How can ICT support the learning of children with special educational needs?

Lorraine Kilbride - Specialist Subject

ICT can support the learning of children with special educational needs [SEN]. It enables children with SEN to overcome barriers to learning by providing alternative or additional methods of communicating within the learning process. Moreover, it also helps teachers to create a supportive framework, which can enable autonomous learning. When used creatively, ICT can enrich and enhance teaching, motivating pupils and engaging them in active learning. But how is this achieved? The range of special needs covers a very wide spectrum. It will be necessary therefore to examine how ICT can support the various needs.

Standard equipment is often suitable for children with SEN. the settings of the computer can be changes to make it more computer friendly. The mouse motion can be slowed down for better control. The toolbar can be created to suit the children’s needs. However if this is not suitable there are many peripherals and devices, which can support children with SEN, but not all are appropriate for everyone. For those children with a physical disability a variety of switches, optical pointers, voice controlled devices and word prediction software has been designed to overcome the problems these children have using traditional input devices such as the mouse and keyboard. However according to Semerc [2000] these alternative methods of access are more complex than direct input and therefore place an additional cognitive burden on the child. The system therefore needs to be set up so that it does not become an additional barrier. Children need to be competent with input devices such as switches. The technique may take time to develop and opportunities need to be provided to practise these to avoid frustration.

There are a variety of switches available. Some involve hand movement while others can be operated by other parts of the body; even a strong puff of breath can operate a switch. The assessment of the type of switch required is usually carried out by specialists [Hopkins, 1998]. This assessment needs to be continuous. Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but ...

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For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can be employed according to the level of disability. For those with some sight there are screen magnification programs. These adjust the size of text and graphics and control the number of lines and words per page. However for those who are blind or who have a severe visual impairment there are devices such as ‘Braille n speak’ which has a built in speech synthesiser. This device is very portable making it very practical. Text to speech software is also now widely available. Moreover, technology allows children to write in Braille and produce work for the teacher as a standard text file or to type in their work but print out a Braille copy for later revision.

The needs of children with hearing impairments are very different. Those with significant hearing loss may have an obvious delay in language development. Many struggle as a consequence with reading and writing resulting in a lack of confidence. ICT can help in developing language. This group of children benefits from a variety of software. This needs to be animated and more visually stimulating to compensate for the lack of sound. According to BECTa [2001] working alongside fellow pupils on an ICT activity can encourage children to extend their use of language and their understanding of concepts as children work together. Children are able to work on an equal footing when using simulation/problem solving software and devices such as the roamer. ICT also offers another means of communication such as email for those with hearing impairment.

For those children with learning difficulties and emotional and behavioural difficulties [EBD] ICT provides a non-threatening, non-judgmental environment. A learner with EBD may have one or more barrier to learning. For those who have specific learning difficulties such as spelling, frustration can lead to increased feelings of defeat and low self-esteem. ICT can support their learning in various ways. A simple word processing or desk top publishing enable children to produce a high standard thereby increasing the children’s self confidence. Actually working on the computer according to teachers [BECTa, 2001] seems to have a beneficial effect on children’s attention span. ICT may also support EBD children in developing their problem solving skills. Children with EBD are often wary of trying out new activities and taking risks. Software such as adventure programs, control, logo and simulation allow children to develop these skills. Working along side other children on such activities may also assist in the development of their social skills.

Children who have dyslexia may have a wide range of difficulties. It is not limited to literacy skills but may also affect numeracy skills as well. ICT is a great motivator. It can assist children to acquire specific skills for reading and spelling, writing and mathematics as well as acting as a support across the whole of the curriculum. There is now available a wide range of software which can help specific difficulties such as developing memory skills. However as with choosing any aid, software must be suited to user to have full impact.

ICT provides us with the tools to deliver suitably challenging opportunities for all children enabling full participation and success. It provides the tools to give every child, regardless of disability, access to communication, learning and leisure. If used creatively by the teacher it can change the way lessons are delivered giving children with SEN opportunity to take part in everything.

Bibliography

Bryant, DP, Bryant, BR, Raskind, MH [1998], Using Assistive Technology to Enhance Skills Of Students With Learning Difficulties, Intervention in School and Clinic Sept 1998, Vol. 34, Issue 1, p53

Hopkins, C, [1998], The Role Of Information And Communication Technology In Providing Access For All, Support for Learning vol.13 no. 4

BECTa information sheet: visual impairment and ICT [2001]

BECTa information sheet: hearing impairment and ICT [2001]

BECTa information sheet: EBD and ICT [2001]

BECTa information sheet: dyslexia and ICT [2001]

SEMERC access to the curriculum through technology I accessed 15/05/02