In 2005 CALL is running a Module on ICT and SEN 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 £335.
The module will be run as a twilight course (5.30 to 8.30 pm) on Wednesdays from 12 January to 16 March 2005.
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 (SEN) or additional support needs (ASN) 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.
- Understand how legislation and national policy affects the access to and application of, ICT for students with SEN and ASN
- 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 legislation and local and national policies and initiatives regarding the application of ICT for pupils in both special and inclusive settings.
Mode of Delivery
Exposition by tutor. Hands-on practical exercises. Creation of learning 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: The range of ICT tools available to provide access to the curriculum for pupils with special educational needs will be described.
- L02: The ability to identify one or more ICT tools for specific pupil(s) and learning contexts will be demonstrated, with justification, and with reference to appropriate legislation, policy and research literature. Reference will be made to when and how to consult external specialist and other professionals.
- LO3: The ability to use selected ICT tool(s) will be demonstrated.
- LO4: Management and evaluation of learning tools in ICT contexts will be demonstrated; potential difficulties and management issues identified and addressed.
- LO5: Knowledge will be demonstrated of how to ICT use and skill s are linked 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, equivalent to 5000-7000 words.
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 task will be written up as a report:
- of 4000-5000 words;
- describing the process involved in tackling each stage of the learning task;
- including 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.
Cox, M., Abbott, C., Webb, M., Blakeley, B., Beauchamp, T., Valerie, R. (2004) ICT and attainment: A review of the research literature. ICT in Schools Research and Evaluation Series – No.17. Becta, DfES. ISBN 1 84478 134 8. http://www.becta.org.uk/research/index.cfm
Cox, M., Abbott, C., Webb, M., Blakeley, B., Beauchamp, T., Valerie, R. (2004) ICT and pedagogy: A review of the research literature. ICT in Schools Research and Evaluation Series – No.18. Becta, DfES. ISBN 1 84478 134 8. http://www.becta.org.uk/research/index.cfm
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.
Millar, S. (2203) Personal Passports:Guidlines for Good Practice. CALL Centre, University of Edinburgh. ISBN 1 898042 21 7
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:
Scottish Executive (2002) Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002; Planning to Improve Access to Education for Pupils with Disabilities; Guidance On Preparing Accessibility Strategies. SEED. http://www.scotland.gov.uk/library5/education/gpas-00.asp
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