In 2003-04 CALL is running a Module within the Moray House School Modular Masters scheme. The course can contribute towards a Postgraduate Certificate/Diploma/Master of Science or can be taken as a single module, at a cost of £200.
The module will be run as a twilight course (5.30 to 8.30 pm) on Wednesdays from 14 January to 17 March 2004.
Module Tutors: CALL Centre Staff
Entry Requirements: Master's entry requirements (a first degree or equivalent professional qualification and recent and relevant professional experience)
Contents
Rationale
ICT is of particular benefit to pupils with special educational needs who may have difficulty accessing the curriculum or recording work. With current inclusive policies, it is important that education professionals understand how ICT can support inclusion and greater independence. This module will introduce the range of ICT resources available and develop ICT skills of course members in their use. It will cover ICT to support learners with physical disability; language and communication impairment; sensory impairment; and specific and general learning difficulties. The module is aimed at course members working in both specialist and inclusive contexts.
Learning Outcomes/Competencies
By the end of the module, course participants should be able to:
- Use a range of ICT hardware and software tools for supporting pupils with special educational needs.
- Select appropriate ICT resources to meet the needs of particular pupils and curriculum contexts.
- Adapt , implement and evaluate selected ICT tools to their own professional context.
- Investigate and critically evaluate the role of ICT in Inclusive and Special Education, drawing on research findings.
- Contribute to the formulation of effective policies and planning on the use of ICT for pupils with SEN, for example in the context of Individual Educational Plans, or school development plans.
Indicative Content
The specific content of the module will be negotiated with the course participants, but will include:
- A review of ICT tools to support pupils with: reading and writing, language and communication, physical, sensory and learning difficulties.
- Practical work with ICT resources to create and differentiate activities (e.g. authoring programs, digital cameras and scanners, pictures and symbols).
- Adapting and managing "standard' school ICT resources for individual pupils.
- Review of research literature.
- Discussion of individual case studies.
- Review of policies for the application of ICT for pupils in both special and inclusive settings.
Mode of Delivery
Exposition by tutor. Hands-on practical exercises. Creation of leaming materials for a practical classroom task or to suit course member’s professional contexts. Group discussion, analysis and critique on set readings. Course members will be asked to lead discussion on aspects of ICT relevant to their own professional background.
Assessment: Performance Criteria
- L01: Describe the range of ICT tools available to provide access to the curriculum for pupils with special educational needs.
- L02: Select and justify one or more ICT tools for specific pupil(s) or learning contexts, with reference to appropriate research literature. Show awareness of when to consult external specialist and other professionals.
- LO3: Demonstrate ability to use selected tool(s)
- LO4: Discuss how ICT tools are introduced, managed and evaluated; potential difficulties and management issues, and how they may be addressed.
- LO5: Link ICT use to pupils' Individual Educational Plans and school Development Plans.
Assessment: Tasks and Contexts
Course members will undertake an assignment relevant to the course member's professional context.
The task will involve:
- identifying a pupil or group of pupils for whom ICT could improve access to the curriculum;
- identifying how and why specific ICT tools would enhance learning;
using these tools to provide access to, or create suitable learning resources;
- assessing the impact of the ICT resources on the pupil(s) achievements.
The report will:
- be 4000-5000 words;
- describe the process involved in tackling each stage of the learning task;
- include examples of resources created.
Select Bibliography
Blamires, M. (ed) Enabling Technology for Inclusion. Paul Chapman Publishing.
Bozic. N. and Murdoch. H. (eds). Learning through Interaction: Technology and Pupils with Multiple Disabilities. David Fulton Publishers.
Glennen, S.L., DeCoste, D.C. (1997) Handbook of Augmentative and Alternative Communication. Singular Publishing Group.
Hardy, C. (2000) Information and Communications Technology for All. David Fulton Publishers.
Keates, A. (2000) Dyslexia and Information and Communications Technology. David Fulton Publishers
ICTS (2000) ICT for Severe and Complex Special Educational Needs. Inclusive Consultancy and Training Syndicate.
McKeown. S. (2000) Unlocking potential: How ICT can support children with special needs. Questions Publishing Company.
Nisbet, P.D., Poon, P. (1998) Special Access Technology. CALL Centre, University of Edinburgh. ISBN 1 898042 11 X.
Nisbet, P.D., Spooner, R.W.S., Arthur, E., Whittaker, P. (1999) Supportive Writing Technology. Nisbet, P.D. (ed). CALL Centre, University of Edinburgh, ISBN 1 898042 13 6
Scottish Executive (2000) 5-14 National Guidelines: Information and Communications Technology: Guide for Teachers and Managers. Learning and Teaching Scotland:
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