An overview for Support Teachers of ways ICT can enable inclusion
description
Transcript of An overview for Support Teachers of ways ICT can enable inclusion
An overview for Support Teachers of ways
ICT can enable inclusion
Thursday 19th July 2001Laura Cryer
Learning Support
Steps
ICT supports teaching and learning across the curriculum for all pupils. Good practice in ICT will support all learners, encourage independence and individual progress.
Good practice in ICT will support all learners, encouraging independence and progress. ICT is a useful TOOL. It is not what the technology can do, but what you can do with the technology that is important!
“the Government is committed to promoting the inclusion of
pupils with SEN in mainstream school……
with the right strategies and support the vast majority of a child’s individual needs
can be met in either a mainstream or specialist setting”
ICT - Entitlement for ALL children- Access entitlement for child with SEN
Assistive TechnologyICT provides access to the curriculum by enabling physical access and by supporting the development of cognitive skills.
• Writers with serious physical and sensory impairments
• Pupils with poor motor control• Writers with specific learning/literacy
difficulties• Learners with organisational difficulties• Pupils with specific language disorder• Learners with attentional and
motivational difficulties
How does ICT contribute to learning?ICT enables the pupil to be an active participant in the classroom, not just a passive observerICT offers opportunities for differing learning stylesICT is a motivating medium which has ‘street cred’ICT enables pupils to stay on task by focusing their attention and alleviating some of the physical pressuresICT enables pupils to develop independenceICT affords privacy to work and develop at the learner’s own paceICT provides a medium through which pupils can demonstrate their true ability and potentialICT can facilitate social communication and interaction,including pupils in a wider communityICT can support the production of well presented, high quality outcomes.
Identifying Learning Styles and Using Strengths to help Weaknesses
Children may need to develop strategies to support their differences in learning
Identification of preferred learning style enables focussed teaching and facilitates good learning strategies –
use of ICT can assist this e.g.• Use of speech and sound to support visual
strengths• use of images to support auditory strengths• encouragement of handling of objects alongside
looking and listening• encouragement to articulate and repeat new words
/ideas
What sort of hardware?The child may not necessarily need
specialist hardware, but may benefit from :
• good multi media computers
• more regular access to the computer than the class norm
• alternative access devices (rollerball, touchscreen etc), if needed
Software and alternatives to the keyboard and mouse include:•Head pointers•Keyboard/mouse accessibility utilities and keyboards•Overlay keyboards•Predictive word processors•Switches and scanning systems•Touchpads•Trackballs and joysticks•Voice recognition software
ROLLERBALL
KIDTRAC
BIG KEYS
TOUCHSCREEN
Developing cognitive skills
The child will be exposed to variety of related activities on and away from computer but may benefit from extra computer time for:
• matching / sorting / sequencing / counting games (early years)
• the opportunity of computer support to use strengths to support weaker areas
MAKING TRACKS
SPIDER IN THE KITCHEN
TIZZY’S TOYBOX
TIZZY’S TOYBOX - RHYMING
WORDS
TIZZY’S TOYBOX -
CATERPILLAR
MY WORLD SCREENS FOR DEVELOPING COGNITIVE SKILLS
Support for reading
• Multi-sensory environment
spoken text
animation
• instant support for ‘hard’ words
• instant re-reading service
Sherston’s Naughty Stories
Support for writing
• personal writing aid
easy editing
spellchecking(?)
legible work
portability
cost
Laptop NotebooksLaptop Notebooks
IT laptopIT laptop
(Ablac)(Ablac)
DreamWriter ITDreamWriter IT
(DreamWriter Solutions)(DreamWriter Solutions)
Support for writing personal writing aid
• talking wordprocessor
speech feedback via the program
via a screen reader
wordbank support
rebus support
Word ProcessorsWord Processors Word processors are useful for pupils with writing Word processors are useful for pupils with writing difficulties because:difficulties because:
• it can be physically easier to write with it can be physically easier to write with a a keyboard than by hand.keyboard than by hand.
• drafting, re-drafting and editing is drafting, re-drafting and editing is quicker quicker and easier.and easier.
• they produce neat, legible results.they produce neat, legible results.
• they have built-in writing support tools they have built-in writing support tools - - word banks, spellcheckers, speech word banks, spellcheckers, speech output output and other features that can be suited and other features that can be suited to the writer and task.to the writer and task.
Inclusive Writer Inclusive Writer (Inclusive Technology / Widgit)(Inclusive Technology / Widgit)
Support for writing personal writing aidstalking wordprocessors
• talking picture / word banks
in the wordprocessor
on-screen grids
• Powerpoint
Ready for Writing (Semerc)
INCLUSIVE WRITER
INCLUSIVE WRITER
I CAN WRITE
Penfriend Penfriend (Penfriend Ltd)(Penfriend Ltd) with with Pages Pages (Semerc)(Semerc)
Support for writing personal writing aidtalking wordprocessortalking picture / word banks
• predictive typing
Type and Talk Type and Talk (TextHelp!)Talking spellcheckerTalking spellchecker
Predictive lexicon Predictive lexicon
Talking word processors
Support for writing personal writing aidtalking wordprocessortalking picture / word banks
predictive typing • handwriting sheets
HANDWRITING FOR WINDOWS
Support for writing personal writing aidtalking wordprocessortalking picture / word bankspredictive typing handwriting sheets
• keyboard training
Developing keyboard skills Software to support: First Keys to Literacy Speedy Keys On-screen or overlay keyboard grids• Can be learned and practised at home
• Young children need to learn layout
• Older children need speed and accuracy
• Use any program the child enjoys
• Practise 20 minutes every day – especially in holidays
First Keys to First Keys to Literacy Literacy (Widgit)(Widgit)
Touch Type Touch Type (iOTA)(iOTA)
Improving spelling
• technology can be help through :– speech feedback– a portable spellchecker– predictive typing– a rebus wordprocesor– drill and practise remediation programs
Elementary Spellmaster (Franklin)Elementary Spellmaster (Franklin)
Starspell 2001Starspell 2001
(Fisher Marriott)(Fisher Marriott)
WordSharkWordShark
(White Space)(White Space)
Speaking Starspell 2001
Gamz
Support for numeracy
• cognitive difficulties– orientation of numbers– sequencing– shape
SUMONE
LEARN MORE ABOUT MATHS
LEARN MORE ABOUT MATHS
MY WORLD SCREENS FOR DEVELOPING COGNITIVE SKILLS
Support for numeracy cognitive difficulties
• recording maths info– diagrams– setting out work
Maths Page Maths Page (Inclusive Technology)
Talking Maths Book (Topologika)Talking Maths Book (Topologika)
Support for numeracy cognitive difficultiesrecording maths info
• social maths– telling the time – days and months– coping with money– using a calculator – self-help remediation
Learn more about maths Learn more about maths
(Inclusive Technology)(Inclusive Technology)
Foundation Decimals (E-Soft)Foundation Decimals (E-Soft)
Interactive Calculator Interactive Calculator (Inclusive Technology)
Maths activities, with built–in checking and no writing, so child can concentrate on the arithmetic, not recording
My World My World (Semerc)
Memory enhancement
• Memory training(Accele Read Accele Write)
• Speech feedback
• Software such as Thinkin’ Things
Coping with the curriculum
Access can be provided through:
• talking worksheets
• a personal voice recorder
• topic related wordbanks
• mindmaps
Alternative recording of diagrams for science through
My World My World (Semerc)
Alternative recording of diagrams for science through
My World My World (Semerc)
LC 70
Barriers to access
Computer software can easily exclude a wide number of potential users by having screen layouts that contain:
• too large text blocks to read at one time
• too long sentences
• too small or inappropriate font
• too many icons for pull down menus
• unsuitable colour combinations of foreground or background
• superimposition of text on shadowy background images
• too many distracting frames on the screen
www.steps.org.uk
Thanks for listening!Thanks for listening!