ICTS : NOF Training : Unit 6 : Scenario 6 – Literacy and group discussion activities

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Scenario 6 – Literacy and group discussion activities

Group literacy activities are an important part of the school day. They present particular problems for the pupils who have speech and language difficulties who are very often only able to observe.

Many pupils with severe and complex needs will also need additional support when reading and recording work. They may only be able to use sounds, pictures or symbols rather than print. ICT can be used to support and augment text with pictures and sound, as well as providing alternative access through switches and other devices.
Many class activities involve discussion in groups or whole class settings. Pupils with communication difficulties can be helped to take part using ICT.

Example 6a – Group reading

The big book is now a part of many school days. The ideal of a whole group participating in reading is hard to achieve when some of that group will have very different needs. Some may be unable to see the book, hear the teacher or ask questions. In John’s class there are pupils with different needs, each of whom needs some help to take part.

‘Reading’ a book

The computer and simple communicators can be used in different ways to give pupils the experience of joining in with reading. Single-message communicators are very easy to use in this situation as they can be quickly programmed with new messages such as the text on a page of a book. The computer may take more time and preparation but is more versatile.

Reading ‘my’ page

enjoying 'my turn' John, Sharon and other pupils enjoy having the text from a particular page programmed into a single-message communicator. As the book is being read they have to wait for their turn to read the page; in John’s case this requires considerable restraint. At first John had a picture on his communicator to help him recognize the right page. As he is now using Rebus symbols the communicator has an appropriate symbol placed on it. This symbol has also been stuck on the appropriate page of the book and John is working on using this as his cue to press his communicator.

Sharon has a tactile reference to the page placed on the communicator and is beginning to respond when this is mentioned and press the switch to read her page.

Reading a number of pages

There are several ways in which a whole book could be read page by page. Various ways are now being devised to allow John and the other pupils to read a whole book.

Using a Step-by-Step communicator, with each page recorded in turn, has been found to help John overcome his enthusiasm for switch pressing. There is now a real need and responsibility to wait when he is reading to the rest of the class. He also enjoys being allowed to take the book and communicator home so that he can read to his family.

IntelliKeys overlays are being made to match some of the books available in school, with additional tactile overlays to help Sharon. In fact these are popular with all the pupils, who enjoy trying to work out what they mean.

It has been found that the school digital camera is able to take a good picture of the pages of the book, especially if the pictures are taken outside in bright light. These pictures have then been used to create a switch-operated story using SwitchIt! Maker.

Key skills and equipment

The key skills for the above example are the ability to:

program overlays for IntelliKeys
use the digital camera and transfer the pictures to the computer

The key equipment is:

IntelliKeys
digital camera
SwitchIt! Maker software

Example 6b – Group discussions

ICT can be used to help the whole group become involved in a discussion. This may prove more difficult than making resources for numeracy and reading activities where the content is fixed. The preparation for the sessions involves careful planning to ensure that suitable vocabulary and images are available. The digital camera can be used to provide pictures of the actual resources that will be used.

an on-screen grid (Inclusive Writer or Clicker) or overlay that could be used to describe an object.

Key skills and equipment

The key skills for the above example are the ability to:

create overlays or on-screen grids
use a digital camera

The key equipment is:

IntelliKeys
digital camera
overlay making software or on-screen grid software

Scenario 7 - Around the school

Pupils like John and Sharon are a part of the whole school community as well as of their class. Throughout the school there are displays, notices and other printed material designed to be seen by all pupils.

To ensure that pupils with a variety of needs benefit from these materials the school has asked all staff to try to design displays and printed materials to include all pupils. This has helped raise awareness of the variety of pupils’ needs in the school.

Example 7a – Displays

access to the display area There are various areas in school where regular displays are set up. Where possible these displays include provision for access by pupils with additional needs. Some of the techniques used are

One Step communicator with the sound of the sea
One Step communicator with a section of a story included in a display about the ‘Iron Man’ story
captions printed in picture-supported text using Inclusive Writer
One Step communicator with a tactile cover and a recording of bird song for a nature display

Example 7b – Areas in school

To help some pupils locate themselves in school a number of single message communicators have been placed in strategic places – the office, outside each classroom etc – to give information. These are very popular with all the pupils who enjoy helping to decide what should be recorded about their class. The staff have spent some time coming up with alternative suggestions for the communicator placed outside the heads office! Some locations such as the pool are represented by relevant sounds.

Example 7c – Dinner time

There are usually a number of choices to be made about what to eat. ICT is used in a number of ways to help all pupils understand and make individual choices. This includes preparation in the classroom for pupils like John and Sharon and the presentation of menus etc, in the dining area. This has provided an ideal opportunity to include all staff in the process of providing for each pupil’s needs and to give them an opportunity to use technology.

printed menus which include symbol and picture support
John takes a communicator from class which is programmed with his choice
Sharon enjoys reading a tactile overlay with the day’s menu

For more information see Unit 3 – Language and communication, Unit 4 – Individual needs, and Unit 8 – The development of switching skills


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