‘Preparing Student Teachers in the use of ICT to support pupils with Special Education Needs an Learning Difficulties and Disabilities’

Author(s):

Stephen Cullingford-Agnew(presenting / submitting)

Conference:

ECER 2011

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 05 B, Pre-Service Teachers and ICT

Paper Session

Time:

2011-09-14

10:30-12:00

Room:

JK 31/102,G, 29

Chair:

Chris Comber

Contribution

AIMS OF THE PROJECT

To enhance the professional development of ITE students through developing or deepening their knowledge, skills and understanding about ICT and pupils with Special Educational Needs (SEN).
To review the professional standards for ICT and Achievement and Diversity to ensure that schools are able to recruit Newly Qualified Teachers who are confident and knowledgeable in the area of ICT and its applications for pupils with SEN.

Evidence from a number of disabled young people, their families and schools shows that access to and interfacing with, assistive technology needs continual training and development (ACE Centre Advisory Trust, 1999).However, teachers cite lack of time, insufficient knowledge of the pedagogical uses of technology and a lack of information on existing software as three major barriers to integrating technology.

This small scale research project represents an opportunity to consolidate the knowledge and understanding of Initial Teacher Education (ITE) students in the use of ICT with pupils who have SEN and or communication/physical difficulties in the primary phase.

ITE students will benefit from this project by gaining access to:

Training on specific software packages including accessibility
An awareness of hardware used to access the technology e.g. switches, communication aids, touch screens
An understanding of ICT /SEN resource sites which are freely available

As a result of the project students will be better equipped to:

Utilise opportunities and address challenges by developing materials to support ITE students in ICT and SEN
Further develop their understanding, knowledge and skills in teaching more inclusive ICT opportunities
Provide targeted support to meet specific QTS standards

As McKeown (2000,p13) states “effective communication is the key to successful integration. No child adult can be at ease if he or she feels isolated and excluded from what is going on. While certain areas of the curriculum may be too physically demanding for such children, there should always be an alternative method of participating and contributing”

The ITE studentd were provided with the following training in ICT and SEN:

A two hour session for all PGCE students delivered by the Deputy Headteacher of a local special school with responsibility for Augmentative and Alternative Communication (AAC) and a senior lecturer with SEN and ICT specialism. During this session the students were provided with the following opportunities and teaching experiences:

To observe and interact with low and hi tech communication aids
To use wireless switches to operate and access software and communication aids
To become aware of a range of AAC aids Talk and Sequencer communication aid as well as VOCA.
To view a sample of frequently used software that supports the learning of pupils with SEN/LDD
To look at a selection of useful websites with free software to support SEN

This training was supplemented by two further sessions (2 hours each) incorporating more in- depth instruction on Clicker 5 (Crick) and Symwright (Widgit) in which single and dual switch access were available

The research seeks the views of the PGCE students who participated in the project

Method

Methodology This project adopted a mixed methods approach (Green & Elmore 2006) incorporating elements of the following: • Baseline assessments of current knowledge and understanding of ICT/SEN using a questionnaire • Semi-structured recorded interviews with student focus groups who have undertaken the training • Desk survey (meta analysis of literature and documentation pertaining to ICT/SEN) In the first phase a questionnaire was used to gather the perceptions of PGCE students and this was undertaken before any training took place. The first part of the questionnaire sought to elicit the following information from the students: • Prior knowledge of the use of ICT to support pupils with a range of SEN/LDD or communication/sensory impairments. Students were asked to describe what ICT resources they were aware of to support particular groups of SEN/LDD The second part of the questionnaire used the Likert scale in order to ascertain views on eleven statements relating to their confidence in using ICT generally, and their understanding of peripherals, software, free internet software to support SEN, use of whiteboards and extending their ICT and SEN skills. The final part of the project produced qualitative information through three focus group interviews; there were 4-6 students in each focus group.

Expected Outcomes

Findings and Recommendations: The students were aware of some ICT resources to support pupils with SEN although these were from a limited range. Only one student felt confident in using ICT to support the needs of pupils with SEN. All the students within the study felt that it was important to extend their knowledge, skills and understanding of ICT and SEN/LDD, with the majority of the sample group viewing this as high priority. It would have helped to have asked people with disabilities themselves to talk about their use of ICT. DVD for example, could be used to demonstrate devices being used by pupils with SEN/LDD in a school context. It was evident that the students appreciated having access to the software including switch access although more time was needed as well as additional structure to the sessions. Students suggested the use of case study materials would be valuable and assist; • To provide a more detailed overview of different conditions or learning difficulties • To assist them to contextualise pupils with SEN/LDD in a school context whether ordinary or special school.

References

Blamires,M. (1999) Enabling Technology for Inclusion. Paul Chapman Publishing. London Green, J, & Elmore, P. (2006) The Handbook of Complementary Methods in Education Research. London: Routledge Florian,L. and Hegarty,J. (2004) ICT and Special Educational Needs. Open University Press. Maidenhead. Kotsik, B and Tokareva, N. (2007) Contributions to e-Includsion Policy Development for Education of Students with Disabilities. UNESCO IITE McKeown, S. (2000) Unlocking potential – How ICT can support children with special needs. Birmingham: The Questions

Author Information

Stephen Cullingford-Agnew (presenting / submitting)

University of Northampton

Education

Northampton

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