ICTS : NOF Training : Unit 4 : Case study 1

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Case study 1 – Sam

Sam is a very able student, who is about to transfer to Key Stage 4 within the context of his local mainstream secondary school. He has a rare combination of athetoid and ataxic cerebral palsy. This severely affects the functionality of all four limbs. Although he has significant speech impairment (dysarthria), there is no need for an augmentative communication system. However, his physical difficulties necessitate the use of assistive technology for all independent recording of work. A combination of a laptop, an external keyboard with keyguard and a specially modified joystick (Joystick Plus) provides Sam with full independence in writing and recording whenever this is appropriate. A range of specialist software (for example, AccessMaths) and appropriately selected non-specialist software (for example, SmartDraw) complements this suite of hardware requirements. The table below illustrates some key moments in the evolution of Sam’s IEP, revised on an annual basis over a two-year period.

Notice how the detail and focus are sharpened as staff become more confident and experienced in defining ICT objectives and targets.

Date	Cross curricular	Targets	Success Criteria	Review comments
1998	ICT	To continue to develop ICT skills To develop some organizational skills for storing and printing work	To undertake an additional 1:1 termly training session with an ICT expert To use registration time to organize computer work	Liaise with SENCo to link training session with normal ICT curriculum slot Sam will need support to organize
1999	ICT	To develop ICT skills and use the laptop to draw and create scientific diagrams and maps using SmartDraw To use the ‘autocorrect’ facility in Word for abbreviation expansion To use his laptop in his normal classroom position and only use his more isolated workstation position for organizational and printing work.	To be able to use SmartDraw for work in all subjects, which require drawing and diagrammatic work Greater usage resulting in an observable increase in the rate of text output Improved quality of inclusion within classroom setting	We need to investigate whether Sam can use his hardware and software for ‘exams’. Can he use SmartDraw and ‘autocorrect’? How will he be able to take the spelling component?

Termly, more clearly defined learning objectives would complement and enhance this IEP.

Case study 2 – Peter

Peter is five and half years old and attends a Special School for pupils with severe and profound learning difficulties. He has cerebral palsy. He has no independent mobility and no speech. He shows preferences via facial expressions and uses eye-pointing to choose between two items. The items are presented to him as real objects, photos, pictures or Picture Communication Symbols (PCS). Because of his communication difficulties it has been difficult for his school to fully assess his level of understanding. However, it is felt to be limited.

The first table below shows Peter’s 1999 IEP as it relates to ICT. The school had not identified whether the difficulties for Peter in achieving this target were a physical access problem or a cognitive problem and had set a target that would not be meaningful for him. The Annual Review comment (see below) shows the school were beginning to realize that part of the problem was physical. Notice that following a multi-professional assessment at the end of 1999, the IEP for the year 2000 is much more focused. It was decided that at this stage, until Peter had accurate physical control of two switches, it would be more appropriate for him to make choices from photographs and pictures displayed on an E-tran frame.

Date	Cross curricular	Targets	Success Criteria	Review comments
1999	ICT	To use two BIGmacks to make choices	To make a choice within a 5-minute time span	Peter finds using BIGmacks with his hands difficult.
2000	ICT	To use one head switch, to the left side of his head, independently. A picture or photograph of the toy to be activated is to be displayed towards the left side of an E-tran frame. When achieved – to use two head switches with an adult holding the second switch. Pictures or photographs of the toys to be activated are to be displayed on an E-tran frame – appropriately positioned according to the switch being used. Progression of above is to use two head switches to activate two BIGmacks to control someone in a meaningful activity e.g. “go to sleep” and “wake up”.	To activate a toy or the tape recorder (with a latching box set on ‘timed mode’ using one head switch) without a verbal reminder. To activate two toys (or a toy and a tape recorder) by using two head switches, with verbal reminders, and with the adult pointing to the appropriate picture / photograph as to which switch activates which toy. To use two BIGmacks appropriately e.g. if a person is already asleep to say “wake up” and not press “go to sleep” instead.

Termly review of these learning objectives would enable progression through them for Peter, and ensure all those involved in his learning to monitor progress consistently.


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