The role of information andcommunication technology in

providing access for allCHRIS HOPKINS

Curriculum

As I walk into the classroom I observe the pupils engagedin their writing activity. Julie is a picture of concentrationas she ‘puts pen to paper’. Chris’s story is progressing moretentatively. Both these pupils are using computers to carryout the task.

Chris has just tried to spell the word ‘octopus’ and knowshe has misspelt it, not because it looks wrong to him butbecause a picture should have appeared when he completedthe word. Julie needs no such clues but she does needaccess to a word bank and an on-screen grid. She couldspell the words but the time taken to do so would drasticallycurtail the amount she would be able to write.

Julie has cerebral palsy and she uses a single switch toaccess the computer. Letters are typed into the wordprocessor when she selects them from a scanning gridwhich takes up the lower part of the screen. There is also apredictive word list on screen from which Julie chooseswords as she needs them. The complexity of the screen doesnot create a problem. The word processor and the on-screengrid could be set to speak but she prefers the silence.

Access to this equipment gives both these pupils anindependence they otherwise would not have and allowsthem to attend their local primary school.

Excellence for All Children (Department for Education andEmployment (DfEE) 1997a) espouses the wish that manymore pupils with special needs be educated alongside theirpeers. Information and communication technology (ICT)will have a large part to play in making this become a reality.

We live in an age of rapid technological expansion. ICT isplaying an increasing part in our daily lives. Currentdevelopments in technology ‘are so fundamental that theywill alter our work, our culture and our education systems’(Brown and Howlett 1994). Connecting the LearningSociety (DfEE 1997b), with its expectations for ICT in2002, reinforces this sentiment.

Within the National Curriculum, the Programme of Studyfor Information Technology (IT) at Key Stage 1 states that‘Pupils should be taught to use IT equipment and softwareconfidently and purposefully to communicate and handleinformation, and to support their problem solving, recordingand expressive work’ (DfE 1995, p. 14). The Programmesof Study define the ways in which the IT capability ofthe pupil is developed. The second aspect of IT thatruns through the National Curriculum is that it shouldsupport teaching and learning across the curriculum for allpupils.

The power of this continually developing technology, forpupils with special educational needs, lies in the way inwhich ICT can provide access to learning, whether thataccess be physical, cognitive or supportive. It enables themto take advantage of their entitlement to a broad andbalanced curriculum (Day 1995).

Accessing the Curriculum

Enabling physical access

For pupils such as Julie, this access is a lifeline, removingsome of the major barriers to her education. When she firststarted to use the computer, she was only able to controlone switch. For her to make any choice, the program had toscan the choices and she had both to know what she wantedand to time her movement. The timing of the software hadto be tuned to her ability – too fast, she missed it; too slow,she waited too long. Careful monitoring was needed toavoid the road to frustration. Had she been able to use twoswitches, the program would have been much more underher control. Now, however, her switching skill is so goodthat the scan rate is fast and she is extremely accurate. Ifshe could use two switches, I doubt she would choose to.With the right creation of on-screen grids, Julie andothers can access a range of software with the press of abutton!

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Many pupils with physical disabilities, whilst they do notface the same difficulties as Julie, need some degree ofadaptation to achieve access. This could be in the form ofhardware or software or a combination of both. Sometimesa small adaptation can have dramatic results. A keyguardplaced over the keyboard can greatly reduce unintentionalkey presses and allow pupils to rest their wrists on thekeyboard without affecting the work in progress. Expandedand smaller keyboards are available and overlay keyboardsand touch screens are other alternative input devices. Themouse can be replaced by a tracker ball or joystick orcontrolled using the keyboard. Adaptations can also bemade to the set-up of the computer; for example, the speedof the pointer can be altered and its size changed.

A pupil with a visual impairment could use a scannercapable of reading the text to the pupil. This would allowindependent access to the written word. Alternatively oradditionally, this text could be scanned into the computerand listened to later within a word processor, or enlarged,making it easier to read. Technology will let a pupil writein Braille and produce homework for the teacher as astandard text file, or to type in their work but print out aBraille copy for later revision.

The computer being used could be a desktop, a sophisticatedlaptop, a laptop which is a dedicated word processor, or apalmtop. The needs of the pupils should be assessed todiscover what is the most appropriate tool for them. Similarly,the pupil might have access to that equipment at certain timesduring the week or it might be their dedicated machine.

When people think about ICT, they generally think ofcomputers. For some young pupils, typewriters may bemore appropriate. For others, a portable tape recorder is avaluable resource. Recent developments in communicationtechnology have resulted in an increasing number ofalternative methods of electronic communication. Some ofthe new developments are particularly useful for peoplewith speech or hearing difficulty.

Software solutions include on-screen grids (accesseddirectly or by a switch-operated scanning process) andpredictive word lists. Talking word processors and thepossibility of large fonts give access to pupils with visualimpairments. The computer is very much a visual mediumin terms of access and this can make life difficult if yourvision is too poor to distinguish between the icons or seethe pointer. There are programs which can magnify thescreen; some pupils find them useful but others find thenavigation difficult. Where there are keyboard shortcuts,these can be learned but there now programs which allowmenus to be read and screen navigation access by means ofspeech output.

Providing cognitive and supportive access

Much of the software which provides access for thephysically disabled youngster can frequently be used to

provide cognitive or supportive access to others. Chris wassupported by the use of symbols when word processing. Hemight on other occasions use an on-screen word bank toprovide the words and phrases to cue him in to what wasrequired, giving him cognitive access without which hewould be unable to work alongside his peers.

This sort of software can be used to meet a variety of needs.An overlay keyboard (or an on-screen grid) used with asymbol-supported word processor gives a pupil who isunable to use standard orthography the opportunity to writeand through doing so to develop his thinking. The samesoftware can support the emergent writer, providingwhole-word input and picture cues when the text is beingread.

A teacher can use the software to produce differentiatedworksheets or create reading books for pupils. Publishershave not as yet realised the potential market for symbol-supported texts so teachers have to create their own.

When asked to write a piece of text, a pupil who writes andspells well is able to focus on the structure and content ofthe text because the transcription process is automatic.When a pupil has a particular difficulty with one aspect ofthe writing process (for example, transcription), so muchworking memory is required for that aspect of the task thatthe pupil is unable to attend to content as well withoutoverloading his working memory. The use of the computerto support, for example, spelling, choice of vocabulary orthe physical act of writing can reduce the cognitive load onthe pupil. This frees the working memory, allowing it toconcentrate more fully on developing style and content,developing the text and structuring the writing moreeffectively.

Pupils with spelling difficulties might use the same grid assupport, freeing them from having to focus on spelling andenabling them to engage fully with the writing activity. Atalking word processor could provide additional reinforcement.A pupil who can discriminate between similar words canuse a spell checker. He would not need to use a wordprocessor for this; one of the small hand-held devices maybe what is needed. It has the advantage for some pupils thatonly one of possible words is displayed at a time so theycan focus on the individual words. Some spell checkers giveyou a page reference to the dictionary so you can confirmyour choice from the meaning given. If a pupil cannotrecognise the word he wants, he will need another strategyto fall back on once his misspelling has been identified, but‘Perhaps one of the best things about spell checkers is thatyou don’t waste time correcting words you got right in thefirst place’ (McKeown 1997, p. 36).

There are those who would argue that ‘If he uses a keyboard/spell checker he won’t improve his writing/spelling’. Inpractice, because the focus of the activity changes dependingon the task, an improvement in handwriting/spelling is oftenseen. The pupil does of course need to have sufficient skillsto use the keyboard/spell checker for this to be the case.

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Learning is enhanced by risk taking, and ICT provides amedium where many more pupils are prepared to take risks.It provides a private and non-judgemental environment andone where amendments can readily be made. It is mucheasier to experiment with the order of your story when youknow you can pick bits up and rearrange it at will. Pupilsreleased from the need to get the spelling right first time aremore likely to use words they feel are right for the contextthan the ‘safe’ word they can spell.

When pupils are learning to read, they often enjoy using the‘talking stories’ that are now available. They present thetext a page at a time; when requested, they read the textfrom left to right, highlighting the word as it is spoken.Pupils can follow along or, as they progress, they can read thetext to themselves, first selecting and listening to any words theydon’t know. They are beginning to be independent learners.

Many pupils find it difficult to process information; thebenefit of the use of multimedia packages and some of themany CD-Roms now available is that information can bepresented a small amount at a time and knowledge andconcepts can be built up in small steps. Such packagesalso have the facility for the user to retrace their steps andre-examine information where necessary. This puts thelearning in the hands of the learner.

When finding solutions for learners, the purpose underlyingany strategy we apply falls into one of two broad categories:remediation and support (Day 1994). The purpose ofremediation is to correct and the computer can be a powerfultool to this end (for example, by using spelling and mathsprograms and others that focus on visual discrimination).Many of the packages are designed with a particularfunction in mind. When using such software, the computercan provide a motivational force and a non-threateningenvironment where practice and learning can take place.

Most of the software described above falls into thesupportive category, helping the pupil to circumvent hisproblem and become an independent learner. McKeown(1997) describes the case of Rachel, who made a largenumber of spelling errors and decided to produce herGCSE coursework on a computer: ‘Her aim was just toimprove the presentation of he work but she soon discoveredthe joys of the spell checker. Unlike most pupils she kept alist of the corrections to work on at home. “There are 54common words I can’t spell,” she said. The spell checkerprovided her with a means of self assessment and gave hersome clear goals to aim for. It also gave her the confidenceto know which words she could spell accurately’ (p. 38).

The Internet

In the consultative paper on the National Grid for Learning(DfEE 1997), the Prime Minister stated the Government’spolicy to connect every school in Britain to the superhighwaywas in place, and he emphasised his determination to makethe Grid a reality.

A major benefit for teachers of pupils with special needs isthe access that the Internet gives to information from themany web sites devoted to the area of special needs and theopportunity to debate and discuss issues with otherpractitioners via such routes as the SENCO forum. Asteachers exchange ideas and examples of good practice, Ihope they will also exchange some of the curriculumsupport materials developed by staff to meet individualneeds, making best use of that most precious resource:time.

Where pupils are accessing the Web, it is sometimes sensibleto download the pages the pupils need to access and createa virtual environment. This can be useful for many pupils.Where a pupil’s physical access is slow, you remove theadditional delay of the medium itself, and the faster loadtime also helps to keep pupils whose attention is easilydistracted on task. Where the school has a web site, theknowledge that their work will be published on the Webfrequently increases the status of the work in the pupils’eyes.

The development of IT capability

The organisation of the ICT curriculum varies acrossschools and phases. IT capability may be provided by thediscrete teaching of ICT, by the teaching of ICT as anaspect of other curriculum subjects or by a combination ofthe two strategies.

It must be remembered that the support provided for thesepupils is in addition to their entitlement to the developmentof their ICT capability. Their needs in this respect are thesame as those of their peers. This aspect of their educationshould not be neglected. The use of ICT may well haveimpacted on their level of capability. It is often the case, forexample, that where pupils are regular users of wordprocessors their skills in some areas may exceed those oftheir classmates. However, knowledge should not beassumed, nor should areas be missed just because ‘theyhave had plenty of time on a computer’. Obversely, the useof ICT, designed for pupils with special needs, whichenhances understanding in particular areas and motivatespupils to learn, may also be of benefit to other pupils in thegroup.

Good practice in ICT will support all learners, encouragingindependence and individual progress.

The school environment

For the successful implementation of an IT solution, weneed more than the right equipment matched to the needsof the individual pupil. There are additional factorsinvolved. All too often we hear of experiences wherehardware or software has been provided for a pupil onlyto be discarded after an initial period of use. It could be thatthe equipment was unsuitable or that the learner had

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additional needs which we had overlooked. However,more often it is because of a the third factor in the equationhas been ignored; the demands of the school context.(Day 1995, p. 28)

Provision must be realistic in the classroom situation andthe targets set must be achievable in that context.

There are obligations placed on the school by the Code ofPractice. It asks the school to consider whether it ‘hasexplored the possible benefits of, and where practicablesecured access for the child to, appropriate informationtechnology … providing training for the child, his or herparents and staff … so that the child is able to use thetechnology across the curriculum in school, and whereverappropriate, at home’ (Code of Practice 3:73, 3:79, 3:58).Schools will need support and advice to effectively carryout their obligations.

There needs to be a whole-school commitment to the ICTpolicy and its on-going development.

When developing its ICT policy, a school should, amongother things, consider:

• whether there is a continuity of provision;• whether the equipment can be accessed by all pupils;• how the ICT is integrated within and across the

curriculum;• how the necessary training and regular updating of staff

will be achieved;• whether the equipment can run the software required to

meet the pupils needs; and • whether it is possible to use the selected software to aid

the differentiation of the curriculum.

Detheridge (1996) suggests that ‘as computer softwarebecomes more sophisticated and its costs rise, use of generictypes of solution, as far as possible, makes sense from aschool management point of view and for the pupil’ (p. 143).Where pupils of differing aptitudes and abilities are usingthe same software, pupils with special needs are not seen as‘different’. It must, however, be borne in mind that genericsoftware is frequently content free and needs to be supportedby the production of materials. The decision to use thissoftware is not a no-cost option!

The investment in training and the time to developresources is as important as the investment in the equipment.Information and communication technology has the potentialto make an enormous difference both to the quality ofeducation and to the equality of educational opportunity.

References

BROWN, J. and HOWLETT, F. (1994) IT Works. Coventry: NationalCouncil for Educational Technology.

DAY, J. (1994) A Software Guide for Specific Learning Difficulties(2nd edn). Coventry: NCET.

DAY, J. (ed.) (1995) Access Technology: Making the right choice(2nd edn). Coventry: NCET.

DETHERIDGE, T. (1996) Information technology. In B. Carpenter, R.Ashdown and K. Bovair (eds), Enabling Access. London: Fulton.

DEPARTMENT FOR EDUCATION (1994) The Code of Practice.London: HMSO.

DEPARTMENT FOR EDUCATION (1995) The National Curriculum.London: HMSO.

DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1997a)Excellence for All Children. London: HMSO.

DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1997b)Connecting the Learning Society. London: HMSO.

McKEOWN, S. (1997) Writing wrongs. Literacy and Learning, Autumn, 36–8.

Useful addresses

Advisory Unit, 126 Great North Road, Hatfield, HertfordshireAUI0 8AU; Tel.: 01707 266714; http://www.advisory-unit.org.uk

BECTa (NCET), Milburn Hill Road, Science Park,Coventry CV4 7U; Tel.: 01203 416 994; http://becta.org.uk

Crick Software Ltd, 1 The Avenue, Spinney Hill, NorthamptonNN3 6BA; Tel.: 01604 671691; http://www.cricksoft.com

IANSYST Ltd, The White House, 72 Fen Road,Cambridge CB4 1UN; Tel.: 01223 410101;http://www.dyslexic.com

Inclusive Technology, Saddleworth Business Centre,Huddersfield Road, Delph, Oldham OL3 5DF; Tel.: 01457819790; http://www.inclusive.co.uk

SEMERC, 1 Broadbent Road, Watersheddings, OldhamOL1 4LB; Tel.: 0161 627 4469

Special Access Systems, 4 Benson Place, Oxford OX26OH; Tel.: 01608 811909

Widgit Software, 102 Radford Road, Leamington SpaCV31 1LF; Tel.: 01926 885303; http://www.widgit.com

CorrespondenceChris HopkinsCentre for the Study of Special EducationWestminster CollegeOxford OX2 9AT

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