ICT in the Curriculum

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ICT in the Curriculum

• Assessing Individual Needs Case-Studies for SEN
• (See www.becta.org.uk)

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Case study Mark is severely visually impaired
he finds black on yellow type in 48pt type best.
Hes learning to touch-type too.
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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 theyd been unable to spell.
Their vocabulary became richer.
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• Case studyMatthew (8) has moderate learning
  difficulties. He joins in class discussions but
  gets frustrated and disruptive when he cant 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.

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• Case study Alistair goes to college for GCSE
  Textiles. He doesnt 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

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• Case studyAnne-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

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• 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

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• 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

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• 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

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• 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

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• Case study Jamies 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