Scenario 3 – Numeracy and maths
activities – Counting
Numeracy activities present particular
difficulties for some pupils. A pupil who cannot speak is unable to count out
loud and thus misses the experience of sounding and hearing the number names.
Pupils with motor difficulties miss out on many practical activities by only
being able to observe and not do. The computer can provide them with part of
the experience by providing visual feedback.
In John’s class there are pupils with a
range of difficulties, John with physical and speech difficulties and Sharon
who is visually impaired. ICT resources have been created which can be used by
both of them as well as by the other pupils.
Example 3a – Counting activities
Counting objects
John is unable to handle objects or to count
out loud. While another pupil places bricks in a line John uses a Step-by-Step
communicator programmed with the numbers ‘1’ to ‘5’ to
count alongside. He finds it hard to wait for each brick to be put down and his
classmate enjoys moving the bricks slowly to make John wait.
Joining in a number sequence
John’s chosen number is ‘4’,
programmed into a single message communicator. During a class session every
time his number comes up he has to ‘speak’ it by pressing the
communicator. This gives him an important job, as the class cannot get past
‘4’ until he joins in!
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Saying number names
As John is beginning to be able to select areas on an
overlay keyboard he is starting to use an overlay on the IntelliKeys which
contains the numbers ‘1’ to ‘4’. These are used alongside
the IntelliPics program, which speaks the number in digitized speech and also
displays the number on the screen. A tactile version of the overlay has been
created for Sharon using stuck-on counters to represent the numbers. |
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Key skills and equipment
The key skills for the above example are the ability
to:
- design and program printed and tactile overlays
- use the IntelliPics program to create and edit a
simple activity
The key equipment is:
- One Step and Step-by-Step communicators
- IntelliKeys and IntelliPics
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Example 3b – Playing board games
To allow some of her pupils to join in with board
games John’s teacher had to remake her resources to deal with numbers up
to ‘six’! In addition she was able to use the communicators and
IntelliKeys to enable John to comment on the game and to say when it was his
turn, which was often! An on-screen Inclusive Writer grid or overlay shows and
speaks the number shown on a die. The overlay or grid could also be programmed
with dots instead of numbers. The on-screen grid is very popular with the rest
of the class who enjoy using the mouse to select the numbers shown on the
die. |
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Key skills and equipment
The key skills for the above examples are the ability
to:
- create IntelliKeys overlays
- make on-screen grids for Clicker or Inclusive
Writer
The key equipment is:
- • communicators
- • IntelliKeys, Clicker or Inclusive Writer
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Pupils like John, who are unable to take part in practical
activities, can use ICT to comment on the activity or to give instructions on
how it should be carried out.
 Suitable language can be provided in a communication device, on an
overlay, using a low-tech communication chart or using a switch program or in
an on-screen grid.
Activities involving a sequence of actions could also be
covered using a Step-by-Step communicator; John could ‘tell’ someone
how to make a drink with a suitable sequence of messages.
- get a glass
- pour in some cordial
- now add water
- STOP!
Key skills and equipment
The key skills for the above example are the ability to:
- identify suitable activities
- choose appropriate equipment
- use symbol software or a digital camera to create charts
/ overlays
The key equipment is:
- communicators
- IntelliKeys
- Clicker or Inclusive Writer
- Boardmaker or similar utility to make communication
charts
For more information, see Unit 3 – Language and
communication and Unit 8 – The development of switching skills
Pupils like John are often observers, watching adults or
other pupils carry out activities. He enjoys being part of the class even more
when doing things that are his special job. The rest of class will also see
that, despite his lack of communication, he understands what is happening and
is part of it.
Example 5a – Listening to a story
A story tape is being listened to by a group of pupils. John
is in control with a PowerLink on a timed setting. When the tape stops he will
start it again when asked.
Example 5b – Food technology
John uses a PowerLink to operate a food mixer during a
class session. He has to wait until instructed to switch on and off; he may
even let someone else have a go if they ask nicely. |
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Example 5c – On a hot day
In the same way a fan can be set up with a timed
operation. When it stops someone has to turn it on again. All the pupils could
be given the chance to do this using a switch. This is the best way to do it
and not just for John. |
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Example 5d – Experiments with electricity
– Battery only
John’s class has a kit that allows them to
connect up simple battery-operated circuits to work bulbs and motors etc. (Lego
equipment is a good way to do this)
When circuits are created they can be worked by a
single switch by using a battery adaptor lead connected into the battery box.
Everyone can then use the switch to operate the experiment.
This is an ideal opportunity to experiment for
yourself, just like the rest of the class. Using toy adaptors is exactly like
the sort of experiments that the pupils carry out, and is an ideal opportunity
to explain simple circuits and switches.
Key skills and equipment
The key skills for the above examples are the ability
to:
- wire up simple circuits
- persuade someone to help if you cannot do it
The key equipment is:
- PowerLink
- Switch Latch/Timer
- battery adaptor lead
- control technology equipment
For more information, see Unit 3 – Language
and communication and Unit 8 – The development of switching
skills |
   
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