Access to activities

Group and class activities are an essential feature of the school day; it is through such interactions that pupils can be involved with their peers. The interchanges that take place are an important way to learn. Learning sessions can be of a formal group, class or school situation as well of less formal sessions at break and lunch time or in school clubs or when visitors are in school. Where these group sessions are formally planned suitable resources can be prepared in advance and used in the session.

At other times the sessions are less formal and different provision may be required. The staff and adults involved may be less familiar with the individual pupils and the equipment they use. The aim should be to help all the pupils to participate in the session rather than just observe. When ICT is used it can be there for the whole group to access as well as the pupils who may have a specific need to use it.

Individual needs

A group situation may include pupils with a variety of difficulties that affect their ability to participate. Planning for the session as a whole can take into account these needs and include the provision of ICT to support the activity. This planning for ICT can also include the pupils who do not have a particular need for additional support. If the whole group uses ICT the session will be much more inclusive, ICT enhancing the session for all pupils as well as providing access for others.

Typical groups may include pupils with communication, physical, and sensory difficulties as well as learning problems. The basic planning for the session will include ways of helping the whole group make sense of, and interact with the material being used, as well as communicate with their classmates and staff. The materials used may have to be presented in different ways. For example, you may use small books alongside the big book for pupils with a visual impairment, pictures and symbols to support text or objects related to a computer program.

Physical difficulties Pupils with motor difficulties may find it hard to handle materials and equipment. ICT can provide them with additional opportunities for control; they could use a mains switcher unit to take part in a food technology session. Pressing a switch while counting objects may enhance their sense of number. Switch access to a standard word processor can allow them to write alongside their peers, contributing to the same work.

Communication difficulties Pupils with speech and communication difficulties will be unable to contribute as easily as their peers. They may then be seen as having little to offer. Even when they have an alternative system of communication it is often only understood by the adults supporting the group and not by the other pupils. All the pupils in a group are unlikely to be able to see the message indicated by a pupil using a communication chart. Simple speech output communicators can be used in these situations to help the pupil make a contribution that can be heard by the rest of the group.

Cognitive difficulties The computer can add to sessions by providing additional multi sensory resources such as talking books or picture-supported text. Pupils can contribute to the recording of a lesson by using whole word or picture grids while others spell words from the keyboard.

Group needs

The group as a whole can benefit from using ICT; by using the same or similar resources in a session all pupils can feel included. A computer can provide a motivating focus for a group session, providing visual and auditory interest and opportunities for discussion and interaction. The organization of the group will have to take into account the individual needs; some pupils will need to be closer to the screen, and others will need additional adult support to interpret the session.

The needs of the pupils in the group should be taken into account when positioning the computer and monitor. An adjustable-height trolley may be needed. The computer should be placed against a distraction-free background if some pupils have a visual impairment. It is useful to look at the screen from the pupil’s point of view; all you may see is a reflection of a window or light on the screen.

ICT resources in a group setting

The typical computer workstation is best suited for use by just one, or at most two or three pupils at a time. The commonly-used 15-inch monitor is not much bigger than a small portable television. The mouse and keyboard can only be used close to the computer and will often be monopolized by one pupil in the group. Others will be at the fringe of the activity, often unaware of what is happening.

There are various ways in which the computer can be adapted to make it more suitable for group sessions, some more affordable than others!

Check the Accessibility Options settings in the Control Panel

The Accessibility options allow you to adapt the operation of the computer to cater for different needs. Unit B – Organizing your resources deals with the use of these options and will help you adapt the computer for the needs of individuals within your teaching group.

Display (screen)

The standard monitor, 14 or 15-inch, may be too small for group sessions but ideal for the individual. Alternative displays such as flat screen monitors or data projectors are becoming more common and affordable. A data projector, connected to the computer, can provide a good quality image on a screen, especially if the room can be slightly darkened, avoiding direct sunlight.

It is important that whatever display we have is set up to best advantage and positioned with regard to the pupils’ needs and the classroom environment. Even then there may be pupils in the group who are unable to see or make sense of the computer screen and will need additional support if they are to participate in the session.

Points to think about

• have an adult or other pupil describe the screen
• make a printout of key screens
• arrange for them to have used the program previously
• have some tactile materials or objects that relate to the program

Sound

Sound is an important part of many programs; for some pupils it will be their main source of information. The loudspeakers provided with many computers have been chosen with cost the main consideration. While often just sufficient for the individual user they will be inadequate for a group or whole class session. Better quality speakers are not expensive and can make a dramatic difference. The volume of sound from a computer can be controlled in two main ways: by adjusting the volume in the computer Control Panels and by using the volume control on the loudspeaker system. The two controls work in tandem. If you cannot make the sound loud enough, first check the Control Panel setting. If this is very low the volume control on the loudspeaker will have little effect.

You will find more about Control Panels in Unit B – Organizing your resources

Points to think about

• volume settings
• quality of speakers
• position of speakers
• ambient sound

There may be some pupils who still cannot hear the sound – think about other ways to help.

• describe what is happening
• use headphones
• seek help from a specialist teacher of the hearing impaired about using the pupil’s hearing aid in conjunction with the computer
• use additional amplification

Group listening Computer sound can be a distraction for some pupils; a simple pair of headphones can be used by a single pupil to cut down the level of sound. When a group of pupils are working together it is possible to use a distribution box, microBob, which allows up to six headphones to be used at the same time. Used with headsets, which have a microphone attached, it is possible for a group to talk to each other at the same time as using the software.

Access

The computer is an interactive resource; most software requires an operator. Commonly the mouse and keyboard are used, restricting access to only those who can use and understand these devices. In a group situation there will be individuals who can use these input devices and others who cannot. In the case of larger groups it is difficult to hand over control to individuals unless they come close to the machine. Alternatives to the standard input devices can be used to provide access for the pupils who have individual needs, while at the same time making it easier for all pupils to have a go. For more information see Units B, 4, 7, 8, 9, and 10.

Touch Monitor Until recently a rather expensive resource, these provide a very direct and intuitive way to control software. Used as an alternative to the mouse, they allow a direct touch to perform the action of moving the screen pointer and then clicking the mouse. For some pupils, this direct access with nothing intervening works wonders. They can really concentrate on the task in hand, and not worry about locating a mouse, switch or rollerball. Sometimes the effort of looking up and down between screen and input device is enough to distract the pupil completely from the task. Points to think about direct cause and effect – the pupils are free to concentrate on the software cognitively simpler than a mouse can be used at the same time as other devices good for small groups stops one pupil monopolizing the interaction

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