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Digital Responding /
Recording

Desiree Nix - 23

Digital Responding / Recording

Many students have disabilities that may impact their ability to
listen attentively, read fluently, and/or write fluently. With digital
recording and/or responding, these students can access grade
level curriculum successfully.
Digital responding/recording is using technology, provided by the
teacher, as a tool to help the student with reading comprehension,
vocabulary, fluency, and decoding skills. The use of digital
responding / recording can be anything from digital videos that the
teacher creates to having the student listen to audio books.

Digital Responding/ Recording

Continued
All students can benefit from
Digital Responding/Recording,
however, the students that
would receive the greatest
benefits are children who are:
visually/hearing impaired,
intellectually disabled, and
autistic.

Digital Responding/Recoding can be useful in many ways. The teacher

can provide the student with many different types of technology such as,
providing the student with an iPad, or any other tablet that contains
educational applications (apps), cassette recorders, and/or video
recorders. However, before giving the students access to these varieties
of technology it is very important that as the teacher you become familiar
with the device/software as well.
Procedures for Implementations:
1. As a teacher get familiar with the technology/software that is going
to be used.
2. Set expectations. IT IS A TOOL, NOT A TOY!
3. Teach the students about the different devices and how to use them.
4. Have some form of accountability, whether it is questions at the end
of the lesson or a short quiz.

References:
Hart, J.E., & Whalon, K.J. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with
autism spectrum disorder and intellectual disability. Education And Training In Autism And Developmental Disabilities,
47(4), 438-446.
Spooner, F.f., Kemp-Inman, A., Ahlgrim-Delzell, L., Wood, L., & Davis, L.L. (2015). Generalization of Literacy Skills Through
Portable Technology for Students With Severe Disabilities. Research & Practice For Persons With Severe Disabilities,
40(1), 52-70.
Strassman, B.K., & Odell, K. (2012). Using Open Captions to Revise Writing in Digital Stories Composed by D/Deaf and Hard of
Hearing Students. American Annals Of The Deaf, 157(4), 340-357.