Introduction

Children are highly motivated by using ICT and when they are motivated we can better support their learning. But not everyone learns or works in the same way or at the same pace; if it is to be useful, technology needs to offer support for pupils with differing physical and sensory abilities and a wide range of learning styles.

Poor reading and spelling skills hinder learning and independence in adult life. This Unit focuses on how ICT can support the pupil who finds handwriting, spelling and reading difficult. Here are some of the ways in which ICT can enhance literacy for pupils who have special needs:

• Pupils who cannot use a pencil can use a keyboard or a range of access methods with the computer, to draw as well as write.
• They can edit and redraft their work using a spellchecker, thesaurus or word predictor, changing the style and layout to produce a polished printout.
• Pupils who can recognize more words than they can spell can use an on-screen word bank to give discreet help.
• If pupils have difficulties structuring their work, some programs offer sentence starters, writing frames and even smart punctuation.
• Many programs give speech feedback, helping pupils to recognize spelling and syntax errors. Talking or interactive books, commercial or made in the classroom, give an extra dimension to early reading.
• A range of ready made programs promote spelling strategies and offer reference material in an exciting format.
• Where pupils have difficulty understanding the written word, symbols can be used to support or replace text.
• ICT can allow pupils with physical difficulties independence, expressing their own thoughts and feelings without using an adult as an intermediary.
• Using ICT can promote interaction and discussion.
• The Internet can give access to an enormous range of reference material and images, and allow contact with similar pupils around the world.

In September 1998, the National Literacy Strategy was introduced in England. The aim of the Strategy was to have 80% of all 11-year-olds reach Level 4 in Key Stage 2 SATs by 2002. In order to achieve this, schools in England dedicate an hour to structured literacy teaching each day. There was, however, no stipulation for the incorporation of ICT into the hour, despite its crucial central position in the curriculum.

The National Literacy Association Projects and Consultancy Team have worked with schools to explore ways in which ICT can be used to support and enhance the Strategy’s objectives. They found that the new technologies could be very effective in providing focused and supportive activities for pupils with a wide range of special educational needs (SEN), including those with severe and complex difficulties. The aim of the Qualifications and Curriculum Authority (QCA) in England is to promote equal opportunities in all aspects of work. The 'P' levels for pupils who are attaining significantly below age-related expectations states that "access to Literacy knowledge, skills and understanding should utilize all relevant ICT and communication aids appropriate to individual pupil needs." www.qca.org.uk and www.nc.uk.net/ld

Teachers in Scotland, Wales and Northern Ireland approach raising literacy standards through other means. But the pupils all have the same difficulties, and ICT can be used to support literacy in the same ways.

Expected outcomes

By the end of this Unit, participants will have…

• identified ways in which they can use ICT as a tool for raising literacy
• become aware of how mainstream software supports access to word-processing
• used a selection of software designed to support the writing process
• used software designed to support reading
• identified those pupils who will benefit from access to alternative ways of recording
• understood the benefits of using alternative access tools where appropriate
• considered the organizational issues this might raise
• prepared materials for pupils to use

Key skills covered in this Unit

Use word-processing software to write

Become familiar with the basic functions of word-processing software used in your school. For example: use it for redrafting using cut and paste, find and spellcheck. Use the insert table command to create simple worksheets.

Use it to create, save and print documents including those containing symbols.

Use grid-making software to create on-screen grids

Use grid-making software in your school to create, save and print grids containing words, symbols, graphics and sound.

Connect Overlay keyboard and / or switches

Make overlays for the overlay keyboard — incorporating graphics

Plug your overlay keyboard into your computer and use overlays. Use overlay-creating software to create resources to use with your overlay keyboard. You may need to know where things like symbols, pictures and photographs are stored on your computer, so that you can include these in your overlay. Practice changing background colour, and font size and style.

Connect switches to the computer

Plug switches into your computer. Understand that switches always have to be plugged into an interface which is connected to the computer; this may be an interface box, a Mouser, some types of overlay keyboard, an adapted mouse or an adapted keyboard.

Set-up appropriate Switch Scanning

Method Refer to Unit 8 for more detail.

Set up and use on-screen selection grids (emulators) for switch access

Refer to Unit 8 for more detail.

Load and individualize a predictive word processor

Load and start up a CD-ROM

Load a CD-ROM into your computer’s CD drive and start it up.

Create screen markers (hot spots) on objects in multimedia software

Use software (e.g. ClickIt!, Hotspots) to create hot spots in point and click software, so that switch users and / or overlay keyboard users can access the program.

Attach rollerball, joystick or mouse alternative to computer

Understand the use of right / left mouse buttons and drag facility. Be aware of the facility to limit the range of movement in the joystick.

Connect two PS/2 devices using Y mouse connector (PS/2)

Attach additional keyboards

Use Y-key-key dual keyboard connector.

Attach a touch screen

Send files from portable keyboards to a printer or standard word processor

Use a digital camera to put pictures and photographs on your computer

Use your digital camera to take photographs. Use the software that came with your camera to download the photographs onto your computer. Save (or export) the photographs as different types of file. This is important because some applications will only recognize particular types of file.

Save (or export) the photograph files to the folder you want to store them in. It is important that you know where your photographs are stored on your computer because you will need to be able to find them in order to use them in other applications, e.g. multimedia software.

Use a scanner to put pictures and photographs on your computer

Use your scanner to copy photographs (or pictures). Save (or export) the photographs as different types of file. This is important because some applications will only recognize particular types of file.

Save (or export) the image files to the folder you want to store them in. It is important that you know where your photographs are stored on your computer, because you will need to be able to find them in order to use them in other applications, e.g. multimedia software.

Note: Do not worry if your school does not have a digital camera and a scanner. You can use either. Both have been included in this Unit to accommodate differences in provision.

Use Voice Activated Software

Link Computer to LCD projector

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