All posts by Rosa Aparicio

Dealing with emotions (iPad)

Every day I am more convinced of the need to educate through emotions. My personal experience in the classroom has taught me that if there is no emotion in the classroom, an important part of the educational process is incomplete. We talked about the emotions generated between teachers and students, as well Rita Pierson says in her TED: “Students do not learn from someone who do not like” and I can not agree more with her. We all remember a special teacher, someone who has influenced in some way in our lives; surely the one we learnt more because we shared our emotions.

Today we’ll talk about the emotions of our students and how to deal with these emotions in the classroom with the aid of some apps. Throughout the two years we have been working in the classroom with tablets, we have found several applications that are very interesting and now we want to share them with you. For students with Autism Spectrum Disorder (ASD) emotions are one of the most important aspects to work with because they have great difficulty in recognizing feelings, that’s why emotion apps were the first we used in the classroom.

Continue reading to know these interesting iPad apps.

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iPads y Autismo

iPads y Autismo
Rosa Aparicio


Our main goal is to get an inclusive school where all students find their own space. To achieve this, we work with ICT tools that facilitate the access to the content and are very accessible and motivating for students. In particular, we work with iPad apps to provide educational resources to meet the needs of students with disabilities. Two years ago we created ” iPads and Autism “, a project that aims to improve school inclusion of students with special educational needs (SEN), and more specifically, students with Autism Spectrum Disorder (ASD) in regular classrooms.

Our objectives are:

  • To improve the inclusion of students with ASD at school.
  • To enhance their skills and abilities with tablets.
  • To provide a communication tool to students with speech and language impairment.
  • To achieve a greater degree of autonomy and strengthen their self-esteem.
  • To provide an inclusive tool to work with these students in regular classrooms.

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