The ability for emerging technologies to offer "innovative, individualized interventions" is good (Goodwin, 2008, p. 126). This kind of technologies can reduce the price of treating autistic young children (Goodwin, 2008, p. 126), and SMART Board technology especially serves to provide a far better delivery system which is a lot more highly effective for learners in tiny groups than the conventional PC, which has as well limited a screen size (Mechling, Gast, & Krupa, 2007, p. 1869). The SMART Board's interactive touch screen and better visibility allow students to participate additional effortlessly and receive instruction in a number of methods that address several learning variety needs. The capability to touch the board, see the screen, and hear the classmates or instructor read the words satisfies the needs of kinesthetic, visual, and auditory learners, respectively (Mechling, Gast, & Krupa, 2007, p. 1875).
Part 2. I would use the qualitative methodology to look for my questions, since it is going to be much more valuable to find how and why the SMART Board can play a role in autistic learning than to quantify that role with numbers. As every infant is an individual case, there is greater significance in determining that the technology can also be utilized to advantage on the target group than in achieving statistical generalizations meant being applied on the group like a whole. Though a quantitative study would be informative from a broader search perspective for approximating the numbers of each target group that can benefit during the technology, the qualitative process has greater capability for doing usable approaches that teachers can take to their classrooms and implement.
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