Conclusion

Where appropriate and effective technology is integrated into the learning environment of a pupil with a visual impairment, it can:

• challenge and enhance traditional teaching methods
• be tailored specifically to individual learning styles and physical or sensory needs
• use a variety of input / output methods
• accommodate the pupil’s sensory, cognitive and physical abilities

The benefits of technology can best be realized when careful consideration is given to:

• the visual, cognitive and physical abilities of the learner
• the capabilities offered by the technology
• the mechanisms to support and develop staff competencies

ICT will be most effective when seen as an enrichment to the learning environment, rather than when considered in isolation. Similarly, enabling technology for visually impaired learners should be seen as augmenting the ICT used by all pupils rather than specialist systems used in a separate context.

Practical teaching activities

Please choose and complete one or more of the following activities:

1. The pupil’s needs

Before embarking upon a decision to implement a particular device or application, it is necessary to determine the child’s needs within the learning environment. Identify a child you support and outline areas for consideration when trying to assess the most appropriate technology solution for a particular curriculum demand.

2. Strategies

Describe a pupil in your school who has developed visual perception skills through the use of technology. Outline the strategies and resources used and how the development was monitored and evaluated. How has this enhanced development of a particular curriculum area?

3. Environmental considerations

A number of factors are important in relation to environmental considerations when implementing technology for pupils with a visual impairment. Describe the factors, which may influence effective use of resources within the classroom.

4. Curriculum resources

Design and produce a keyboard overlay or on-screen grid to develop a particular curriculum area, such as an historical topic, studied by the whole class. How can the overlay or grid be adapted and enhanced to suit the needs of more than one pupil in the class?

5. Overlays

Describe the use of an overlay keyboard and tactile overlays to develop literacy and tactile discrimination skills with a pupil who has no useful vision.

6. Frameworks

There are many framework applications which can be used to develop touch screen activities to develop tracking and the use of functional vision in pupils with partial sight . Devise an age-appropriate activity with an application of your choice to support a particular curriculum requirement, such as a Maths activity.

7. Talking word processors

Many pupils with a visual impairment use talking word processors to introduce the concept of speech output and aid writing across the whole curriculum. Compare the facilities offered by two specific applications and evaluate their effectiveness when used by a pupil with: (a) partial sight, (b) no useful vision.

8. Developing reading

Describe the use of CD-ROMs or electronic books to develop literacy and encourage emergent literacy skills with a pupil who has partial sight.

9. CCTV

There are many different models of CCTV available. Identify a pupil who needs to use a CCTV to access print; outline the features needed and the practical considerations when installing the device in the learning area.

10. Working alongside peers

Technology has the flexibility to respond to the diverse physical and visual needs of a child to ensure they are able to access the curriculum. Describe how you are able to configure technology available to you, or resources produced, to allow pupils with a disability to work effectively alongside their peers, sharing an activity wherever appropriate.

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