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Ciara, I agree with your assessment of digital technologies being life changing, particularly for those working with children with SEN. Some of these children have been given a voice for the first time and an ability to participate like their peers and with their peers.
This was a very thorough overview of what is available for teachers to use in relation to ICT and Assistive Technologies. Schools have made remarkable adjustments over the past 20 years with most rooms now using a variety of digital learning options on a daily basis. This not only makes learning more fun and engaging for the children but also has a host of other benefits such a logging and tracking progress, assessing appropriate level of ability but most importantly, enabling all children to access the curriculum meaningfully.
Using the SETT model and the child’s Student Support File is an excellent starting point when deciding what needs to be put in place for a child. While lots of AT options may be enjoyed by the child, unless they are serving the purpose they were put in place for, then they are not the right item for the child. For example if children are playing games on an ipad but not using it as a communication device as intended, then the professionals may need to look at other options for that child.
The Digital Learning Framework Standards are an excellent guide to bear in mind before settling on AT equipment. It is vital that these standards are considered otherwise we may end up in situations like the above where the student’s needs are not being met.
One of the standards I will endeavour to develop in my own practice this year and going forward is that ‘Pupils engage purposefully in meaningful learning activities.’ While it can be easy to find digital learning activities on chosen topics, it is important to ensure that these activities are pitched at the correct level and that they are a meaningful learning activity on the topic.