An overview for Support Teachers of ways ICT can enable inclusion Thursday 19th July 2001 Laura 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

Writers with serious physical and sensory impairments Assistive Technology ICT 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 Writer with Physical diffs – some pupils with progressive conditions such as muscular dystrophy have good fine motr control but may be very weak – they may be only able to write slowly and may produce only a small amount of text before getting tired. Pupils with poor motor control – some pupils can write but they are uncoordinated their writing is slow, their motor control is poor and their writing is uneven and hard to read. (sometimes referred to as having specific dysgraphia or a form of dyspraxia. Writers with problems organising a range of physical and constructional tasks will benefit enormously from the introduction of a keyboard based writing system.- relieving them from the demoralising physical and mental struggle to produce written work and allows them to think about the content of their writing. Pupils with specific learning diff (dyslexia etc) show difficulites with some or all aspects of spelling and sentence construction and putting together written language. Use of technology can help be part of a strategy to use word processors and software which supports them in areas where they have difficulty – phonetic spellcheckers, word banks, Speech output, word prediction and speech recognition software are all possibilities. Organisational difficulties – if pupils have difficulty managing time, remembering things and coping with organisational aspects of school work word processors and other supportive software allows them to draft outlines of work, fill in text, move text around etc without anyone seeing their early attempts . Specific language disorders may benenfit from using a writing support aid. - particularly those with disorders of language comprehension as well as expressive language production. Writers with visual impairment may require specialised adaptation or software to use computers – but many relatively small adaptations – such as changing the text font to a larger size, adjusting the foreground and/or backgruond colours, and using a talking word processor all may help.

How does ICT contribute to learning? ICT enables the pupil to be an active participant in the classroom, not just a passive observer ICT offers opportunities for differing learning styles ICT 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 pressures ICT enables pupils to develop independence ICT affords privacy to work and develop at the learner’s own pace ICT provides a medium through which pupils can demonstrate their true ability and potential ICT can facilitate social communication and interaction,including pupils in a wider community ICT 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 Using strengths to help weaknesses These children have not failed, but need to develop a bank of strategies to support their differences in learning throughout their education use speech and sound to support visual strengths use images to support auditory strengths encourage handling of objects alongside looking and listening encourage the child to articulate and repeat new words /ideas, as saying it out loud can help the transfer to memory

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 What sort of hardware? Unless there are co-ordination problems, the child does not need specialist hardware, but access to : good multi media computer more regular access to the computer than the class norm alternative access devices (rollerball, touchscreen), 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 ROLLERBALL This is a large trackerball, with a latched select button. Many young children find this easier to use than a mouse ROLLERBALL

KIDTRAC KidTrac This is another trackerball, without a latched select button and somewhat smaller for a small trolley. Many young children find this easier to use than a mouse

BIG KEYS Big Keys is an alternative large key keyboard, with only letters and numbers and a few basic functions. Some children find it less distracting than a full keyboard Stick-on lower case letters can be added

TOUCHSCREEN This is a touchscreen, where the child can click on objects to make choices or move things around Many young children find this easier to use than a mouse especially for early cognitive work

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 Developing cognitive skills In the early years the child will be exposed to a great variety of related activities on and away from computer. Using the computer will provide yet more ways of doing similar things. The dyslexic child will benefit from extra computer time at school and home for: matching / sorting / sequencing / counting games the opportunity of computer support to use strengths to support weaker areas

MAKING TRACKS Making Tracks(Widgit) is a form of Integrated Learning System with files related to early cognitive learning. The child can log on and work through a progression of activities that will provide practice in sorting sequencing counting matching etc. Responses are kept by the computer, so the child can have the experience of working independently and the teacher can check later.

SPIDER IN THE KITCHEN SPIDER IN THE KITCHEN(Inclusive Technology) This is another useful program for sequencing, matching and position words. All text on the screen is spoken, so reading is not a pre-requisite.

TIZZY’S TOYBOX (Sherston) This is an excellent example of good mainstream software that provides meaningful and fun support for areas that may be causing the dyslexic child some hassle. There are 10 games and three levels, so progression can be built in as confidence is gained

TIZZY’S TOYBOX - RHYMING WORDS In Rhyming words the child has to select the word with the correct rhyme - in this case jam and cat were offered - a correct response puts the jam on the ham

TIZZY’S TOYBOX - CATERPILLAR At level one the child has to match the shoe from plain primary colours - higher levels have patterned shoes, making the visual discrimination more taxing

MY WORLD SCREENS FOR DEVELOPING COGNITIVE SKILLS In early number work much of the activity becomes a craft nightmare for a poorly co-ordinated child Using suitable My World screens allows the child to get to the ‘what if?’ stage much more quickly and there can be emphasis on the concepts rather than the manipulation logistics

Support for reading Multi-sensory environment spoken text animation instant support for ‘hard’ words instant re-reading service Support for Reading For poor or demotivated readers, the computer provides a stimulating and supportive multisensory environment. There are pictures and sounds, spoken text and animation to enliven reading. Reading and comprehension of what is being read, are diminished whenyou can cannot read some of the words. In talking books or with a screen reader, there is instant support for ‘hard’ words and you do not need to keep asking someone else. If you did not take in the sense of the sentence at first, the computer will happily repeat and repeat and repeat .... and will not grit its teeth and appear impatient or long suffering. instant re-reading service positive reinforcement of tracking

Sherston’s Naughty Stories

Oxford Reading Tree (Sherston) Talking versions of the OUP reading scheme. There are also books for the Cambridge Scheme Clipart is available to use in wordbanks so the children can write about the same topics they are reading.

Support for writing personal writing aid easy editing spellchecking(?) legible work portability cost Support for writing Technology has many ways it can support the production of written material: A personal writing aid may be a full computer, a dedicated wordprocessor, a note book computer or a palmtop. The right device depends on the literacy skills and workplace of the user. The advantages are that the user can put down ideas and change style etc later as there is easy editing. Spellchecking can be a mixed blessing, but at least points out where there might be a problem. The end product is a piece of legibleand professional looking work. Some are 'luggable' rather than 'portable', but the portability is still superior to a full desktop and vdu Apart from the full computer laptop, they cost less than a desktop set-up.

Laptop Notebooks

IT laptop (Ablac) DreamWriter IT (DreamWriter Solutions)

Support for writing personal writing aid talking wordprocessor speech feedback via the program via a screen reader wordbank support rebus support Talking wordprocessor A talking wordprocessor may be a children's dedicated program, usually with easy access to pictures or you can use standard software and get the speech feedback from a screen reader program. Most children's programs have a wordbank facility(sometimes talking), which allows the provision of topic related lists to support writing. A recent development is the provision of rebus support in a talking wp.

Word Processors Word processors are useful for pupils with writing difficulties because: it can be physically easier to write with a keyboard than by hand. drafting, re-drafting and editing is quicker and easier. they produce neat, legible results. they have built-in writing support tools - word banks, spellcheckers, speech output and other features that can be suited to the writer and task.

(Inclusive Technology / Widgit) Inclusive Writer (Inclusive Technology / Widgit) Inclusive Writer (Inclusive Technology) Dyslexics often have strong visualisation skills, so connecting a word with a symbol can be an aid to better spelling and more confident writing. The wp speaks the words, so there is visual and auditory feedback andthere is a rebus spellcheck. Initially a rebus can be provided for each word, but as confidence increases these can be reduced until the user presses a function key to see the rebus for a problem word. When the work is complete, all the rebuses can be removed, to produce a standard form of text for the final product.

Support for writing personal writing aids talking wordprocessors talking picture / word banks in the wordprocessor on-screen grids Powerpoint Talking picture / word banks Using talking picture / word banks to provide the child with new or difficult words, leads to greater independence and the production of more, better quality work, in a shorter time. They may be set up in in the child's wordprocessor, usually as a simple text list; a program that provides a stack of on-screen grids, enables the child to see just a few words or phrases at a time; some children prefer the more tactile feedback from an overlay keyboard

Ready for Writing (Semerc)

INCLUSIVE WRITER In this environment the child has access to suitable words for writing about the seasons. Words can be listened to before being selected, so independence skills can be fostered

INCLUSIVE WRITER It also has a rebus spellchecker, which is much more helpful than a conventional long list of possibilities. Dyslexic children often think in pictures, so relating an image to a word can be a great help.

I CAN WRITE I can write (Resource) is a two-part program with one section with picture and word prompts for making a story about themselves. The second part has phrase and word banks to stimulate report and creative writing

Penfriend (Penfriend Ltd) with Pages (Semerc) Recent developments in Text Help! and Penfriend also provide screen reading facilities, so that any accessible text can be read from the clipboard. Penfriend has the extra advantage of an on screen keyboard, with 'clever' punctuation. Penfriend (Penfriend Ltd) with Pages (Semerc)

Support for writing. personal writing aid. talking wordprocessor Support for writing personal writing aid talking wordprocessor talking picture / word banks predictive typing Predictive typing Predictive typing was originally developed for disabled typists, to reduce the number of keystrokes needed to create a passage of text. It has become popular with dyslexic writers, who find the prompts are a more positive approach to improving spelling than a conventional spellchecker, which is really a typing checker.

Type and Talk (TextHelp!) Talking spellchecker Predictive lexicon

Talking word processors

Support for writing. personal writing aid. talking wordprocessor Support for writing personal writing aid talking wordprocessor talking picture / word banks predictive typing handwriting sheets Handwriting sheets An ability to produce clear handwriting is less necessary now than it was, as more people expect to be keyboard users in their working life. If it is felt necessary to improve handwriting this can be helped by seeing animated letter formation on the screen, especially if the child can interact through a touchscreen or graphic pad. Other programs can be used to provide printed worksheets in a variety of styles.

HANDWRITING FOR WINDOWS HANDWRITING FOR WINDOWS (KBER) This utility can be tweaked to the preferred handwriting style of the school and then used to make worksheets for over-writing or copy writing Dyspraxic children are often better at script than printing, as they do not need to keep lifting the pen They also benefit from using a handhugger as it slips across the paper more easily, but does not rotate in the hand

Support for writing. personal writing aid. talking wordprocessor Support for writing personal writing aid talking wordprocessor talking picture / word banks predictive typing handwriting sheets keyboard training Keyboard training is always controversial 'Normal' users can pick it up, once they have regular access to a keyboard. Dyspraxic uses and those with poor spatial awareness definitely need to follow a training programme. Everybody gets going quicker if they have some initial intensive 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 Literacy (Widgit) Touch Type (iOTA) First keys to Literacy (Widgit) is excellent for young or poor readers as it combines learning the keyboard layout with language and spelling activities. Touch Type (iOTA) is more suited to older users.

Improving spelling technology can be help through : speech feedback a portable spellchecker predictive typing a rebus wordprocesor drill and practise remediation programs Improving spelling is one of the skills that other people expect dyslexics to do something about! Using technology it can be helped by : using speech feedback a portable spellchecker predictive typing a rebus wordprocesor drill and practice remediation programs

Elementary Spellmaster (Franklin)

Starspell 2001 (Fisher Marriott) WordShark (White Space) There are many structured programs where the pupil is logged on at his personal level and can have several activities using the required words. These are Starspell 2001(Fisher Marriott) and WordShark (White Space) WordShark (White Space)

Speaking Starspell 2001

Gamz

Support for numeracy cognitive difficulties orientation of numbers sequencing shape The child with dyslexic problems may have cognitive difficulties in numeracy activities. It may be only the orientation of numbers, where reversals occur but they do understand what 5 is even if they write 3 Others have more fundamental problems in sequencing and shape activities, where using a computer can help to provide different views and practice areas to try and overcome the problem.

SUMONE SumOne (Resource)an early number program

LEARN MORE ABOUT MATHS (LaraMera) An early counting program with attractive animation and a management tool to set activities

LEARN MORE ABOUT MATHS Learn More about Maths(LaraMera) A good range of counting and sorting activities

MY WORLD SCREENS FOR DEVELOPING COGNITIVE SKILLS In early number work much of the activity becomes a craft nightmare for a poorly co-ordinated child Using suitable My World screens allows the child to get to the ‘what if?’ stage much more quickly and there can be emphasis on the concepts rather than the manipulation logistics

Support for numeracy cognitive difficulties recording maths info diagrams setting out work Recording maths information can be a hard task for the poorly co-ordinated or disorganised child. Particular problems are handling the tools to create diagrams and setting out work

Maths Page (Inclusive Technology)

Talking Maths Book (Topologika)

Support for numeracy cognitive difficulties recording maths info social maths telling the time days and months coping with money using a calculator self-help remediation There comes a point where it has to be recognised that some dyslexic children are never going to be mathematicians,so it is better to give them hooks to cope with social maths. Regular rehearsal with apparatus and computer programs can help to provide them with a grasp of: telling the time days and months coping with money using a calculator self-help remediation

Learn more about maths (Inclusive Technology) There are many time programs, many of which also cope with days and months sequences. This one is Making sense with Maths(Lara Mera) There are several My World screens to help with money, but this one is part of the decimals program from Foundation Decimals (Awesome) This sequencing of numbers is from SumOne (Resource)

Foundation Decimals (E-Soft) There are many time programs, many of which also cope with days and months sequences. This one is Making sense with Maths(Lara Mera) There are several My World screens to help with money, but this one is part of the decimals program from Foundation Decimals (Awesome) This sequencing of numbers is from SumOne (Resource)

Interactive Calculator (Inclusive Technology)

Number Shark (White Space) is a very popular highly, structured program , that appears in a games format to the children, but provides a fun way of doing daily work to raise maths skills.

Maths activities, with built–in checking and no writing, so child can concentrate on the arithmetic, not recording My World (Semerc)

Memory enhancement Memory training(Accele Read Accele Write) Speech feedback Software such as Thinkin’ Things Memory can be improved by using a a specialised program like Mastering Memory, where training involves working 1:1 with a teacher or therapist, to establish what strategies are being used to increase memory. Accele Read Accele Write is a teaching programme that uses sets of cards with sentences containing a common spelling rule and a talking wp. The child works 1:1 for 20 mins a day for 20, preferably daily, sessions; he learns a sentence and then types it in from memory, then tries to recall all the words with the pattern, It improves spelling, reading and writing to varying degrees, but all children have improved abiity to stay on task and increase memory span. Having access to Speech feedback, so that text can be re-read helps develop confidence in improving memory Integrated Learning Systems (ILS) are designed for mainstream teaching, so the content of spelling programs, particularly may conflict with the special teaching of a dyslexic. Some children find working to the focussed demands of the ILS program do help to keep them on task.

Coping with the curriculum Access can be provided through: talking worksheets a personal voice recorder topic related wordbanks mindmaps Children with reading and writing difficulties often cannot perform well in other areas of the curriculum because they cannot access or report on the information. This can be circumvented by using: talking worksheets personal voice recorder topic related wordbanks mindmaps

      Alternative recording of diagrams for science through My World (Semerc)

Alternative recording of diagrams for science through My World (Semerc)

Barriers to access too long sentences too small or inappropriate font 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 LC

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