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The school development planning section in the Inclusive educational framework emphasizes the need for schools to accommodate the learner. It clearly outlines the difference between the student being there and taking part, the active participation of the learner rather than simple placement or accommodation. The plan gives schools the autonomy to decide how to best engage their students and it encourages internal reflective practice. If we now have the choice in how we engage our pupils then what I would most like to explore is the concept of the flipped classroom. With a class we had a few years ago this would have been a wonderful approach. If I had been able to prepare content online using Waklet or Flipgrid and allow the children to prepare and inform themselves at home then everyone could have had the knowledge to partake in discussions and activities in class. Sharing a QR code could have allowed children to upload their own content and participate in their own learning.. For maths setting tasks and asking the children to follow step by step instructional videos at home using Khan academy or one I like is mathantics because of the simple sequencing and progression steps with accompanying task sheets. The benefits of using technology to engage childern in learning are huge. The teacher using traditional teaching methods cannot hope to engage a child that has grown up with colourful, moving and engaging content on screen that they can control.
Name- Joe Byrne
Class- 4th
Difficulties with writing and spelling
Student
strengths and weaknesses Environment
Classes and situations where help is needed Tasks
What are the tasks the student needs to be able to accomplish to meet his IEP goals Tools
What AT tools or services will assist with completing these tasks
Joe can produce original thoughts and convey them articulately through speech.
Joe struggles with writing due to a physical disability and a learning disability causes difficulty with spelling. He will need help with producing written work in several classes including English, history and geography.
These classes are in regular classrooms with moderate amounts of noise. He will also need help with writing at home. Joe needs to be able to complete written assignments in several different classes. These assignments vary in length, Joe should be enabled to complete these assignments in the same time as his peers. Joe will require a laptop for use in class and at home. In school he will benefit from enabling word prediction on his device. For home use
In using the SETT plan to appropriately select technology for a child it is important to look at the child’s strengths and weaknesses on the child’s support plan. Are there any identified difficulties and any professional recommendations. Once a comprehensive picture of the child has been created targets should be decided upon. It is now necessary to look at the tasks the student needs to complete to participate in school and achieve those goals. Is there an area where Assistive technology could help? Look at what environment the technology would be utilised and select and allocate appropriate resources.[Type here]Teachers upskilling is so important. learning new ways of imparting information and supporting childrens learning stops us becoming stale in our practice. Cosan recognises the need for CPD and recognises the need for both propessional and personal development, individual and collaborative learning , formal and informal and school based and external extention of professional practice. Allowing teachers to identify their own needs, seek to upskill in required areas and to evaluate their results is a really useful concept
PUPIL A- 6th class
DYSLEXIA, DYSPRAXIA
Issues with attention, concentration, sequencing events, spelling reading and comprehension.
History lesson on the 1916 rising- working on comprehending a passage, study skills.
• Provide the child with a piece of text online detailing the series of events that occurred before the 1916 rising .
• Have the child open the word document in immersive reader and utilise the read to me function. Rehearse reading the passage selecting background colour and font that works best.
• Open split screen in keeping the passage on one side and one note on the other. Have the child write out the key words/ events in the passage as they re read the piece. Use typing feedback to reinforce the learning and correct mistakes.
• Using one of the many talk to text options available, have the child summarise the learning and save this to file to assist with revision work.
• Have the child re tell what he has learned to another student to consolidate what he has learned.
This section dealing with Immersive reader and its many uses was really useful and interesting. I have a child with dyslexia and dyspraxia heading to secondary school in September and I can really see how she would find this useful. Being able to have a piece of text read to you is always a bonus but being able to select the number of lines to view, the option to change the background colour and the syllabic division are hugely useful and could benefit any child attending SEN with literacy difficulties. I loved the combination of Lens and immersive reader and had a lot of fun playing around with it. This could enable a child to take a photo of a board in class and have it saved to one note. This could be used to take a picture of a page in a text book and look at it using immersive reader. A family with limited english having the option to have work assignments read to them in their native language is brilliant and the number of languages available is very comprehensive.
<p class=”MsoNormal”><span style=”font-size: 9.0pt; line-height: 107%; font-family: ‘Arial’,sans-serif; color: #163c42; background: white;”>I am in SEN in my school and the changes engaging with technologies can bring to a child’s learning experience is huge. We have children with a wide range of needs. We daily work with children with ASD, ADHD, Dyslexia, Dyspraxia, sensory processing andanxiety to name a few difficulties. While working with a child with ASD/ ADHD, Dyslexia and Dysgraphia I was forced to rethink my traditional teaching methods. This child was very bright but struggled to attend and struggled to write. I found an online book in video format called” Wierdwood Manor” . We used this book with its great vocabulary and read to me option as a springboard for learning. We taught vocabulary, sentence structure, critical thinking and comprehension strategies with ease. We looked at character profiling and character development and used our learning to predict outcomes and create our own creative pieces. This child couldn’t write without a huge effort so we worked on typing and talk to text as ways of presenting his work. This child quickly showed his keen intelligence and capacity to learn.</span></p>
<p class=”MsoNormal”><span style=”font-size: 9.0pt; line-height: 107%; font-family: ‘Arial’,sans-serif; color: #163c42; background: white;”>The biggest problem going forward was the possibility to move some of this learning into the classroom. Many teachers were neither prepared to cater for technology in the classroom nor had the expertise to <span style=”mso-spacerun: yes;”> </span>manage the practical applications. In reading the other posts I was really drawn to the comments relating to there being a centralised support service offering help and guidance with how to proceed with a Childs technology grant. This would be hugely beneficial as its so difficult to decide when and where the technology should be used and many laptops end up being used for typing in an SEN setting and little else. . If the school as part of its digital learning plan focused on teachers working together to devise learning opportunities for pupils across and beyond the curriculum and the NCSE were able to advise on the SEN component of this it would be possible to make progress in the future.</span></p>