/or multiple impairments we need to be thinking about visual characteristics of CVI, positioning, and learning environments, in addition to planning ways to incorporate the iPad into a comprehensive Expanded Core Curriculum educational program.
Ensuring that students have an accessible learning environment is directly linked to assistive technology. Many states that have adopted the CCSS will be required to implement CCSS assessments online using a digital delivery system. Additionally, many states are requiring school districts to implement 100% digital learning content in an effort to promote 21st century skills and prepare students for completing online testing.
I had the pleasure of learning all about one parent’s journey with her four and a half year old son and his iPad. She enthusiastically agreed to be interviewed for a Paths to Literacy Blog post.
It is a great opportunity to learn about iPad use from families who can attest firsthand to the utility or troubleshooting needed when implementing an iPad with a student with a visual impairment.
There are numerous materials that will help students access the Common Core State Standards. These materials may be used to: access materials, exhibit knowledge and skills, or enhance learning activities associated with the CCSS. Presley and D’Andrea’s 2009 Assistive Technology text provides summaries of materials, which are listed below.
Being adept at using technology is essential—in fact critical—for visually impaired students. First, in order to access the environment around them, learn about the world, and function in their daily lives, these students need to learn to use devices that help them gain that access. (Presley and D’Andrea, 2009, p. 4)
John is in tenth grade and has a visual impairment and cerebral palsy. He is attending high school in a one-to-one iPad school district, and his team would like to investigate the effectiveness of him using an iPad as Assistive Technology (AT). This device will provide needed accommodations of his learning materials and provide a digital learning environment for completing his assignments. 
For students who have cerebral / cortical visual impairment and/or multiple impairments we need to be thinking about visual characteristics of CVI, positioning, and learning environments, in addition to planning ways to incorporate the iPad into a comprehensive Expanded Core Curriculum educational program. 
