ict and sen and disability – taught session 2 · activity 3 technology to help pupils learn 20...

Special educational needs and/or disabilitiesTraining toolkit

Materials for newly qualified teachers

ICT and SEN and disability

Taught session 2

2

(a) Communicateeffectivelywithchildren,youngpeopleandcolleagues.

Recogniseandrespectthecontributionsthatcolleagues,parentsandcarerscanmaketothedevelopmentandwell-beingofchildrenandyoungpeople,andtoraisingtheirlevelsofattainment.

Haveacreativeandconstructivelycriticalapproachtowardsinnovation;beingpreparedtoadapttheirpracticewherebenefitsandimprovementsareidentified.

Designopportunitiesforlearnerstodeveloptheirliteracy,numeracy,ICTandthinkingandlearningskillsappropriatewithintheirphaseandcontext.

Plan,setandassesshomework,otherout-of-classassignmentsandcourseworkforexaminations,whereappropriate,tosustainlearners’progressandtoextendandconsolidatetheirlearning.

Teachchallenging,well-organisedlessonsandsequencesoflessonsacrosstheageandabilityrangetheyteachinwhichthey:

(a) useanappropriaterangeofteachingstrategiesandresources,includinge-learning,whichmeetlearners’needsandtakepracticalaccountofdiversityandpromoteequalityandinclusion.

Supportandguidelearnerssothattheycanreflectontheirlearning,identifytheprogresstheyhavemade,setpositivetargetsforimprovementandbecomesuccessfulindependentlearners.

C27

C8

C4

C5

C28

C29

C33

Core standards addressed

Taught session 2ICT and SEN and disabilityMaterials for newly qualified teachers

3

Taught session 2

ICT and SEN and disability

Learning outcomes

Participantswillunderstand:

howinformationandcommunicationtechnology(ICT)canbeusedtoremovebarriersto"participationandlearning

thatICTcanincreaseopportunitiestoincludepupilswithSENand/ordisabilities,and"

theirroleinusingICTtosupportpupilswithSENand/ordisabilities."

Core standards addressed:

C4, C5, C8, C27, C28, C29a, C33

1 hr15 mins

Approximate timing: 1 hour 15 minutes


4

Required resources

Slide presentation Taughtsession2

Handout 1 WhatcanICTofferpupilswithSENand/ordisabilities?

Handout 2 Ataxonomyofe-inclusion

Handout 3 Whoneedsalaptop?

Handout 4 Whoseresponsibility?

Handout 5 Pointsforaction

Handout 6 Self-studytasks

Film clips ‘CastleSchoolAnimations’(video1) 4:08 minutes

Toviewthefilmclip,goto:www.wmnet.org.uk/17.cfm?s=17&m=119&p=97,view_resource&start= 1&kw=&el=15&sc=0&id=537andclickon‘Viewtheitem’.

‘Whoneedsalaptop?’(video2) 2:33 minutes

S ENTrainingToolkitdiscone.Toviewtheclip,justclickontherelevanttitleinthecontentslist.

Flipchartandpaper

Markerpens

Slide

Activities Timings

Activity 1 WhatcanICTofferpupilswithSENand/ordisabilities? 10 minutes

Activity 2 WaysofthinkingaboutICTforpupilswithSEN and/ordisabilities 15 minutes

Activity 3 Technologytohelppupilslearn 20 minutes

Activity 4 Technologytoenablelearning 20 minutes

Activity 5 Reviewandreflection 10 minutes


Background

ThissessionlooksatdifferentwaysthatICTcansupportcurriculumaccessforpupilswithSENand/ordisabilities.Itisstructuredaroundthesectioncalled‘Ataxonomyofe-inclusion’fromChrisAbbott’sreport,E-inclusion:LearningDifficultiesandDigitalTechnologies.

Thiscoversthreeelements:

" the‘drillandpractice’softwarethatiscommonlyusedinschools

" theresourcesthatmakeworkingwithICTpossibleforpupilswitharangeofSENand/ordisabilities,includingphysical,cognitiveorcommunicationdifficulties

" technologythatenableslearning−puttingICTinthebroadercontextofapproachestoteachingandlearningratherthanindividuallearningneeds.

ParticipantsareaskedtoconsidertheirownexperiencesofICTuse,andtoreflectonhowtheirunderstandingcouldhelptoincreasecurriculumaccessforallpupils.

www.wmnet.org.uk/17.cfm?s=17&m=119&p=97,view_resource&start=1&kw=&el=15&sc=0&id=537



5Taught session 2ICT and SEN and disabilityMaterials for newly qualified teachers

Pre-session tasks

Allparticipantsshouldcompletethefollowingtasksbeforeattendingthissession.

Task 1 Technologypermeateseveryaspectofourlives−evenmoreoutsidetheclassroomthaninside.TohelpgetasenseofthepossibilitiesofusingICT,makealistofthetechnologyyouhaveyourself(eglaptop,desktopcomputer,phone,digitalcamera,MP3player,PSP,etc).Whatdoesthistechnologyenableyoutodo?

Task 2HowdoyouuseICT?Whatsocialandcommunicationtoolsdoyouuse?Apartfrome-mail,examplesmightincludeFlickr,Facebook,MySpace,YouTube,Bloggerandsoon.Howcouldthesetoolsbeusefulinschools?BringalongtothetaughtsessionalistofthewaysyouuseICT.

Task 3LookbackatalessonplaninwhichyouusedICT.Note:

howyouusedit"

anyrestrictionsyouexperienced"

anyotherresourcesyouwouldliketohaveused"

anyparticularsupportyouwouldhaveliked."

Note: Referringtoaspecificproduct/sdoesnotconstitutearecommendationbytheTrainingandDevelopmentAgencyforSchoolsoftheproductsandservicesoffered,norwilltheAgencyincuranyliabilitywhatsoeverforanyclaimrelatingtothem.


Introduction

Showslide1tointroducethesession.

Special educationalneeds and/or disabilitiesTraining toolkit

Session 2

Materials for newly qualified teachers

ICT and SENand disability

Showslide2andintroduceparticipantstothelearningoutcomesforthesessionasawhole.

Session 2ICT and SEN and disabilityMaterials for newly qualified teachers

2

Learning outcomes

You will understand:− how you could use ICT to remove barriers to participation

and learning− that ICT can increase opportunities to include

pupils with SEN and/or disabilities− your role in using ICT to support pupils with

SEN and/or disabilities

1Slide

2Slide


Activity 1

What can ICT offer pupils with SEN and/or disabilities?

Learning outcomes

Participantswill:

identifydifferentwaysICTcansupportpupilswithSENand/ordisabilities,and"

focusonlearningneeds."

Approximate timing: 10 minutes

Required resources

Handout 1 WhatcanICTofferpupilswithSENand/ordisabilities?

Flipchartandpaper

Markerpens

Task

Showslide3tooutlinethelearningoutcomesforactivity1.


3

Learning outcomes

You will:− identify different ways ICT can support pupils

with SEN and/or disabilities− focus on learning needs

Activity 13

Slide

10 mins


TellparticipantsthatICTcanbeusedtoremovebarrierstoparticipationandlearningforpupilswithSENand/ordisabilities.

AskthemtojotdownanywaysthatICTmighthelptoincludeapupilwithSENand/ordisabilities.

Takebrieffeedback.

AnswersmayincludethatICT:

canmotivateandengagepupils"

enablespupilstouseacomputerwhootherwisecouldn’t"

helpschildrentowrite,throughspecialistsoftware"

cancreateenlargedimagesforpupilswithvisualimpairments"

canpresentcontentindifferentwaystosuitpupils’preferred‘learningstyles’,and"

givesaccesstoinformationwhenandwhereitisneeded."

Therearemanyotherpossibleresponses.

Showslide4andgiveoutHandout1.


4

What can ICT offer pupils with SENand/or disabilities?

− ICT can be motivating− ICT presents information in different ways− ICT offers an opportunity for social interaction− ICT provides a range of assistive technology tools

4Slide

UseHandout1toexpandonthebulletsontheslide.

Askparticipantstothinkabouttheirideasagaininthecontextofthebulletpointsontheslide:

Doalltheirideasfitundertheseheadings?"

Arethereotherbulletpointstheywouldliketoadd?"

ParticipantsmightsuggestthatICTcan:

promotepupils’creativity"

enablepupilstoshareideas,or"

allowpupilstoexperimentinavirtualmedium."

Again,therearemanyotherpossibleresponses.

Notedownalltheextrabulletpointssuggestedbyparticipantsonaflipchart.


NowaskparticipantstolookattheirlistsofthewaystheyuseICT,whichtheymadeaspartofpre-sessiontask2.

DoestheirownuseofICTfitundertheseheadings,too?

Takebrieffeedbackandaddtotheflipchartanyotherbulletsthatcomeoutofthisdiscussion.

TellparticipantsthatICTcan:

improveparticipationinschoollifeandaccesstothecurriculumforpupilswithSENand/or"disabilities,and

givethemricher,moreengagingandinclusiveeducationalexperiences."

ExplainthatICT:

sometimesallowsustodooldthingsinnewways,and"

canallowustodonewthingsaltogether,bothintermsofcontentandthewaycontent"isdelivered.


Activity 2

Ways of thinking about ICT for pupils with SEN and/or disabilities

Learning outcomes

Participantswill:

understandhowwecancategorisetheuseofICTtoremovebarrierstoparticipationand"learning,and

understandhowtechnologycanbeusedfortrainingandrehearsal,andbeabletojudge"whenthisisappropriate.


Required resources


Task

Showslide5andintroducethelearningoutcomesforactivity2.

15 mins


5

Learning outcomes

You will:− understand how we can categorise the use of ICT

to remove barriers to participation and learning− understand how technology can be used for training and

rehearsal, and be able to judge when this is appropriate

Activity 25

Slide


Nowshowslide6.


6

A taxonomy of e-inclusion

− Using technology to train or rehearse− Using technology to assist learning− Using technology to enable learning

ExplainthatthisparticularwayofthinkingabouthowICTsupportspupilswithSENand/ordisabilitieswasproposedin2007byChrisAbbott.

GiveoutHandout2andaskparticipantstoreadthefirsttwoparagraphs.

Whentheyhavefinished,useHandout2toexpandonslide7.


7

Using technology to train or rehearse

“The major use of technology to train and rehearse has been through drill and practice software”

Chris Abbott, 2007

6Slide

7Slide


Askparticipantstoworktogetheringroupsoffourtothinkofexamplesofthissortoftechnology.

Allowafewminutesandthentakebrieffeedback.

Responsesmightinclude:

softwaretolearnspellings–suchasWordsharkorStarspell"

mathsreinforcementprogramssuchasRMMaths,SuccessMakerorAcceleratedMath,and"

onlinemultiple-choiceexerciseswhichallowunlimitedattemptstoanswer."

AskparticipantstothinkaboutwhyprogramslikethesemightbeusefulforpupilswithSENand/ordisabilities.Theymightcomeupwithideassuchas:

reinforcement"

practice"

‘overlearning’"

automaticmarking"

objectiveassessment"

summativeassessment"

moreacceptableandaccessiblethanpagesofcalculations"

pupilscanworkattheirownpace"

automaticallymoveontohigherlevels"

reportingsystems"

consistentpresentation."

TellparticipantsthatBecta1suggeststhat‘drillandpractice’software,whenusedeffectively,canhelppupilswithlearningdifficultieswhoneedto‘overlearn’conceptsandknowledgeandpractisetheirbasicskillsindependently,bypresentingthesameskillsinarangeofcontexts.WendyFisher,intheDyslexiaReview,Summer1994,suggestedthatdrillandpracticesoftwaremightbeparticularlyusefulforhelpingdyslexicpupilsgainskills.

NowaskparticipantsiftheyseeanylimitationsordisadvantagestousingthissoftwareforpupilswithSENand/ordisabilities.

Participantsmightsuggest,forexample,that:

thereisadangerthatthecomputermightbelefttoteachpupilsratherthantheteachertaking"responsibilityforthepupils’learning

pupilsmightlearnthingsbuthavelittleunderstanding,and"

theprogramscanbedullandmechanistic."

Leadadiscussionwiththewholegroupabouthow,whyandwhenparticipantsmightusedrillandpracticesoftwareintheirteaching.

Concludethisactivitybyemphasisingthatdrillandpracticesoftware,likeanyotherteachingresource,shouldonlybeusedbyteachers,withdiscretion,aspartofaplannedprogrammetohelppupilsmeetspecifiedlearningoutcomes.

1 LearningDifficultiesandICT(http://schools.becta.org.uk/index.php?section=tl&catcode=ss_tl_inc_ac_03&rid=1805)


Activity 3

Technology to help pupils learn

Learning outcome

Participantswillunderstandhowtomakesurethatpupilswhousetechnologytoaccessthecurriculumcanuseiteffectively.


Required resources


Handout 3 Whoneedsalaptop?

Handout 4 Whoseresponsibility?

Film clip ‘CastleSchoolAnimations’(video1) 4:08 minutes

Toviewthefilmclip,goto:www.wmnet.org.uk/17.cfm?s=17&m=119&p=97,view_resource&start=1&kw= &el=15&sc=0&id=537andclickon‘Viewtheitem’.

Task

Showslide8tooutlinethelearningoutcomeforactivity3.


8

Learning outcome

You will understand how to make sure that pupils who usetechnology to access the curriculum can use it effectively

Activity 38

Slide

20 mins

GiveoutHandout2andaskparticipantstoreadparagraph3.





Nowshowslide9tointroducetheideaofassistivetechnology,andmakesureeveryoneunderstandstheterm.


9

Assistive technology

Assistive technology includes:− assistive and adaptive devices that promote independence

for disabled people− the processes used in selecting and using these devices

Showslide10anduseHandout2toexpandonit.


10

Using technology to help pupils learn

“…technology that assists is usually linked to the need to compensate for a physical disability or difficulty”

Chris Abbott, 2007

9Slide

10Slide

Tellparticipantsthattheyaregoingtowatchavideoshowingapupilusingassistivetechnology.Explainthat,althoughitmaybeunusualtocomeacrossapupilwhoneedsthisdegreeoftechnologicalsupport,laptopsarebecomingincreasinglycommoninclassrooms.

Showthefilmclip,‘CastleSchoolAnimations’(video1).

Aftertheyhavewatchedthefilm,askparticipantstoworkingroupsoffour,andgiveoutHandout3.Tellthemtocompletethehandoutbyconsideringthecharacteristicsofalaptopandthelearningneedsitmightmeet.


Whentheyhavefinished,takebrieffeedbackfromthegroupasawhole,pointingoutthat:

arangeofpupilswithSENand/ordisabilitiesmayhavesimilarlearningneeds,and"

itismoreappropriatetofocusonpupils’learningneedsthanonparticularlabelssuchas"dyslexia,orDown’ssyndrome−considerhowtheresourcewillhelppupilslearnbetter.

Tellparticipantstostayintheirgroupsoffour.GiveoutHandout4andtellparticipantstocompletethetable.

Whentheyhavefinished,leadabriefdiscussion,makingsurethefollowingpointsarebroughtout:

Managingalaptopinaclassroomcanrequireinputfromdifferentpeoplewitharangeof"rolesandresponsibilities.Practicemayvaryconsiderablybetweenschoolsandevenbetweendifferentpupilsinthesameschool.Somepupilswilltakeonalargedegreeofresponsibilityforitthemselves,whileotherswillneedagreatdealofsupport.

Thereisnota‘rightanswer’towhodoeswhat,butthereisaneedtocoordinateallthetasks."Teachersshouldknowwhodoesthisintheirschool.Inprimaryschools,classteachersareoftenresponsibleforcoordinatingeveryoneinvolved.Aspupilsgetolder,theycantakeonmoreresponsibilitythemselves.

Itistheclassteacher’sjobtoensurethattechnologyisintegratedintolessonsappropriately"andsupportsthelearningobjectives.

ExplainthatpupilswhoneedcomplextechnologicalsupportwillusuallyhaveastatementofSEN.Provisionforthemwillthereforebemadethroughthelocalauthority,followinganassessmentbyanexpertinthisarea.Sometimes,particularlywhenthepupilneedsavoiceoutputcommunicationaid(VOCA),healthandchildren’ssocialcareservicesmaybeinvolved,asthedevicewillbeseenashavingaroleinsocialisationaswellaseducation.


Activity 4

Technology to enable learning

Learning outcome

ParticipantswillappreciatehowICTcantransformteachingandlearning.


Required resources


Film clip ‘Whoneedsalaptop?’(video2) 2:33 minutes

SENTrainingToolkitdiscone.Toviewtheclip,justclickontherelevanttitleinthecontentslist.

Whiteboardorflipchart

Task



11

Learning outcome

You will appreciate how ICT can transform teachingand learning

Activity 411Slide

20 mins


Askparticipantstoreadparagraph4ofHandout2.Usethisparagraphtoexpandonslide12.


12

Using technology to enable learning

“…the use of technology makes learning possible where it wasnot possible before… the significant difference between thiscase and the other two is that it is only through the use oftechnology, albeit in a collaborative or supportive context,that particular learning can take place. The use of technologytransforms rather than modifies the learning context.”

Chris Abbott, 2007

12Slide

AskparticipantstothinkaboutexamplestheyhaveexperiencedwhenICThasofferedlearningopportunitieswhichwouldnotbeavailablethroughanyothermeans.Recordtheseonaflipchartorwhiteboard.

Examplestheymightcomeupwithinclude:

DevelopingTray,whichhelpspupilsdevelopreadingstrategies"

aflightsimulator"

a‘flythrough’ofanancientmonument"

changingtheparametersofavirtualmodeltoask‘whatif’questions"

‘web-quests’,whereparticipantsaregivenreal-liferolesandauthentictasksthenchallengedto"fulfilthem,usuallyusingtheinternet

usingICTtocontact,oreventalkto,expertsinparticularfields."

Therecouldbemanyothers.

Askparticipantstoworkingroupsoffour.Allocateeachgrouponeoftheideasyouhaverecorded.

AskeachgrouptoconsiderhowthenewICTteachingandlearningmethodthattheyhavebeenallocatedmighthelptoincludesomepupilswithSENand/ordisabilities,whomighthavebeenexcludedbymoretraditionalapproaches.

Takebrieffeedbackfromeachgroup.Emphasisealsowherethesedifferentapproachesmightgivepupilsabetterchancetodemonstratewhattheyknowandcandothanmoretraditionalmeansofassessment.

Tellparticipantstheyarenowgoingtoseeashortfilmshowinghowalaptopcantransformteachingandlearninginschools.

Showthefilmclip,‘Whoneedsalaptop?’(video2).


Activity 5

Review and reflection

Learning outcome

Participantswill:

reflectonthesession,and"

identifyactionstheyneedtotake."


Required resources

Handout 5 Pointsforaction

Handout 6 Self-studytasks

Task


10 mins


13

Activity 5

Learning outcomes

You will:− reflect on the session− identify actions you need to take

13Slide

GiveoutHandout5.

Askparticipantstousethehandouttoreflectonthesessionandidentifypersonalpointsforaction.

Thesemightinclude:

findingoutmoreaboutresourcestosupportparticularpupils’needs"

thinkingaboutaspectsoftheirplanningtolookatthepossibilitiesofferedbyICT,and"

changingthewaytheymanageICTtosupportpupilswithSENand/ordisabilitiesintheir"ownlessons.


Thisprocessmaythrowupissuesthatarebeyondtheparticipants’immediatecontrol,suchasresourcingorstaffdevelopment.Suggestthattheykeepaseparaterecordofthese,andraisethembackinschoolwiththeirlinemanagerormentor.

Finally,distributeHandout6,whichliststherangeofself-studymaterialparticipantscanuse.Explainthateachtasktakesabouttwohours,plussomeobservation/researchtime,andthatattheendeachonehastwoextensiontasksforthemtocomplete.


Handout 1

What can ICT offer learners with SEN and/or disabilities?

ICTcanbeamotivatinglearningmedium.Manylearnersareattractedtocomputersandwanttolearnthroughthem.Softwareapplicationsincorporatingcolour,pictures,animations,soundandhumourcanbuildonthatinterest,creatingattractivelearningopportunitiestoengagepupils.

ICTpresentsinformationindifferentways.Studentslearnthroughdifferentchannelssoinformationpresentedinmultimediaformgivesthemmoreopportunitiestoconnect.Informationcanbeaccessedthroughtext,graphicsorsoundtosuitthestudents’individuallearningstylesandstrengths.

ICToffersanopportunityforsocialinteraction.Studentscanworktogetheraroundthecomputer,focusingonthelearningtask.Throughthismediumtheycandeveloptheirlanguageandsocialskillsaswellaslearnfromoneanother.

ICTprovidesarangeofassistivetechnologytools.Hardwareandsoftwareenablemanylearnerswithaccessdifficultiestoovercomebarriers.Physical,sensoryandlearningdifficultiescanbesupportedbytheuseofICT.

TakenfromBecta,2002,AnOverviewofSpecialEducationalNeedsandICTProvision


Handout 2

A taxonomy of e-inclusion

E-inclusion–theuseofdigitaltechnologytoassistthosewhofindlearningdifficult–isanunder-theorisedareawhichhasdevelopedpiecemealoverthelast30years.Inordertoattempttocreateastructurewithinwhichtoinvestigatetheresearchtodateandinordertokeeptheneedsofpeoplewithlearningdifficultiesinmind,thissectionofthereviewproposesthreebroadcategoriesofe-inclusion.

Thefirstcategoryistheuseoftechnology to train or rehearse.Muchuseoftechnologyinthe1980sandearly1990sfitsintothiscategory,asdoesfartoomuchlaterandcurrentuseaswell.Althoughsuchtechnologyhasitsplace,thatplaceshouldbeinthebackgroundandonlywhenneeded;toooftenthistechnologyhastakencentrestage.Thistypeofe-inclusionisoftenassociatedwithabehaviouristmodeloflearning.

Asecondcategoryofe-inclusioninvolvestheuseoftechnology to assist learning.Thisbringstomindthetermassistivetechnology,butuseofthistermisproblematicsinceitisdifferentlydefinedinvariouscontexts.Asusedinthispaper,technologythatassistsisusuallylinkedtotheneedtocompensateforaphysicaldisabilityordifficulty.Forexample,someonewhoisunabletospeakmaybeabletotakepartinadiscussionbyusingaspeakingdevice.Thisdeviceisthereforeassistingthelearningtotakeplacebutisnotacatalystforthelearningitself.Theuseoftechnologiesinthiswayisalsousuallynotrelatedtoaspecifictheoreticalmodeloflearning;itisanadjuncttolearningratherthanthekeyagencythroughwhichthelearningtakesplace.

Thethirdcategory,andonewhichdescribesfarlessclassroompracticethanissometimesclaimed,istheuseoftechnology to enable learning,wheretheuseoftechnologymakeslearningpossiblewhereitwasnotpossiblebefore.Inthiscase,thetechnologymaybemobilisedinanactiveroleinthelearningprocess:perhapsbyaskingquestions,interveninginanactivityorpresentinginteractivescenariosorsimulations.Thismightinvolvetheuseoftechnologiestofacilitatethecreationofcollaborationsandcommunitieswherelearnersworktogether,anapproachmoreoftenassociatedwithsocial-constructivistmodelsoflearning,andengagingmorespecificallywithlearninginsocialcontextsandlearningthroughcollaborationandinteractionwithotherpeople.Cruciallyhowever,thesignificantdifferencebetweenthiscategoryandtheothertwoisthatitisonlythroughtheuseoftechnology,albeitinacollaborativeorsupportivecontext,thatparticularlearningcantakeplace.Theuseoftechnologytransformsratherthanmodifiesthelearningcontext.

ThisextractistakenfromCAbbott,2007,E-inclusion:LearningDifficultiesandDigitalTechnologies,Report15,Futurelab


Handout 3

Who needs a laptop?

Thistablelistsjustafewofthewaysinwhichalaptopcansupportpupils’learning.JotdowntherangeofSENordisabilitieseachmightoffersupportto(egimprovedpresentationofworkmightremovebarriersforapupilwithaphysicaldisabilitysuchascerebralpalsy,amotordifficultysuchasdyspraxiaoralearningdifficultysuchasdyslexia).

What a laptop offers Who is likely to benefit

Easiermethodofrecording

Recordingotherthanwithtext

Fasterworking

Betterpresentationoflearningtasks(seethingsmoreeasily)

Betterpresentationofwork

Accesstoawiderangeofresources

Activitiespresentedinmoreaccessibleformats

Personalisedtasks

Statusofusingnewtechnology

Accesstoperipherals(egCCTV,touchscreen)

Continuitybetweenhomeandschool


Handout 4

Whose responsibility?

Apupilinyourclasshasalaptoptohelpremovebarrierstotakingpartandlearning.Completethetablebyfillinginwhoshouldberesponsibleforthatsupportineachcase.Sometasksmayhavemorethanoneperson’sname.ThoseinvolvedmayincludetheSENCO,teachingassistant,pupil,parent/carer,class/subjectteacher,technician,schoolkeeper,headteacher,formtutor,otherpupils,healthprofessionals,localauthority–orsomeoneelse.

Task Whose responsibility?

Keepbatterycharged

Printoutwork

Provideelectronicversionsofworksheets

Uploadworksheets

Submitworkelectronically

Makesurelaptopiskeptsecurely

Seatingthepupilwherethereisroomforthelaptop,plusbooksandperipherals,(andsometimesanetworkpointandsocket)andsuitablelighting

Loadingsoftwareandkeepingituptodate

Viruschecking

Internetsafety

Settingthelaptopupinclass

Gettingittothelessonontime

Insuringit

Providingthelaptop

Makingsureeveryonedoeswhattheyshould

Decidingwhatlessonstouseitin


Handout 5

Points for action WhatdoIwanttodonexttodevelopmypractice?

HowwillIdothis?

Whatismytimescaleforthistohappen?

HowwillIknowifIhavebeensuccessful?

DoIneedtoinvolveanyoneelseinenablingthistohappen?


Handout 6

Self-study tasks

Every Child MattersInclusionandEveryChildMatters(SST1)"

SENanddisabilitylegislation(SST2)"

EnglishasanadditionallanguageandSEN(SST3)"

Children’sneedsanddevelopment(SST4)"

ICTandSEN(SST5)"

Cognition and learningModeratelearningdifficulties(SST6)"

Dyslexiaandspecificlearningdifficulties(SST7)"

Workingmemory(SST8)"

Behavioural, emotional and social needsBehavioural,emotionalandsocialdifficulties(SST9)"

Communication and interactionSpeech,languageandcommunicationneeds(SST10)"

Autisticspectrumdisorders(SST11)"

Physical and sensory impairmentVisualimpairment(SST12)"

Hearingimpairment(SST13)"

Handwriting(SST14)"

Developmentalcoordinationdisorder/dyspraxia(SST15)"

Working in partnershipWorkingwithcolleaguesinschool(SST16)"

Workingwithparents/carersandotherprofessionals(SST17)"

ict and sen and disability – taught session 2 · activity 3 technology to help pupils learn 20...

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