What’s in a Name? ICT for Students with Special Needs

2 A student with special needs May have more difficulty learning than other children of the same age May need different approaches to learning May find it hard to make use of traditional educational facilities and resources May need modified learning materials

3 We may need labels to help identify needs But we are teaching children, not labels Labels

4 One set of labels Learning Disabilities, including Mild, Moderate,Severe or Profound Learning Disabilities Learning Difficulties Specific Learning Disabilities Speech and Language Disorders Autism /Autistic Spectrum Disorders Emotional or Behavioural Disorders

5 Hearing Impairments/Deaf Visual Impairments/Blind Physical Disabilities Non-English Speaking Students Exceptionally Able Students Educationally or Socially Disadvantaged Members of the Travelling Community

6 A continuum of need A wide variation in each category Different impact on the ability to learn Students can have more than one difficulty

7 Effects on learning can include: Cognitive difficulties Behavioural, emotional, and social difficulties Communication and interaction difficulties Sensory difficulties Hearing/Visual Other difficulties Physical/Medical

8 A Questioning Approach Current thinking: is the “difficulty” with the environment and the technology within it? Is the method of accessing the technology a key barrier? If so, can the barrier be removed? What can a student do better/faster/extra with technology than he/she can do without it?

9 ICT for Specific Learning Disabilities Talking books to encourage and support reading Structured skills practice Drafting and correcting using a word processor Speech feedback Word prediction Word banks Spell checking

10 Mild Learning Disabilities Supporting basic literacy and numeracy skills Structured skills practice Talking books to encourage and support reading Talking word processor to encourage and support writing

11 Moderate Learning Disabilities Developing basic concepts Supporting basic literacy and numeracy Encouraging language development

12 Severe or Profound Learning Disabilities Supporting basic language development Providing stimulation Attending and responding to environment Facilitating communication

13 Speech and Language Disorders Whole word and phrase input Pictures and symbols with text Voice output communication aids Talking books to support language development

14 Emotional and Behavioural Disorders Non-threatening environment Control of pace and level of work Consistent response Assist with problem solving

15 Autistic Spectrum Disorders Motivation Pictures and symbols for communication Speech feedback Consistent response Supporting literacy and recording using whole words pictures and symbols

16 Physical Disabilities Wide range of special access to ICT Writing using special input devices Communication using speech output aids Easy access to learning materials

17 Hearing Impairments ICT is a very good visual medium Pictures and symbols to help writing Electronic communication – , text messages Multi-media software gives a variety of feedback

18 Visual Impairments Speech feedback from the computer Magnification of the screen to suit the individual Visual stimulation Speech software to read back printed materials and web resources

19 Exceptionally Abled Access to extra information Individualised learning Presentation of challenging material which can reduce frustration levels Collaborative learning Opportunity to apply complex thinking skills

20 Other Needs Travellers, members of other minority cultures/non-English speakers, educationally/socially disadvantaged Modification of teaching materials to include other cultures, values etc Use of content-free software by students for self-expression, storytelling etc. Individualised learning ESL software

21 Conclusions A person, not a label A continuum of need Consider the student’s learning needs Set realistic targets ICT is a not a cure