Differentiated or adaptive software
The provision of standard, mainstream software,
without adaptation, will have little impact on the ICT success of pupils with
severe and complex needs. Fortunately, there is a myriad of special needs
software which can be adapted or which is already differentiated to suit
individual needs. The spectrum ranges from a variety of cause-and-effect
software (e.g. SwitchIt! Maker) to versatile, alternative frameworks for
writing and learning (e.g. Clicker 3 and 4). Identifying and, thereafter,
tailoring a nucleus of appropriate software (see Units 1, 2,
3, 8, 9,and 10) is fundamental to successful ICT
outcomes in pupils with severe and complex needs.
Remember:
• choose software that will ‘grow’ with
the pupil
• choose software with an appearance, content and degree of
difficulty you can adapt
• choose software that is reliable and
technically well supported
• do not choose too much software, as a
‘little quality’ will go a long way! |
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Augmentative and Alternative Communication (AAC)
Many pupils with severe and complex needs have
significant communication difficulties. As a result they will already have, or
they will need, communication aids. Communication aids belong in the classroom!
They should not just be the charge of speech and language therapists, used
intermittently in therapy or social communication or restricted to specific
language sessions. The use of ICT in the form of communication aids (from
BIGmacks to DynaMytes) can be a rich resource for learning in general and
language development in particular. One should not, of course, underestimate
the complexities, skills and resources involved in successfully integrating
communication aids into the learning process. But where this is achieved
(invariably where teamwork is strong and well co-ordinated), the educational
outcomes are also much more successful. |
