+ Year 2 Computing Specialism Session 2 Aims of the session For students to develop an understanding of: How Computing provides wide range of tools that can be used to support the education of pupils with special educational needs (SEN).

What the Research says about ICT Supporting SEN & Inclusion Research evidence about how ICT can support inclusion includes the following key benefits: ● enables greater autonomy for learners ● unlocks hidden potential for those with communication difficulties ● promotes practice that reaches beyond the school into homes and the community. Teachers can maximise the impact of ICT in inclusive classrooms by: ● understanding the potential of ICT to support learners with special needs ● training classroom assistants in how software or devices can be used ● tailoring and adapting tasks to suit individual students’ abilities and skills.

Computing for Inclusion “Children are highly motivated by using ICT and when they are motivated we can better support their learning. But not everyone learns or works in the same way or at the same pace; if it is to be useful, technology needs to offer support for pupils with differing physical and sensory abilities and a wide range of learning styles.” (NOF ICTS Module 2) “Enable pupils to carry out tasks that they would find it hard to do by any other means such as reading printed learning materials”.

Computing for SEN The key to successful use of Computing for Inclusion is in assessing pupils’ access needs and designing meaningful, relevant tasks using that technology are presented to the students. For this teacher needs to focus on activities that has built in progression which provides interaction with peers and opportunities for communicating ideas. Discuss how can teachers use computing to support pupils with SEN?

Organising Computing for SEN Teachers may need to incorporate Computing resources into planning/organisation for SEN children, especially those on IEPs. Examples may include: Software which addresses the needs of a dyslexic child; Hardware that allows access to the computer for a child with motor impairment; Browser windows which open up in larger fonts for visually impaired children; Laptops/tablets with specialist software for particular needs; Specialist hardware for those children who are wheelchair users.

Assistive Technology As with other areas of the curriculum, computing can be made more accessible to pupils with special educational needs or disabilities through the use of assistive technology – from adapted mice or keyboards, to screen readers and Braille displays. Within the curriculum, pupils might evaluate whether software and digital content, including those they create themselves, are accessible to users with special needs. At key stage 2, pupils might learn about assistive technology as examples of ‘forms of input and output’. CAS (2014) Other Examples Concept keyboards Touch Windows Switches Trackball Communication aids

How can teachers use computing to support pupils with SEN? Use online sites to obtain information and share advice on particular needs Also, to get access to high quality learning materials and curriculum related resources Assess pupil’s abilities and understanding of particular Computing based learning Create or modify materials (differentiated) to meet individual or groups of pupils needs Meet the requirement of the Code of Practice on SEN to record, set individual targets and monitor progress of pupils, log interaction with outside agencies and others in a consistent way.

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