Assessing the need for ICT to support learning
The time spent in preparation of ICT resources is readily repaid if the resources
are added to an accessible library system within a school. Resources are even
more effective where they are shared between schools and across the county. A
good descriptive inventory of SEN ICT software and hardware resources is
invaluable to make sure everyone is aware of the resources available so
promoting the use of resources more widely and effectively.
When planning the use of technology care needs to be taken. There needs to be
sensitivity to the successful introduction of specialist technology in the classroom
for a particular pupil - the benefits, purpose and use must be clear. It often helps
to involve other pupils in this process and to incorporate the technology in the
whole class lesson.
Good quality teaching for ALL pupils
Planning for all to have access to ICT
The physical environment will have an impact on the effectiveness of technology,
teaching and learning. Optimise learning conditions and listening conditions by
using interactive whiteboards, with appropriate font and background colours to
reduce glare. Consider the use of sound field systems.
‘Audit your use of ICT across the school particularly to support pupils with
special needs. Review all teaching resources including software, to check
whether it is inclusive. When choosing hardware and digital resources,
ensure they are accessible and do not exclude learners.’
Taken from the Becta guide: Becta 2007 Making software accessible: a
guide for schools. This guide is designed to help schools to understand
how legislation applies to their pupils with special education needs and
what 'reasonable adjustment' may mean in the context of ICT.
Many pupils benefit from software that is ‘uncluttered’ with a simple and plain
layout without, for example, unnecessary visual distractions or sounds. - The
British Dyslexia Association
There is an extensive range of software to support the teaching of mathematics.
The free interactive teaching programmes (ITPs) from the Primary National
Strategy have the advantage for many pupils of a plain layout with no distracting
graphics or sounds.
To optimise the use of ICT resources, an easily accessible up to date inventory
of SEN software and resources is needed. This could inform staff where
particular resources/software can be found, how this links to the curriculum and
the suitability for particular areas of need or age groups. There also needs to be
a system to assess and feed back on the impact of the resources.
Why do you want to use ICT?
There can be a range of reasons that you may wish to use the technology:
to help the pupil finish written work
someone has advised school that technology would help the
pupil
to enable a pupil to reach their potential
a pupil is currently struggling with everything and needs a
different approach.
Technology will not provide a magic solution or quick fix. Schools need to be
careful to identify which of a pupil’s needs they wish to address in order to target
the use of technology most appropriately. It may be that other (non ICT)
strategies could be used instead.
For written recording there should be evidence that:
the pupil has difficulty accessing a computer
appropriate curriculum software has been trialled
alternative access devices have been trialled
alternative means of recording are being used.
For verbal communication there should be evidence that:
appropriate low tech communication aids and strategies have
been trialled and evaluated.
AND IN ALL CASES:
Appropriate advice has been sought, implemented and
evaluated from advisory/therapy staff involved with the
pupil. For example, if the pupil has difficulties with written
recording, the school should request support from the local
occupational therapist initially. If the pupil has difficulties with
verbal communication, the school should request advice from
the local Speech Therapist.
There is a clear indication or reasonable expectation that
technology will lead to a measurable benefit.
There is an understanding and commitment from school and
parents to provide the necessary time to implement
recommendations.
When planning for the use of ICT, it is helpful to follow through the steps
outlined below in order to target your support appropriately.
Step Assessment purpose Action
1 which of the pupil’s needs to carry out Section 1- Recording
address in order to achieve and Access Assessment
maximum impact?
2 which software/hardware are carry out Section 2 - Audit of
available? Resources
3 what is the pupil’s level of ability carry out Section 3 –
to use a keyboard or similar? Assessment of Handwriting
and Keyboard Skills
4: which resources are required to complete Section 4 - The SEN
meet the pupil’s needs? ICT Request record
For suggestions of interventions for pupils with different needs, please go to
Adapting ICT for SEN Categories of Need to find details for:
Cognition and Learning
Communication and Interaction
Sensory and / or Physical Needs