Expected outcomes
By the end of this Unit, teachers will
have…
- considered how ICT can support pupils in group activities
- an awareness of how pupils can communicate in group /
class situations
- a knowledge of software that can be used in group / class
situations
- ideas for including all pupils in group / class literacy
activities
- ideas for including all pupils in group / class numeracy
activities
- ideas for including all pupils in a range of curriculum
and social activities
Using symbol and picture-processing software
Using available symbol and picture-processing software to create
captions for displays.
See Scenarios 1d, 3a, 3b, and 4
Configuring your computer system to meet a variety of
needs
Check and adjust Control Panel settings to meet pupils needs.
Refer to Unit B – Organizing your resources.
See Scenarios 1, 2, 3, etc.
Using the computer Control Panel to check and adjust
sound levels
Check sound output levels in the computer Control Panel
and connect external speakers and headsets to meet individual and group
needs.
See section on Sound
Connecting a range of keyboard and mouse alternatives
Use the computer with a range of alternatives to meet individual and
group needs, using a splitter unit if required so that two devices may be used
at the same time.
See Scenarios 1d, 3a, 3b, 6a, and 6b
Using single message and Step-by-Step communicators
Program and use available simple communicators.
See Scenarios 1, 2, 3, 4, 6, and 7
Connecting switches to your computer
Connect
switches as required to operate switch software. See also Unit 8 – The
development of switching skills.
See Scenarios 1, 2, 3, 4, and 6
Using switches as an alternative to mouse button clicks
Use suitable interfaces to allow switches to emulate mouse button
clicks. There are a number of ways that switches can be connected to do this.
These include specially adapted rollerballs and keyboard-type switch
interfaces.
See Scenarios 2 and 6
Creating a selection of overlays for an overlay keyboard
Create a selection of overlays using text, pictures and symbols as
required for available overlay keyboards to provide text and spoken output with
a talking word processor.
See Scenarios 1, 3, 4, 5, and 6
Creating on-screen grids
Create on-screen grids
using text, pictures and symbols as required to provide text and speech using a
suitable word processor.
See Scenarios 1, 2, 3, and 4
Using a digital camera to put pictures on your computer
Use a digital camera to record pictures of activities and resources and
place these into a presentation program on the computer. Programs such as
SwitchIt! Maker and PowerPoint can be used for presentations, which include
sound and text as well as pictures.
See Scenarios 2 and 6
Use switches with battery and mains control units
Use switches to operate a selection of equipment using battery adaptor
leads and mains control units. Investigate how switches can be connected to
simple classroom experiments to give all pupils a part in the activity.
See Scenarios 2, 5, and 7
   
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