ICT in the Curriculum Assessing Individual Needs Case- Studies for SEN (See

Case study: Mark is severely visually impaired – he finds black on yellow type in 48pt type best. He’s learning to touch-type too.

Case study: A group of boys with specific learning difficulties developed their own strategy using a combination of the spellcheck facility and thesaurus. If the word they had written was too wrong to be recognised after a couple of attempts, they would think of a synonym or something close and nine times out of ten they would find the word they’d been unable to spell. Their vocabulary became richer….

Case study: Matthew (8) has moderate learning difficulties. He joins in class discussions but gets frustrated and disruptive when he can’t do the written work. His teacher has used Clicker to create grids with pictures and words to help Matthew record his work on the computer. For Matthew, ICT: provides a bridge to literacy helps to access the curriculum prevents failure and frustration offers the rest of the class a valued resource.

Case study: Alistair goes to college for GCSE Textiles. He doesn’t read much, so he and his teacher have developed a set of symbols so that instructions can be typed out using Writing with Symbols. He also uses his own set of overlays to make notes and read them back later. For Alistair, ICT: enables a non-writer to record helps a non-reader to interpret information helps to access an accredited course facilitates mainstream integration

Case study: Anne-Marie (Y8) writes at a funtional level. Her spelling is idiosyncratic and her writing wanders off the lines. She has just started using a laptop word-processor with spell-check facilities in class and at home. The quality and quantity of her word has improved. She risks more complex vocabulary and keeps going for longer periods. For Anne-Marie, ICT: enables her to work faster and more accurately builds a positive attitude towards learning provides clear and correct models of spellings enables transfer of skills and facilities from school to home

Case study: Carl (5) has a severe physical disability. He works with school and his parents to talk using a communication board with Rebus symbols. He loves books and games. He has got a TouchTalker to extend his conversational possibilities and uses the school computer with a concept keyboard for early literacy work. For Carl, ICT: introduces a lifelong strategy for communication and recording enables him to communicate more effectively with his non-disabled peers helps him to work in a regular settings enables access to regular curriculum activities

Case study: Bilal has a profound hearing loss. Most of his time is spent in lessons using a phonic ear. He is bright but needs extra help learning specific vocabulary. A technician has created picture overlays which Bilal can press to label parts and processes. He uses his own laptop computer so that work can be discussed and edited without the need for complete re-writing. For Bilal, ICT: provides a means of illustrating and learning new vocabulary encourages the school to explore new ways of accessing information for all students enables editing and redrafting of work in an efficient manner provides a good, clear model of correct spelling and linguistic structures

Case study: Sharon goes to a middle school which is resources for speech and language difficulties. She has difficulty concentrating and contributing in a class setting. Her literacy skills are well below the others in her class, although her non-vebal reasoning skills are above average. She has started to use the class computer on a regular basis with Clicker grids for most lessons, and the support teacher is using Wellington Square materials alongside Talking Pendown for daily sessions. For Sharon, ICT: provides means of recording at an appropriate level provides effective activities within an IEP gives opportunites for successful completion of tasks helps to extend vocabulary

Case study: Ella (Y7) is severely visually impaired but coped in primary using worksheets blown up on the photocopier. Increased demands of Key Stage 3 means that this approach is no longer sufficient. Ella and Aisha now share a closed-circuit television is certain lessons and have their own laptops with double-height text. They are bright and independent, giving each other mutual support. For Ella and Aisha, ICT: gives them a full range of printed materials enables them to write and record their work alongside everyone else develops useful vocational skills provides portable systems for home and school

Case study: Jamie’s relationship with his teacher is slowly improving but he finds it impossible to take any criticism of his work. He has found that a computer provides a less threatening learning environment. He enjoys some of the skill building programmes, including Starspell and Flying Boot, which he is suing to develop spelling, phonic and alphabetical skills. He often uses a word-processor to do his written work and is learning to put information together in HyperStudio. His next social objective is to start to share ‘his’ computer. For Jamie, ICT: provides a private and non-judgemental learning environment provides opportunities for new learning as well as reinforcement contributes to the development of a positive self-image helps to develop valued new skills