Introduction

Labels or support needs?

This Unit addresses ICT concerns of teachers who work with pupils whose educational support needs have much in common but who may be given different labels / descriptors. In England, Wales or N. Ireland, and depending on the education authority, the following terms might be applied:

• PMLD (having profound and multiple learning difficulties)
• profoundly physically disabled
• MSI (multi-sensory impaired) or deaf-blind
• MDVI (multiply disabled with a visual impairment)
• MDHI (multiply disabled with a hearing impairment)

In Scotland a pupil with a similar profile might be described as:

• CLD (having complex learning difficulties)
• SCLD (having severe and complex learning difficulties)
• deafblind

In addition to these terms, you may come across diagnoses such as central neurological impairment, cortical visual impairment, cerebral visual disorders, and cerebral visual dysfunctions. Murdoch (1997), after Best (1994), points out that this ‘grey zone with adjacent diagnoses on all sides’ is more to do with a rapidly changing and developing field, as professionals learn from each other, than it is a reflection of disagreement and controversy.

It is not difficult to appreciate why different descriptors like these may be applied to the same pupil. Impairments that cause global learning and physical difficulties usually affect at least how the brain interprets visual images and often hearing systems as well.

It is important to understand that there may be as much, if not more, variation between pupils to whom the same ‘label’ is applied, as there is variation between pupils given one, or more, of the these ‘labels’. For a discussion of how and why these terms may have evolved see Aitken (1997).

In this Unit we refer to the learning and support needs of individual pupils. In general we avoid the use of diagnostic or educational categories.

Key factors for ICT success

It can be difficult to introduce technology in a way that makes sense to pupils with complex learning difficulties which might include visual impairment, hearing impairment and / or dual sensory impairment. Often technology is introduced and, after an initial flush of success, is more or less abandoned, to statements like:

“He liked it at first but the novelty soon wore off.”
“We tried him with switch operated toys and computer games but he wasn’t interested.”
“He liked the yapping dog but we didn’t know what to do next.”
“She was more interested in fiddling with the switch than in listening to the music playing.”

Technology in and of itself is not helpful. For instance, it can be used to increase participation and social interaction, not to replace it! Greatest success is likely to come when ICT use is linked in a meaningful way to the curriculum through activities the pupil understands and / or finds pleasurable. In this way the effects are likely to last for longer. These principles help to integrate ICT into an existing framework of activities, adding a new dimension to those familiar activities:

• know in advance the pupil’s preferences and motivations
• use technology to match these and to help the pupil be active and sociable
• introduce technology in the context of familiar play and social routines, within the curriculum.

It is not appropriate to introduce technology ‘simply to see if it helps’. Technology works best when:

• aims for using it are clearly defined
• it is introduced into a well defined place in the curriculum and in the pupil’s individualized educational programme
• it is integrated closely with any planned programme of stimulation, play development, early learning and communication development, rather than as something separate.

Expected outcomes

By the end of this Unit, participants will have…

• increased understanding of the range of technology available for pupils with complex learning difficulties caused by a combination of sensory, cognitive, physical and communication impairment
• increased understanding of how to make decisions as to which of the available technologies is appropriate, based on assessing a pupil’s sensory, communication, physical and cognitive skills
• enhanced awareness of how technology might be integrated into IEPs
• become more familiar with some of the direct and indirect uses of ICT in multi-sensory environments and learnt how to apply these within individual pupils’ curricula
• knowledge of the advantages and disadvantages of using computers in the context of visual stimulation activities, know how to explore visual stimulation activities using computers, and have experience in choosing software that matches pupils’ developing sensory skills
• enhanced understanding of how ICT can be applied to improving the communicative competence of pupils with communication, sensory, physical and cognitive impairments

Key skills covered in this Unit

Each skill area listed below relates to one or more ‘levels of ability’ as discussed in the following section. This framework is used in order to implement activities suited to the age and abilities of individual pupils. For each scenario several examples are presented.

Select, set up and use multi-sensory equipment

Understand how multi-sensory equipment can be used to support learning through establishing and promoting trust and interaction. Establish an incremental approach to using multi-sensory equipment. Use a multi-sensory environment to augment assessment findings.

See Scenario 1, examples 1a, 1b, 1c, 1d, 1e, 1f, and 1g.

Introduce pupils to the control of multi-sensory and other equipment

Adapt multi-sensory equipment to allow operation by switch user. Adapt battery-powered equipment to allow remote activation by switch. Create simple loop tape with greeting message. Record digitized speech into simple voice output device. Adapt switch surfaces to enhance tactile and visual display, to suit individual pupils’ visual impairments.

Adapt mains electrical equipment for operation by switch user using mains switcher

See Scenario 2, examples 2a, 2b, 2c, 2f, 2g, and 2h.

Be aware of advantages and potential risks of using a UV-A light source

Carry out risk assessment before introducing a UV-A light source; liaise with local professionals. Understand use of diffusers and fluorescent objects.

See Scenario 2, example 2d, and 2e.

Embedding switch activation into functional communication activities

Store recorded single-shot messages on voice output communication aid, activated remotely using PalPads or Taction Pads. Associate switch with objects of reference and the related effects.

See Scenario 3, examples 3a, and 3b.

Understand advantages and disadvantages of computers for visual impairment

Adjust settings in single switch software to enhance on-screen image (e.g. adjusting foreground and background colours or image complexity). Adapt settings for use by switch user.

See Scenario 3, examples 3a, and 3b.

Adapt user interface so that PC can be operated by switch user

Know that there are options to connect switches to operate some software on PCs. Know how to connect a switch interface for operation by a single-switch user. Adjust software settings for use in this way.

See Scenario 3, examples 3a, 3b, and 3c.

Write a script for others to use software

Record as a script how one pupil is introduced to, uses and ends a session with one software activity.

See Scenario 3, example 3c. This can be applied across this Unit and others.

Explore the World Wide Web

Use the Web to investigate areas of interest. Specific examples are given below although individual preferences can also be followed.

See Scenarios 3 and 6, examples 3d, and 6a. This is also applicable elsewhere.

Identify a selection of empowering messages and store on a single-message voice output communication aid

Identify messages that can be used across several situations rather than isolated to one (e.g. “Come over here”) and store on voice output device such as BIGmack or One Step.

See Scenario 4, example 4a. This is also applicable elsewhere.

Store sequential messages to be reproduced in order

Use a Step-by-Step Communicator to store a series of short messages, which are produced in turn with each press of the communicator or by remote switch activation. This technique is useful across a number of settings e.g. counting, songs, lines in a play etc.

See Scenario 4, examples 4b, and 4c.

Import a photo using a digital camera or scanner, and store on a computer

Use a digital camera to take photos (if intending to purchase one see Unit 1 – Literacy and recording – Using symbols, pictures and sounds for more advice).

Use SwitchIt! Maker to allow image to be built up after three switch activations

See Scenario 4. example 4d. This also applies in several other examples.

Use a touch screen

Calibrate and adjust settings; load software to be operated by touch screen (Touch Monitor or add-on window).

See Scenario 4, example 4e.

Set up hot spots to be accessed by scanning

Use simple software such as ChooseIt! Maker to produce hot spots of image e.g. photograph imported using SwitchIt! Maker.

See Scenario 5, examples 5c, and 5d (as alternative to suggestion given).

Use talking books

A variety of talking books are available; although some are either visually complex, too difficult for some pupils to understand or a combination of both.

See Scenarios 5 and 6, examples 5e, 5f, and 6a.

Create and edit overlays

Know how to plug an overlay keyboard into the computer and use overlays. Use software to create overlays to use on the overlay keyboard. It is possible to use objects of reference, pictures, line drawings, symbols, and words, or a combination of these.

See Scenarios 5 and 6, examples 5f, and 6a / 6b (if required).

Create on-screen grids

Create, edit and use on-screen grids. On-screen grids are flexible tools for quickly and easily designing and combining presentations on screen; they can be used via touch screens, keyboards, switches or overlay keyboards.

Some grid-making software now allows switches to be used so that grid cells can be scanned and individual cells selected; sound prompts, either synthesized or digitized, can be given, and heard prior to selection.

See Scenarios 5 and 6, examples 5f, 6a, 6b, 6c, and 6d.

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