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Even better, we should be calling for Ed Schools to provide instruction in app making and digital design so that we -- the teachers -- have the capacity to program our own teaching.

we need to push now for an end to the access issues facing all of our schools

Let's make districts come to the realization that mobile devices and mobile access are the point-of-entry for learning right now. Let's put state funded devices in the hands of kids who need them and let all kids bring their own INTELLECTUAL EMPOWERMENT DEVICES to class.

Mobile touchscreen devices cost much less, are readily available, and there is clearly a “cool” factor walking or rolling down the street, mobile device in hand reading, communicating, or surfing for a Starbucks.

There is limited evidence that demonstrates the efficacy of mobile technologies and AAC Apps on the functional communication and quality of life of people with CCN. Who uses mobile devices? Which ones? For what purposes? Where? Why? How often? How does the availability of low-cost, highly portable, multi-use devices change the traditional AAC intervention process? What clinical and technical supports need to be in place; who needs to be involved; what, if any, standards are needed; and how does all this impact clinicians, end users and AAC manufacturers? Finally, what design specifications should be incorporated in Apps for people with CCN whose communication needs are poorly meet by current AAC technology and applications?

Mobile devices with communication Apps may be very appealing to individuals with CCN and their families for several reasons.

“Normalization” of tablets or other mobile devices has taken the mystique out of AAC.

people with CCN are becoming more active consumers

access remains unresolved for individuals with motor and sensory impairments who cannot use touch screen interfaces.

People with CCN are a diverse group.

Mobile technologies and communication Apps may: • Meet most of an individual’s communication needs, serving as the person’s primary communication system; • Meet some of an individual’s communication needs, serving as one of several communication tools. For example, an iPhone is used as a backup system when the person’s SGD is unavailable or when going out with friends to a movie; • Be used primarily for training, helping to develop skills related to effective communication. For example language or literacy Apps; • Not directly address an individual’s communication needs, but the individual or family has a mobile device (iPad, for example) and is using it for purposes unrelated to communication. [Note: this can foster interactions with peers, affecting communication opportunities in positive ways]; or • Not be an option because the individual is unable to access the device, is unable to afford it, or does not wish to use it.