Presentation on theme: "An overview for Support Teachers of ways ICT can enable inclusion"— Presentation transcript:
1An overview for Support Teachers of ways ICT can enable inclusion Thursday 19th July 2001Laura CryerLearning SupportSteps
2ICT 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!
3“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
4Writers 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 impairmentsPupils with poor motor controlWriters with specific learning/literacy difficultiesLearners with organisational difficultiesPupils with specific language disorderLearners with attentional and motivational difficultiesWriter 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.
5How 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.
6Identifying Learning Styles and Using Strengths to help Weaknesses Children may need to develop strategies to support their differences in learningIdentification 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 strengthsuse of images to support auditory strengthsencouragement of handling of objects alongside looking and listeningencouragement to articulate and repeat new words /ideasUsing strengths to help weaknessesThese children have not failed, but need to develop a bank of strategies to support their differences in learning throughout their educationuse speech and sound to support visual strengthsuse images to support auditory strengthsencourage handling of objects alongside looking and listeningencourage the child to articulate and repeat new words /ideas, as saying it out loud can help the transfer to memory
7What sort of hardware?The child may not necessarily need specialist hardware, but may benefit from :good multi media computersmore regular access to the computer than the class normalternative access devices (rollerball, touchscreen etc), if neededWhat sort of hardware?Unless there are co-ordination problems, the child does not need specialist hardware, but access to :good multi media computermore regular access to the computer than the class normalternative access devices (rollerball, touchscreen), if needed
8Software and alternatives to the keyboard and mouse include: Head pointersKeyboard/mouse accessibilityutilities and keyboardsOverlay keyboardsPredictive word processorsSwitches and scanning systemsTouchpadsTrackballs and joysticksVoice recognition software
9ROLLERBALL ROLLERBALL This is a large trackerball, with a latched select button.Many young children find this easier to use than a mouseROLLERBALL
10KIDTRACKidTracThis 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
11BIG KEYSBig 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 keyboardStick-on lower case letters can be added
12TOUCHSCREENThis is a touchscreen, where the child can click on objects to make choices or move things aroundMany young children find this easier to use than a mouse especially for early cognitive work
13Developing 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 areasDeveloping cognitive skillsIn 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 gamesthe opportunity of computer support to use strengths to support weaker areas
14MAKING TRACKSMaking 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.
15SPIDER 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.
16TIZZY’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
17TIZZY’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
18TIZZY’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
19MY WORLD SCREENS FOR DEVELOPING COGNITIVE SKILLS In early number work much of the activity becomes a craft nightmare for a poorly co-ordinated childUsing 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
20Support for reading Multi-sensory environment spoken text animation instant support for ‘hard’ wordsinstant re-reading serviceSupport for ReadingFor 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 servicepositive reinforcement of tracking
22Oxford Reading Tree (Sherston) Talking versions of the OUP reading scheme. There are also books for the Cambridge SchemeClipart is available to use in wordbanks so the children can write about the same topics they are reading.
23Support for writing personal writing aid easy editing spellchecking(?) legible workportabilitycostSupport for writingTechnology 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 vduApart from the full computer laptop, they cost less than a desktop set-up.
26Support for writing personal writing aid talking wordprocessorspeech feedbackvia the programvia a screen readerwordbank supportrebus supportTalking wordprocessorA 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.
27Word ProcessorsWord 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.
28(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.
29Support for writing personal writing aids talking wordprocessors talking picture / word banksin the wordprocessoron-screen gridsPowerpointTalking picture / word banksUsing 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
33INCLUSIVE WRITERIn 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
34INCLUSIVE WRITERIt 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.
35I 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
36Penfriend (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)
38Support for writing. personal writing aid. talking wordprocessor Support for writing personal writing aid talking wordprocessor talking picture / word bankspredictive typingPredictive typingPredictive 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.
39Type and Talk (TextHelp!) Talking spellcheckerPredictive lexicon
42Support for writing. personal writing aid. talking wordprocessor Support for writing personal writing aid talking wordprocessor talking picture / word banks predictive typinghandwriting sheetsHandwriting sheetsAn 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.
43HANDWRITING 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 writingDyspraxic children are often better at script than printing, as they do not need to keep lifting the penThey also benefit from using a handhugger as it slips across the paper more easily, but does not rotate in the hand
44Support for writing. personal writing aid. talking wordprocessor Support for writing personal writing aid talking wordprocessor talking picture / word banks predictive typing handwriting sheetskeyboard trainingKeyboard 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
45Developing keyboard skills Software to support: First Keys to Literacy Speedy Keys On-screen or overlay keyboard gridsCan be learned and practised at homeYoung children need to learn layoutOlder children need speed and accuracyUse any program the child enjoysPractise 20 minutes every day – especially in holidays
46First 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.
47Improving spelling technology can be help through : speech feedback a portable spellcheckerpredictive typinga rebus wordprocesordrill and practise remediation programsImproving spelling is one of the skills that other people expect dyslexics to do something about!Using technology it can be helped by :using speech feedbacka portable spellcheckerpredictive typinga rebus wordprocesordrill and practice remediation programs
49Starspell 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)
52Support for numeracy cognitive difficulties orientation of numbers sequencingshapeThe 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 3Others have more fundamental problems in sequencing andshape activities, where using a computer can help to provide different views and practice areas to try and overcome the problem.
54LEARN MORE ABOUT MATHS (LaraMera) An early counting program with attractive animation and a management tool to set activities
55LEARN MORE ABOUT MATHS Learn More about Maths(LaraMera) A good range of counting and sorting activities
56MY WORLD SCREENS FOR DEVELOPING COGNITIVE SKILLS In early number work much of the activity becomes a craft nightmare for a poorly co-ordinated childUsing 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
57Support for numeracy cognitive difficulties recording maths infodiagramssetting out workRecording 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
60Support for numeracy cognitive difficulties recording maths info social mathstelling the timedays and monthscoping with moneyusing a calculatorself-help remediationThere 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 timedays and monthscoping with moneyusing a calculatorself-help remediation
61Learn 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)
62Foundation 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)
64Number 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.
65Maths activities, with built–in checking and no writing, so child can concentrate on the arithmetic, not recordingMy World (Semerc)
66Memory enhancement Memory training(Accele Read Accele Write) Speech feedbackSoftware such as Thinkin’ ThingsMemory 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 memoryIntegrated 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.
67Coping with the curriculum Access can be provided through:talking worksheetsa personal voice recordertopic related wordbanksmindmapsChildren 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 worksheetspersonal voice recordertopic related wordbanksmindmaps
68Alternative recording of diagrams for science through My World (Semerc)
69Alternative recording of diagrams for science through My World (Semerc)
70Barriers 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 timetoo long sentencestoo small or inappropriate fonttoo many icons for pull down menusunsuitable colour combinations of foreground or backgroundsuperimposition of text on shadowy background imagestoo many distracting frames on the screenLC