Guidelines. for Teachers of Students with General Learning Disabilities Introduction

Transcription

1 Guidelies for Teachers of Studets with Geeral Learig Disabilities Itroductio

2 Cotets Itroductio 3 School ad classroom plaig 4 Commuicatio ad laguage 12 Assessmet 17 Supportig teachig ad learig 24 through ICT Maagig challegig behaviour 37

3 Guidelies Geeral Learig Disabilities / Itroductio / Itroductio This is a compaio documet to the Guidelies for Teachers of Studets with Geeral Learig Disabilities. Its primary purpose is to look at some of the wider issues that affect the teachig ad learig of these studets. As with the guidelies themselves, it is iteded for use by all teachers, ad should also be accessible to a rage of other persoel directly ivolved with the studet s educatio, whether i maistream primary ad special primary schools, post-primary schools, or other educatioal settigs. The itroductio is divided ito five sectios: Sectio 1: School ad classroom plaig This sectio looks at the key elemets i school plaig for iclusio of studets with geeral learig disabilities. Iformatio o classroom plaig explores the may differet ways to differetiate teachig ad learig. Sectio 2: Commuicatio ad laguage This sectio looks at the issues aroud commuicatio ad laguage developmet, ad explores the commo causes ad coditios of laguage disorders. Sectio 3: Assessmet This sectio outlies various methods of assessmet ad looks at the differet ways they ca be used to costruct a detailed picture of the studet s learig eeds ad achievemets. Sectio 4: Supportig teachig ad learig through ICT This sectio looks at various ways ICT ca facilitate ad icrease access to learig ad commuicatio for studets with geeral learig disabilities. Sectio 5: Maagig challegig behaviour This sectio addresses the mai issues relatig to challegig behaviour ad outlies the various stages i plaig a itervetio.

4 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig Sectio 1 School ad classroom plaig School plaig Effective whole school plaig is essetial to esure that the learig eeds of all studets are idetified, adequately resourced ad respoded to effectively. At the cetre of this plaig process is the studet as a perso ad as a learer. School plaig is a o-goig process i which policies ad plas respod to the chagig ad developig eeds of learers. The importat role that school plaig plays i promotig school effectiveess has bee stated i the Educatio Act, A suggested model for school plaig ivolves reviewig existig curriculum delivery i light of its stregths ad weakesses desigig school plas ad strategies which detail how the curriculum cotet, teachig methods ad resources ca be used to meet the learig eeds of all studets, icludig studets with geeral learig disabilities outliig a course of actio to support teachers i meetig the studets learig eeds reviewig ad assessig at regular itervals whether the goals outlied i the school pla are beig achieved. The school pla outlies the way i which teachers ca work together i plaig ad adaptig the curriculum to meet the studets idividual learig eeds. Facilitators from the School Developmet Plaig Support (SDPS) primary, are available to assist primary schools i addressig their self-idetified plaig priorities, icludig curriculum ad/or orgaisatioal issues. Similarly, the School Developmet Plaig Iitiative (SDPI) post-primary, offers iformatio, guidelies ad resource materials to support the process of developmet plaig i post-primary schools. Embracig ew cotet, chages of emphasis, teachig approaches ad methods, presets a challege to schools. The commitmet to providig studets with special educatioal eeds with a itegrated educatioal experiece i maistream schools has added a further dimesio to the rage of curriculum provisio required i primary ad post-primary schools. Maagig effective plaig i maistream or special schools i this cotext ivolves decisios i the selectio of startig poits ad appropriate areas for developmet. Where studets are itegrated i maistream settigs, it is importat that the school s policy o iclusio is part of the school pla. The eed for commuicatio with parets/guardias ad other relevat persoel should also be a feature of the pla. Professioal developmet of staff School staff face a rage of particular challeges whe workig with studets with special educatioal eeds ad ogoig professioal developmet plays a importat role i assistig staff i meetig those challeges. As well as workig with parets/guardias, the class teacher may liaise with professioals from other disciplies such as educatioal psychologists, speech ad laguage therapists, visitig/resource teachers, occupatioal therapists, physiotherapists ad Special Educatioal Needs Orgaisers (SENOs). Teachers will ofte be workig with multidiscipliary teams ad eed a clear uderstadig of the roles ad views of other professioals ad orgaisatios. I reviewig reports o studets, teachers eed to become familiar with medical ad psychological termiology. Educatio Act (1998), Departmet of Educatio ad Sciece, Dubli: Statioery Office.

5 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig It follows that staff eed certai kowledge ad skills to work with studets with special educatioal eeds. Support for ogoig professioal developmet through i-service traiig at primary ad post-primary level is provided by the Special Educatio Support Service (SESS), The followig activities may help support the professioal developmet of staff: liaisig with pricipals ad teachers from other school settigs to share ideas ad expertise ivitig guest speakers or staff members with expertise to address staff meetigs or o desigated curriculum developmet days ecouragig staff to participate i cotiuig professioal developmet i the area of special educatio icludig courses ad cofereces ecouragig staff to share strategies, ideas ad experieces with colleagues orgaisig traiig for special eeds assistats ad ay ew groups of support staff as sactioed by the Departmet of Educatio ad Sciece or the Board of Maagemet idetifyig ad sharig useful websites establishig a sectio o special educatioal eeds i the school library. Workig with special eeds assistats (SNAs) The special eeds assistat is a vital member of the school team, ad ca make a valuable cotributio to the educatioal experiece of studets with special educatioal eeds. It is importat that teachers work closely with the special eeds assistat ad provide him/her with a sese of directio. The school pla outlies the role ad resposibilities of the special eeds assistat. Ivolvig parets/guardias Establishig good workig relatioships with parets/guardias is a key elemet i meetig the educatioal eeds of all studets. Plaig successful learig experieces for studets with geeral learig disabilities will beefit greatly from the iput of parets/guardias. Parets/guardias ca provide a wealth of iformatio about their child ad by followig the approaches take i school, particularly i relatio to readig, writig ad mathematics, parets/guardias ca help to practise ad reiforce ew skills at home. Schools ca refer parets/guardias to the NCCA s DVD The What, Why ad How of Childre s Learig i Primary School, which shows parets how they ca support their child s learig at home durig the years of primary schoolig. Where behaviour problems exist, it is importat to esure cosistecy i maagemet betwee home ad school. Parets/guardias ca ofte shed valuable light o the ature of a studet s behaviour problem. This is valuable iformatio that eeds to be take ito accout i ay strategy developed to address iappropriate behaviour. Plaig for trasitio from primary to post-primary educatio The focus of plaig for trasitio should be o preparig for chage before it happes. Three phases ca be idetified i this process of plaig for the trasitio of studets with geeral learig disabilities from primary to post-primary educatio: Commuicatio, Cosultatio, ad Cosolidatio.

6 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig Commuicatio Ogoig cotact betwee the schools ivolved, whether maistream primary schools or special schools, ad the post-primary maistream school is vital. This cotact may be part of ogoig liaiso with feeder primary schools. The SENO, i commuicatio with the pricipal, parets, ad with support from the Natioal Educatioal Psychological Service (NEPS), will pla how best to support the trasitio ad help the school to prepare to meet the learig eeds of studets prior to their arrival i the school. Cosultatio Oce the school becomes aware that a studet with geeral learig disabilities will be trasferrig from a primary or a special school, a process of cosultatio eeds to take place to gather iformatio about the learig ad other eeds of the studet. This iformatio may be sourced from Idividual Educatio Plas (IEPs), NEPS assessmet reports, from parets/guardias, from social services where relevat, ad from the school from which the studet is trasferrig. I cosultatio with the SENO, the support, time, resources ad persoel that have bee available to date ca be ascertaied ad the support which will be available to the school for the studet begiig juior cycle ca be plaed for. Other cosideratios at this stage of the plaig process could iclude the possibility of developig a buddy system for first year studets use of withdrawal ad i-class support as appropriate sharig of iformatio ad feedback betwee learig support staff ad other staff ivolved how homework ca be supported buildig i time to commuicate with parets. Key persoel i this phase iclude all staff with resposibility for special educatio ad those with particular resposibility for first year studets (tutor or year head). Towards the ed of this stage, all teachig ad acillary staff that will be i cotact with the studet i their first or subsequet years i post-primary school should be iformed ad ivolved. Cosolidatio This third phase ivolves the brigig together ad co-ordiatio of the relevat aspects of the school pla ad esurig that the desired outcomes are achieved prior to the arrival of the studet i the school. The pla will eed to be moitored ad developed throughout the studet s school career. This is cosistet with the idea of school developmet plaig as a cyclic rather tha a liear process. Oce the studet arrives i the school the commuicatio ad cosultatio phases are cosolidated withi the ogoig plaig process. Classroom plaig Withi the overall framework of school plaig, teachers pla for the implemetatio of the curriculum. This, i part, ivolves iterpretig ad adaptig the curriculum where ecessary to meet the eeds, aptitudes ad iterests of their particular studets. Each studet assessed as havig special educatioal eeds will require a IEP. But it is importat that a balace is achieved betwee givig priority to idividual eeds ad providig access to a curriculum that is as broad ad balaced as possible. The curriculum for some studets with geeral learig disabilities reflects a developmetal rather tha a chroological approach to learig. By revisitig kowledge ad ideas already acquired, as the startig poit for ew learig, it allows for the gradual refiemet of cocepts ad skills. I may istaces, the studet s age will ot be related to his/her developmetal level. Teachers will idetify suitable etry poits for studets i each subject. However, teachers will eed to be alert to age-appropriateess whe plaig learig outcomes ad activities ad i choosig resources.

7 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig Teachers may fid the followig geeral strategies useful to support their studet s learig: preset a rage of activities that will iterest ad motivate the studet differetiate teachig approaches, methods, materials, resources ad learig tasks accordig to idividual, group ad whole class studet eeds make the begiig ad ed poits of tasks clear, ad avoid ambiguity cosider usig a model or picture of the fial goal or ed product, so that the studet kows what is expected use visual cues to highlight meaig; preset tasks usig symbols, or give istructios with a writte/pictorial list or prompt cards preset tasks i small, maageable, clearly idetifiable steps itroduce skills oe at a time develop a hierarchy of sub-goals ad sequece activities towards the learig goal modify tasks to haress ad build o the studet s stregths; tasks ca be graded so that they make icreasig demads o the studet be explicit whe givig istructios; do ot assume that the cotext will help to make the meaig clear make explicit the coectios with previous skills or kowledge build o opportuities for the studet to geeralise kowledge ad skills gradually itroduce choice, thereby ecouragig decisio-makig teach routies through a structured approach be positive, patiet ad aware of how ad what you commuicate to the studet. Plaig for idividual educatioal eeds I providig for studets with geeral learig disabilities, plaig to meet their idividual educatioal eeds is vital. The geeratio of a Idividual Educatio Pla (IEP) is a effective way of doig this. It provides a comprehesive record of the studet s learig eeds, goals ad progress ad is developed withi the overall cotext of the school pla. The Natioal Coucil for Special Educatio (NCSE) has published guidelies to support schools ad teachers i geeratig IEPs (see The IEP is a workig documet that is useful, available ad comprehesible to all those workig directly with the studet. The followig are essetial elemets of plaig for idividual educatioal eeds: Curret level of performace Formal ad iformal iformatio is gathered about the studet from every possible source as a startig poit i plaig for idividual eeds. Studet s stregths ad eeds All stregths ad eeds are listed; they should be relevat to the studet s learig ad expressed i a positive maer. Priority eeds ad log-term learig goals The studet s priority eeds are collaboratively established by the staff team workig with the studet ad are expressed as log-term goals. Ideas o how the studet s stregths ca be used to achieve these goals are also discussed.

8 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig Short-term learig objectives I plaig short-term objectives, the more specific the objective, the easier it will be to moitor progress ad make chages as ecessary. Objectives should be realistic, achievable, observable, ad directly related to specific areas of the curriculum. The learig goals should have a clearly stated target date ad be regularly moitored ad evaluated. It is importat to remember that while the IEP is cocered with priority eeds, the studet will have other learig eeds that will ot require the same itesive degree of plaig ad moitorig. I plaig programmes of study that cater for a studet s specific priority eeds, as may areas of the curriculum as possible should be icluded. This will maximise access to a broad ad balaced curriculum while still caterig for the priority eed. It will also facilitate itegratio of the studet i group work withi the class, where there may be differet objectives for each studet as they work together o a particular activity. Differetiatio The term differetiatio refers to the process of varyig cotet, activities, teachig, learig, methods ad resources to take ito accout the rage of iterests, eeds ad experiece of idividual studets. Differetiatio applies to all effective teachig but is particularly importat for studets with special educatioal eeds. Withi ay group of studets there will be a wide rage of ability ad experiece. Learers vary i their itellectual ad physical capabilities ad i their motivatio, iterest, health, ad backgrouds. This variatio calls for flexible approaches, allowig for differetiatio to provide challeges ad successes for all studets, while accommodatig those who are experiecig difficulties ad those who are i eed of further challege. Differetiatio is a process that allows for variatio i cotet: what we teach process: the methods, materials ad activities we use to give studets opportuities to practise ad lear the cotet product: the way i which studets show us what they have leared. Effective plaig for differetiatio Effective plaig for differetiatio depeds o a accurate assessmet of the studet s previous level of achievemet i order to pla learig objectives appropriate to future learig eeds. The teacher begis by establishig the studet s prior learig experieces (what he/she already kows or ca do); his/her iterests (what the studet likes, what the studet is good at) ad his/her learig profile (more persoal iformatio about the studet ad the factors that affect how the studet lears). I plaig for differetiatio teachers eed to be guided by three key cosideratios: what the studet could kow ad do what the studet should kow ad do what the studet must kow ad do The eeds of idividual studets may be differet eve if their physical, sesory or learig disability is the same. I differetiatig tasks, teachers eed to cosider the studet s persoality, motivatio, ad level of cocetratio. Adoptig a differetiated approach should ot result i idividuals or small groups beig isolated or excluded from the mai work of the classroom. Studets ca progress well i carefully structured situatios that take accout of their idividual eeds but also permit them to be part of a wider group of peers.

9 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig Differet ways to differetiate There are may ways to differetiate teachig ad learig approaches to meet the idividual learig eeds ad experieces of studets. Differet subjects ad topic areas will led themselves to various forms of differetiatio that are cosistet with the overall aims ad objectives of the curriculum. However, give the realities of classroom life, the teacher will have to choose which differetiatio methods are best suited to differet classroom cotexts. Differetiatio by level ad pace eables studets to work o a similar topic at a level ad pace that reflects his/her previous achievemet i that area. This could, for example, be i a mathematics lesso about moey, where oe group is workig o cocepts of additio ad subtractio of moey amouts, while aother group works o the recogitio of cois, while yet aother group is egaged i shoppig activities. Differetiatio by iterest ivolves tappig ito the studet s ow iterests i order to motivate ad ehace the learig experiece. This could ivolve, for example, teachig bar charts by allowig differet groups to represet their ow favourite topics: pop groups, televisio programmes, football teams, favourite foods. Differetiatio by access ad respose ivolves studets accessig ad respodig to the same curricular cotet i ways that are modified to suit idividual eeds ad competecies. This ca be demostrated where oe group respods to a give picture by writig a descriptive story, while aother group describes the picture orally oto a tape, while aother group re-creates the picture pictorially, or by usig suitable software. Differetiatio by structure ivolves the teacher plaig small steps of learig for some, while others are learig i whole blocks of itegrated curricular cotet. Whe plaig learig objectives for ay area of the curriculum, the teacher may outlie the objectives with four levels i mid: miimum, media (average), extesio (additioal), ad optimum (highest level possible). I this way the learig is structured to meet the learig eeds of studets who eed support ad to challege those who are exceptioally able. Differetiatio by sequece ivolves allowig studets to access differet parts of subject cotet at differet times throughout the year. This could be plaed i advace i cosultatio with the studets ad other support persoel. Differetiatio by teachig style ivolves studets experiecig various approaches ad differet styles of teachig ad forms of respose. These may iclude didactic teachig approaches, class discussio, ivestigatio, studet presetatio, research usig the Iteret, the use of film/video. The teachig style should facilitate the iclusio of studets with differet learig stregths ad disabilities. Group work ad idividual work All types of groupigs ca be used i a differetiated classroom. To use groupigs effectively, the type of work to be carried out i groups eeds to be carefully selected. A iitial step towards workig i groups will be the developmet i studets of a icreased awareess of the eeds of others. Workig i pairs ca be a first move towards developig this awareess. It is importat that time is give to cosider the tasks to be preseted for paired work ad the skills of the studets to be paired. While pairig a more skilled studet with oe of greater eed ca have mutual beefits, it is importat that the more skilled studet does ot assume the role of carer but allows the other to iteract i the learig process. It will be importat to agree rules for workig i pairs ad groups. These could relate to takig turs, keepig oise levels dow ad beig respectful of each other s cotributio.

10 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig For the studet with geeral learig disabilities, iteractio with his/her peers will form a cetral part of social developmet. I plaig the curriculum for studets with such diverse eeds, fidig the balace betwee group work ad idividual work ca be difficult. Some studets will require oe-to-oe attetio, particularly whe learig ew tasks, or whe workig o areas of priority eed. However, workig as part of a group also has much to offer the studet. The beefits of collaborative learig i small groups or as a whole class iclude awareess of group idetity ad the developmet of a sese of belogig opportuities for iteractio with peers opportuities for learig from peers icreased resposibility for makig idividual cotributios withi the shared task effective use of staff time if studets are workig o the same task or cocept. Groupig studets withi the class Whe orgaisig ay group work for studets with geeral learig disabilities, careful thought eeds to be give to the followig cosideratios to esure the effectiveess of the group: matchig the size of the group to the activity ad to the studets ivolved clarifyig what each studet is workig towards withi the activity groupig studets who will ot disrupt each other uduly groupig studets who are workig towards a commo goal i the activity, at similar or at differet levels choosig tasks that are easily observed ad imitated i order to maximise peer learig choosig studets who are at, or approachig, the stage of beig able to beefit from peer learig cosiderig the cocetratio spa of the studets i the group (break periods ca be built i to the activity for a very hyperactive studet) cosiderig the commuicatio eeds of the studets (some may require oe-to-oe assistace). 10

11 Guidelies Geeral Learig Disabilities / Itroductio / School ad classroom plaig The Tic-Tac-Toe choice meu The Tic-Tac-Toe choice meu (see table 1) is a erichmet/extesio approach where studets are asked to choose three activities ad to colour i each square as the activity is completed. This strategy ca readily be adapted at post-primary level whe plaig a topic or as a way of differetiatig homework. Table 1. The Tic-Tac-Toe task choice meu Make somethig Teach or demostrate Compare Model, desig, collect artefacts, produce artwork of a aspect of your study. Teach somethig you have leared to someoe else or to the class. Select ad the compare differet elemets of your study. Fid similarities ad differeces. Record creatively Graph Demostrate Use photos, video, or a collage of your work for a presetatio. Create a visual record of some aspects of your work Give a demostratio to show what you have leared. Survey Dramatise Forecast 11 Gather people s opiios, feeligs about some fact, idea or aspect of your study. Orgaise a role-play o somethig you have leared. Look to the future. How will your topic chage i the ext 10 years?

12 Guidelies Geeral Learig Disabilities / Itroductio / Commuicatio ad laguage Sectio 2 Commuicatio ad laguage All aspects of laguage are complex, yet laguage acquisitio begis for the studet log before his/her first words are spoke. By the time studets are ready for school the majority have acquired most of the grammatical rules of their laguage, their vocabulary is growig at a cosiderable rate ad they have acquired a substatial level of commuicative competece. The stages that studets progress through i acquirig laguage are remarkably similar across laguages, as is their rate of progress. There are, however, idividual differeces i the rate at which studets progress from sigle words to formig meaigful seteces. Some advace through each of the stages at a relatively rapid pace, others take loger to progress from oe stage to aother. I the case of may studets who have laguage-learig difficulties, laguage developmet may follow the developmetal orms for laguage, but at a slower pace, while i the case of other studets, laguage developmet may be delayed. Speech, laguage ad commuicatio Laguage is geerally categorised ito receptive ad expressive laguage. The ability to uderstad someoe else s speech/writig or gestures is called receptive laguage; creatig a spoke, writte or siged/gestured message that someoe else will uderstad is called expressive laguage. I cosiderig laguage learig, it is importat to distiguish betwee the terms speech, laguage ad commuicatio. 12 Speech is the vocal productio of laguage. Oral expressive laguage ivolves combiig speech souds to form words ad seteces. Speech skills are closely liked with auditory perceptio, articulatio ad voice. Laguage refers to the words ad rules held i commo by a group that eables people to share their ideas ad express their wats ad eeds. Commuicatio refers to the exchage of messages betwee two or more people. The key compoets of laguage may be idetified as follows: phoetics: how souds are perceived ad articulated (e.g. /k/ = the c as i cap) phoology: the compoet of grammar that determies the soud patter of a laguage, the ivetory of phoemes i that laguage, ad the rules goverig how they ca be combied to form words i that laguage morphology: the compoet of grammar goverig the iteral structure of words ad rules of word formatio (how words are related to oe aother, e.g. dog, dogs, dog-catcher) sytax: the compoets of grammar goverig the way i which words combie to form phrases ad phrases combie to form seteces (e.g. usig ous, adjectives, verbs, sigular, plural, comparative etc.) sematics: the way i which soud ad meaig are related; the meaig cotaied i words, phrases, seteces ad texts pragmatics: how laguage is used i a social cotext.

13 Guidelies Geeral Learig Disabilities / Itroductio / Commuicatio ad laguage Normal laguage developmet Developmetal charts that show typical speech ad laguage developmet are useful startig poits for lookig at laguage learig. A overview of the developmet of such laguage orms i the populatio is provided below. It is, of course, importat to remember that every studet is a idividual ad that, withi what is regarded as typical or ormal laguage developmet, there ca be wide variatio. Laguage developmet 1. Productio of soud Behaviour is, iitially, largely reflexive. Gaiig euromuscular cotrol of the speech mechaism is importat to the developmet of speech/laguage; so also are cryig, cooig ad babblig. The child s cries provide the ecessary exercise for the developmet of the speech apparatus cries, coos, gurgles precede speech/laguage babblig becomes more speech-like pitch ad itoatio appear babblig is aimed at self ad others shouts attract attetio vocalisatios are later accompaied by poitig Awareess of soud The child s resposes to souds, oises or voices provide a isight ito their receptive laguage developmet. Listeig is a leared skill ad requires the child to atted to souds. Durig the first moths of life, the child coos i respose to mother s voice reacts to loud/sudde oises turs his/her head i the directio of oise shows a iterest i objects that make oise is able to perceive ad discrimiate betwee subtle speech-soud variatios such as betwee /b/ ad /p/ ad betwee differet vowel souds reacts to the soud of his/her ow ame. 3. Iteractio/commuicatio The ability to commuicate is preset from birth. Early commuicatio occurs despite the lack of speech ad laguage. Commuicatio at this stage supports laguage developmet. Commuicative elemets/processes that develop withi the first few moths iclude eye cotact ad gaze exchage joit attetio with caregiver s directio ability to fix the gaze of the speaker smilig as a respose differetial respose to stragers ad family members. By approximately six moths, the child is usig souds to gai attetio ad make resposes. There is icreased cotrol of oral movemets.

14 Guidelies Geeral Learig Disabilities / Itroductio / Commuicatio ad laguage Laguage developmet 4. Phoology The child vocalises pleasure ad displeasure by gigglig, laughig, cryig, whiig babbles loudly ad ca modify babblig accordig to the evirometal settig imitates adult vocalisatios babbles syllables that begi to resemble words reduplicates i babblig, souds such as mama, baba. 5. Sematics The child attaches meaig to some commo words used i cotext, e.g. ball, doggie uderstads/follows simple istructios, especially where accompaied by physical or visual cues respods to his/her ow ame respods to requests such as wait, come here will had/seek a object o request e.g. ball, shoe idicates wats/eeds by poitig/vocalisig uses early words to fulfil may fuctios. 14 Typically, first words emerge at the ed of these developmets. 6. Pragmatics Commuicative abilities developed durig this stage aid the developmet of later pragmatic skills. The child employs routies for gaiig the attetio of others reacts to facial expressios ad chages i toe of voice differetiates familiar from strage faces uderstads gestures that commuicate particular meaig such as bye bye, shakig head to idicate o ejoys games such as peek-a-boo uses poitig plus vocalisatio demostrates affectio to familiar caregivers is coscious of caregiver s reactios to ufamiliar happeigs or evets, the locatio of caregiver, etc.

15 Guidelies Geeral Learig Disabilities / Itroductio / Commuicatio ad laguage Laguage disorders: commo causes ad coditios Whe cosiderig laguage disorders two broad groups of studets ca be idetified: those for whom a specific speech/laguage problem is their primary difficulty; ad those for whom it is a secodary coditio. Developmet i the first group is ormal except for the area of speech ad laguage. This group of studets is described as havig a Specific Speech ad Laguage Disorder. Studets i the secod group have other coditios that affect the developmet of their speech ad laguage. Examples of such coditios are hearig impairmet ad Dow Sydrome. May studets with geeral learig disabilities also experiece laguage difficulties. Laguage problems i studets ca have far reachig cosequeces. They ca impact o the studet s social, emotioal ad educatioal developmet. Laguage difficulties that persist to adulthood ca impact o occupatioal ad recreatioal developmet. Laguage delay/laguage disorder With laguage delay the studet s laguage develops more slowly tha that of his/her peers but it does follow the ormal developmetal sequece. Laguage delay is more commo tha laguage disorder. With laguage delay speech ad laguage preset like that of a youger child. Laguage disorder is less commo. Ulike laguage delay, it does ot follow a kow patter of developmet. Laguage disorder ca persist for may years ad ca impact o areas related to socialisatio, literacy ad learig. Other specific speech ad laguage disorders, ad coditios that affect the developmet of speech ad laguage may iclude Receptive laguage disorder Expressive laguage disorder Verbal dyspraxia Word retrieval difficulties Cleft lip/palate Dysarthria Dow Sydrome Autism Spectrum Disorder (icludig Asperger s Sydrome) Fragile X Sydrome Fluctuatig hearig loss. 15 Talkig to parets about speech ad laguage problems Where studets with special educatioal eeds experiece laguage delay or a laguage disorder, effective commuicatio ad co-operatio betwee parets ad teacher aroud questios of laguage learig is particularly importat. This commuicatio ca be ehaced if the teacher talks to parets i laguage which is jargo-free yet is cosistet with professioal usage provides guidace for parets about the ormal developmet of speech ad laguage ad how parets ca help to stimulate commuicatio helps parets recogise that there may be a problem with the studet s speech/laguage/commuicatio ecourages active paretal ivolvemet i their child s educatio, particularly i their speech/laguage/ commuicatio developmet is ope, o-judgemetal ad sesitive to the cocers voiced by parets

16 Guidelies Geeral Learig Disabilities / Itroductio / Commuicatio ad laguage iforms parets about class ad school rules so that parets ca help their child to uderstad what is expected of them ecourages the use of a commuicatio joural betwee home ad school for the studet who is uable to commuicate wats/eeds/feeligs or his/her experieces i/out of school agrees strategies with the paret that the studet might use to commuicate: such as poitig, sigig or choosig from pictures or symbols. The same approach should be used i school ad at home assures parets that each time they stimulate their child s laguage they are helpig their child lear reassures parets that i some cases studets experiece laguage difficulties for a period of time oly helps parets appreciate that the reasos why some studets have difficulties learig to speak are uclear ad that they should ot feel guilty or blame themselves for the difficulties their child is experiecig ecourages paretal ivolvemet i shared readig activities with their child idetifies, with the help of parets, ways of developig skills of idepedece provides iformatio for parets about the studet s stregths, eeds ad priority learig eeds, particularly i relatio to laguage ad commuicatio provides oral ad writte feedback for parets about the studet s progress i speech/laguage ad commuicatio. 16

17 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Sectio 3 Assessmet Whe used as part of teachig ad learig, assessmet eables teachers to make critical decisios about differetiatig the curriculum for studets with geeral learig disabilities. It ca play a crucial role i ackowledgig the studet s potetial ad i celebratig his/her progress ad achievemet. Assessmet is the ogoig process of gatherig, recordig, iterpretig, usig ad commuicatig iformatio about a studet s progress i developig kowledge, cocepts, skills ad attitudes. The four mai purposes of assessmet are, summative, formative, diagostic ad evaluative. Summative assessmet (assessmet of learig) is traditioally associated with examiatios ad tests, ad is used to provide a summary of the achievemets of the studet. Formative assessmet (assessmet for learig or AfL), o the other had, is the kid of assessmet associated more ofte with the classroom. It ivolves usig the whole process of assessmet to provide feedback to the studet o the progress of his/her learig so that he/she ca lear more effectively. As such, AfL ca be a powerful tool i supportig the learig of studets with geeral learig disabilities (for more iformatio o AfL see Assessmet also provides the essetial iformatio that will form the basis for reportig to parets/guardias o their child s progress ad achievemet. This eables parets/guardias to help to esure that the studet s experiece at home ad i school complemet each other. The ivolvemet of the studet i the assessmet process is at the heart of promotig studet learig. Discussio with studets regardig their idividual goals ad their progress eables the studet to be actively ivolved i the learig process. I the case of studets with geeral learig disabilities the teacher may eed to provide additioal support to familiarise studets with the terms used whe givig ad receivig feedback. Group work ad iteractive learig will be of primary importace i facilitatig the developmet of learig skills for some studets with geeral learig disabilities. Effective assessmet recogises the positive achievemets of studets ad iforms plaig. 17 Plaig for assessmet Whe plaig for effective assessmet of studets with geeral learig disabilities. It is importat that assessmet is meaigful ad appropriate to the age of the studet takes place throughout the rage of curriculum areas ad experieces cocetrates o the whole studet ad ot just o his/her areas of difficulty takes accout of a wide defiitio of progress takes accout of the studet s preferred learig styles supports effective commuicatio betwee parets ad professioals is part of the teachig ad learig cycle idetifies the eed to re-evaluate learig targets. Assessmet provides iformatio to support the developmet ad ogoig review of the studet s targets as set out i his/her Idividual Educatio Pla (IEP). It is importat to use a broad rage of assessmet methods i order to gather iformatio to costruct a detailed picture of the studet s achievemets ad learig eeds. As well as the iformatio gathered from school-based assessmet ad from parets/guardias, the iput of psychologists, therapists ad other professioals will add further dimesios to the assessmet process. Some possible methods of assessmet are explored overleaf.

18 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Methods of assessmet The class teacher s ow assessmet of the studet will begi by tryig to establish the studet s preset level of academic, physical ad motivatioal fuctioig. Most assessmet iformatio is gathered by the class teacher usig a rage of assessmet methods, while diagostic testig usually requires specialised traiig ad is usually carried out by the Learig Support/Resource teacher. The methods of assessmet should be suitable for the learig that is beig assessed. Methods of assessmet discussed i this sectio iclude teacher observatio teacher-desiged tasks ad tests portfolios self-assessmet peer-assessmet stadardised testig diagostic testig. Teacher observatio Observatio is the form of assessmet most commoly used by the teacher. It ivolves observig how studets iteract, co-operate, work idepedetly ad ask questios. The teacher moitors the studet s ability to acquire attitudes, values ad dispositios, to hadle materials ad tools, ad the level of his/her commitmet ad persoal ivolvemet with the task at had. The teacher liaises with the studet s special eeds assistat, as he/she will also have a sigificat amout of observatioal iformatio. This form of iformal observatio is vital i plaig to meet the idividual learig eeds of studets with geeral learig disabilities. 18 Teacher-desiged tasks ad tests These are activities desiged specifically by the teacher to assess the studet s uderstadig of particular cocepts or skills based o the ature of the learig beig assessed the eeds ad abilities of the studet practical ad orgaisatioal factors. Teachers may fid it useful to allow studets with geeral learig disabilities to use a rage of commuicatio modes to complete the tasks or tests. The special eeds assistat ca support the studet i carryig out his/her chose mode. Some studets may require specific promptig i order to do the tasks or tests. The learig outcomes of a task or test ca be produced i a variety of forms: oral, writte, pictorial, buildig a model, takig a photograph. For some studets, workig i pairs or i groups to carry out the task or test may be beeficial. Additioal time ca be give to studets who require it.

19 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Portfolios Good assessmet beefits from good recordig. But recordig eed ot always be a record of studet work or progress kept by the teacher. It ca also be a record kept by the studet. A portfolio is a collectio of samples of work which records progress ad/or achievemet. The keepig of a portfolio is strogly recommeded for studets with geeral learig disabilities. It provides them with cocrete evidece of their progress/ achievemets, which they ca discuss, review ad share with teachers parets/guardias ad peers, ad this i tur ca ehace their self-esteem. A portfolio ca serve as a record of work completed a basis for reportig to parets a basis for a award/certificate evidece of progress over time evidece of future learig eeds evidece of achievemets i differet cotexts a source of positive feedback iformatio at the poit of trasfer to aother teacher, class or school a basis for studet self-assessmet a importat home-school lik. The developmet of a portfolio allows for persoal egagemet by the studets with the learig process. A portfolio captures a uique picture of how much ad how well a idividual has leared. The criteria for icludig items i the portfolio eed to be clearly specified ad agreed with studets. Studets should uderstad the criteria used by teachers to assess portfolio work, whether it is simply makig explicit the sub-scores from which the overall score has bee derived or providig a descriptio o the studet s work that the assessor particularly liked. A modificatio of this process would be to allow the studets to assig a grade themselves, usig agreed criteria. Some studets with geeral learig disabilities may require pre-teachig of the differet compoets used i the criteria. 19 Self-assessmet Self-assessmet, with clearly defied aims ad criteria ca eable the studets to idetify their ow stregths ad eeds as learers, to evaluate the progress they have made, ad to suggest steps for improvemet. Recordig may rage from idicatig prefereces for activities to a simple factual record of thigs I ca do ow, to a more perceptive aalysis of their ow stregths ad eeds. Self-recordig creates a valuable lik betwee teachig ad learig ad icreases the studet s self-esteem. Suggestios for improvemet by studets themselves are itegral to the self-assessmet process. I additio to the portfolio strategy for recordig ad reportig, a record sheet based o the outcomes of a lesso/module of work ca be a useful resource for studet self-assessmet. The completio of this record sheet as part of the lesso will also support studet awareess of the learig outcomes. Providig a persoal record sheet i pictorial form for studets with geeral learig disabilities ca facilitate self-assessmet of their performace. While some studets with geeral learig disabilities may have difficulty i maagig self-directed learig, they should, if possible, be ecouraged to moitor ad assess their ow progress. The special eeds assistat ca play a importat role i supportig the studet to egage i self-assessmet.

20 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Peer-assessmet Peer-assessmet may ivolve assessmet of oe studet by aother or mutual assessmet by a group of studets egaged i a activity together. For studets with geeral learig disabilities it is importat to provide support so they are familiar with the laguage ecessary to give feedback to their peers. Some studets may require support to build up their cofidece to take feedback from their peers i a positive maer. Where studets work i groups, a commo score could be assiged to each studet withi a give group. This form of group assessmet presets the studet with geeral learig disabilities with the opportuity to experiece achievemet ad success ad to develop good peer relatioships. Stadardised testig Stadardised tests are orm-refereced, eablig the teacher to get a idicatio of a studet s achievemet with referece to studets of a similar age or class group. These tests are used regularly to measure studets readig ad mathematical skills. Teachers iterpret the test results such as raw scores, stadardised scores, STEN scores ad percetiles as set out i the test maual. Primary schools carry out stadardised tests of studets at two poits at the ed of first class/start of secod class, ad at the ed of fourth class/start of fifth class. I assessig the learig eeds ad progress of studets with geeral learig disabilities, it is importat to take ito accout the iheret perceptual ad readig difficulties that may impede their overall performace. It is importat also to kow the limitatios of the test ad to use the iformatio appropriately. For a small umber of studets with geeral learig disabilities, it may ot be appropriate to make a assessmet agaist stadardised test profiles. As stadardised tests are usually carried out as whole class groups, it is importat that studets who are ot takig the stadardised test do ot feel excluded. The teacher ca set a test that suits the studet s learig eeds or egage the studet with a alterative task durig the testig. 20 Diagostic testig Diagostic testig differs from other methods of assessmet i that it is usually admiistered by the learig support or resource teacher ad is used to idetify specific iformatio about a studet s eeds ad stregths i particular areas of learig. The importace of early diagosis for studets with geeral learig disabilities is critical i order to provide ad pla for the studet s idividual eeds. Used i cojuctio with other methods of assessmet, these tests ca be useful i idetifyig the best course of actio for a particular studet ad i referrig him/her for learig support teachig. The results of diagostic tests should ot be see i isolatio, but as part of a studet profile cotaiig backgroud iformatio relatig to his/her health, physical, sesory ad emotioal developmet, as well as his/her progress with the curriculum. Recogisig progress ad attaimet Progress is about chage ad developmet for all studets, icludig studets with geeral learig disabilities. For most studets with geeral learig disabilities, progress ca be demostrated i the form of ew skills ad icreased kowledge, uderstadig ad awareess. For some studets with geeral learig disabilities progress may be difficult to predict as these studets may follow the same developmet patter as their peers, but ot ecessarily at the same rate.

21 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Defiig progress Although progress usually implies vertical movemet through a hierarchy of cocepts ad skills, for some studets with geeral learig disabilities it may follow the same patter as for other studets but take loger take place i some areas but ot i others be evidet through icreased awareess ad respose, leadig to iteractio ad participatio be evidet through a studet s ability to demostrate the same achievemet o more tha oe occasio be evidet through reduced eed for support, movig from gestures ad verbal prompts to atural cues ad idepedece be evidet i the studet s ability to cope with ew situatios ad eviromets take place whe the studet trasfers learig from oe settig to aother occur whe challegig behaviour is reduced or replaced by more appropriate behaviour. It is importat to ote that the studets resposes may chage from lesso to lesso, from day to day or may be depedat o the time of day, the equipmet beig used, a familiar/ufamiliar eviromet, the health of the studet or a preferece for workig with differet members of staff. The value of experiecig ad respodig to activities eeds to be recogised by those ivolved i assessig studets with geeral learig disabilities. Attaimet ca be recogised ad recorded i a umber of ways. The followig table suggests a framework for recogisig progress ad/or achievemet for some studets with geeral learig disabilities (see table 1). 21 Table 1. A framework for recogisig progress ad/or achievemet. 2 Ecouter Awareess Attetio ad respose Egagemet Participatio Ivolvemet Gaiig skills ad uderstadig Studets are preset durig a experiece or activity without ay obvious learig outcome Studets appear to slow awareess that somethig has happeed ad otice or atted to a object, evet or perso Studets atted ad begi to respod ofte ot cosistetly, to what is happeig Studets show more cosistet attetio to, ad ca tell the differece betwee, specific evets i their surroudigs Studets egage i sharig, takig turs ad the aticipatio of familiar sequeces of evets Studets actively strive to reach out, joi i or commet i some way o the activity itself or o the actios or resposes of the other studets Studets gai, stregthe or make geeral use of their skills, kowledge, cocepts or uderstadig that relate to their experiece of the curriculum 2 Plaig, teachig ad assessig the curriculum for pupils with learig difficulties, Geeral Guidelies (2001), The Qualificatios ad Curriculum Authority, Lodo.

22 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Recordig assessmet iformatio For some studets with geeral learig disabilities, the ofte apparet lack of progress makes it vital for the teacher to fid a way of idetifyig ad recordig progress that is sufficietly sesitive to each studet s level of ability. Methods of recordig are structured by the teacher to suit their ow classroom situatio, activity ad studet. Particularly i areas of priority eed, where there is a careful breakdow of achievable ad measurable steps i each target area of the curriculum, the teacher keeps a record of progress. This helps the teacher to idetify possible reasos why the studet is ot performig to his/her full potetial i some areas ad to make the ecessary chages i curriculum cotet ad teachig methods to give greater support to the studet. At the ed of a learig period, the results of tests are usually formally recorded by the teacher ad used to write reports, as well as cotribute to the studet s cumulative record i his/her persoal file. The results of stadardised tests or teacher-desiged tests are examples of this kid of iformatio. Schools should maitai a record-keepig system that allows for detailed recordig of progress. Reportig assessmet iformatio Havig gathered ad recorded assessmet iformatio, teachers share this with the studet, parets ad other teachers to the degree that this is possible. Parets who are well iformed of their child s learig successes ad challeges ca reiforce ad build upo their child s school learig at home. Reportig is a opportuity for teachers to provide specific suggestios to parets o how best to do this. Where reports of a iterdiscipliary ature are uder discussio, it is importat to remember that differet professioals will use differet termiology ad stress differet aspects of the studet s performace. The avoidace of uecessary techical laguage by the professioals ivolved ca support more effective sharig of iformatio, ot aloe with parets, but also betwee the various professioals ivolved. 22 Relatig reportig to targets set out i IEPs eables teachers ad parets to see where the child s learig is successful ad where additioal support may be ecessary. Reportig should emphasise progress ad improvemet rather tha poit out failigs ad shortcomigs. The focus should be o what the child ca do ad has achieved. Give help as ecessary, studets ca play a active part i creatig their ow records of achievemets. A celebratio of learig Assessmet ca be a eablig process but, is also a celebratio of the studet s progress ad achievemet. The celebratio of achievemet is also extremely importat for the studet himself/herself. While some studets with geeral learig disabilities may ot appear to respod to ackowledgemets of their progress, their ier reactios may well be ecstatic. This is extremely importat i shapig the perceptios of adults i the studet s eviromet. The focus of some parets may be solely o their child s eeds rather tha their stregths. Seeig their child as a achiever ca be a motivatig ad erichig experiece for them. The followig activities may be helpful i celebratig achievemet: usig photographs or videos to show achievemet makig a tape recordig of a studet s vocal or musical achievemet usig the computer to create a certificate of achievemet for a particular activity makig a portfolio or chart with objects, pictures or symbols to show what the studet ca do.

23 Guidelies Geeral Learig Disabilities / Itroductio / Assessmet Photographs ca be used by schools for display purposes ad to allow studets, parets ad visitors to view activities pursued by the studets. Photographs are also icreasigly beig used as a rich form of evidece to place i the studets record of achievemets or portfolios. With the advet of lightweight digital video ad camcorders, may schools use videos to record studets achievemet over time ad these ca form a valuable source of assessmet evidece to share with parets. Whichever activity is selected it eeds to be meaigful ad age-appropriate for the studet. 23

24 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Sectio 4 Supportig teachig ad learig through ICT Iformatio ad Commuicatios Techology (ICT) has the potetial to trasform the educatioal opportuities ad life chaces of people whose special educatioal eeds may otherwise margialise them. The term ICT icludes the hardware ad software devices ad programmes that allow people to access, retrieve, store, orgaise, maipulate, ad preset iformatio by electroic meas (e.g. persoal computers, assistive techology, scaers, digital stills ad video cameras, multimedia, image editig, database ad spreadsheet software). It also icludes the commuicatio devices through which people may commuicate ad collaborate (icludig mobile devices, video coferecig, social software). 2 Assistive/adaptive techologies (AT) which facilitate access to learig ad commuicatio for studets with special educatioal eeds are icluded i the term ICT. AT icludes products, devices or equipmet, whether acquired commercially, modified or customized, that are used to maitai, icrease or improve the fuctioal capabilities of idividuals with disabilities.... The Natioal Cetre for Techology i Educatio (NCTE) has provided iformatio o resources ad advice o the rage of assistive techology optios available for studets with special eeds. These are available o the NCTE website at ResourcesAdvice/AssistiveTechology/ I additio, the SOLAS project, oe of the NCTE s Schools Itegratio Projects (SIP) has produced a website o assistive techology which is available olie at: 24 Priciples of learig with ICT I the discussio paper, Curriculum, Assessmet ad ICT i the Irish Cotext (2004), the NCCA idetified a set of guidig priciples for teachig ad learig with ICT. ICT is most effective with studets whe it supports active ivolvemet i learig higher order thikig skills learig i authetic eviromets iterest ad egagemet i learig differetiated learig collaborative learig assessmet of ad for learig. 3 Assistive Techology Act 1998, USA.

25 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT These priciples are the basis for developig the ICT Framework. The ICT Framework, uder developmet by NCCA, provides a structured approach to usig ICT i curriculum ad assessmet. The purpose of the framework is to provide support for pricipals, teachers ad studets i plaig for, teachig ad learig with ICT to idetify the learig outcomes (kowledge, uderstadig, skills ad attitudes) for ICT that all studets should be eabled to attai by the ed of compulsory educatio. The ICT Framework is for all studets, icludig those with special educatioal eeds, from ifats to the ed of juior cycle. Work o the Framework is accessible o the NCCA s Assessmet, Curriculum, Teachig, Iovatio O the Net (ACTION) website at Beefits of usig ICT ICT ca play a role as a admiistrative tool, diagostic software ca assist the teacher i idetifyig studets learig difficulties ad some provide learig programmes that address these difficulties. Other software, ca assist the teacher i developig idividual educatio plas.the ways i which ICT may beefit studets with geeral learig disabilities is depedet o the level of their disability. Table 1 below outlies how ICT may beefit studets with geeral learig disabilities. Table 1. How ICT may beefit studets with geeral learig disabilities. How ICT may beefit studets with geeral learig disabilities 25 ICT ca provide a o-threateig eviromet i which the level ad pace of istructio ca be differetiated for idividual studets. Software programs ca provide excitig ad stimulatig repetitio that is ofte required for studets to master skills. ICT ca offer graphics, soud effects ad immediate rewards to help ecourage the learer. ICT may provide the eeded support to effectively accomplish tasks i a variety of cotexts ad settigs that the studet may otherwise fid difficult ad stressful. ICT ca provide a meas for some studets with geeral learig disabilities to accomplish tasks idepedetly, ad therefore ot have to rely cotiually upo others. ICT promotes idepedece ad commuicatio, sice for some studets, techology may be the oly method they have to commuicate with the world aroud them. ICT provides a multi-sesory approach to the teachig of essetial skills ad cocepts i a variety of cotexts ad settigs. ICT reiforces the cocept of cause-ad-effect ad pre-readig ad pre-umber cocepts. ICT ca be used to itroduce ad reiforce simple cocepts, such as matchig ad sortig, as well as basic literacy ad umeracy skills. ICT facilitates the developmet of motor skills, eye trackig ad had-eye co-ordiatio. ICT facilitates commuicative situatios ad laguage developmet. ICT facilitates social iteractio ad gives studets a opportuity to experiece tur takig ad co-operative situatios. ICT provides motivatig ad stimulatig learig experieces ad gives istat feedback to studets resposes. ICT is o-judgmetal ad allows studets to work at their ow pace.

26 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Plaig to use ICT A first step whe plaig to use ICT to support learig for idividual studets ivolves gatherig iput o the studet s eeds ad the potetial ICT solutios to address these. A umber of people ca provide advice, icludig the studets themselves, their parets/guardias, teachers ad special eeds assistats, as well as ICT Advisors, AT advisors ad, where appropriate, cliical persoel such as psychologists, occupatioal ad speech therapists. Use of ICT will become part of the case maagemet of the studets, whose eeds will chage with age, ability, educatioal demads ad advaces i techology. The focus is o the studet s characteristics, circumstaces ad eviromets i the first istace, rather tha the techology. Use of ICT should be appropriate to the studet s fuctioal ad cogitive abilities the studet s temperamet, attitudes ad motivatio. The ICT used should be iterestig ad motivatig to the studet, for example, supportig studet choice ad adaptatio the ature of the studet s disability/disabilities. The followig questios may help i selectig the most appropriate use(s) of ICT: Does the studet have difficulty with social iteractio? Does the studet have a commuicatio difficulty i speakig? Does the studet have a commuicatio difficulty i writig? Does the studet have difficulty i plaig, orgaisig ideas, ad formulatig laguage? Does the studet have sesory or physical eeds? Does the studet have social, behavioural ad emotioal eeds? Does the studet have more complex multiple support eeds? 26 Resources provided by the NCTE for Special Educatioal Needs ad ICT iclude a set of critical factors to cosider whe matchig techology. These are available o the NCTE website at Alog with the aalysis of studets eeds ad the potetial of ICT to address these (described above), a aalysis of educatioal goals is key to the plaig process. Curriculum aims ad expectatios for studets learig ad developmet are cetral to plaig the types of ICT to be used with studets, ad for what purposes. Plaig ICT use for studets will also address optimal seatig ad positioig to support their fuctioal ability ad health whe usig ICT. Achievig good ergoomic positioig may require some modificatios ad chages over time. Specialised tables, chairs, wrist rests, foot rests ad ati-glare screes are available to improve studets comfort. Whe i doubt, advice should be sought from a occupatioal therapist or similar specialist. The studet s eeds to commuicate, read ad write exted beyod the school. Plaig to provide support for the studet s use of ICT i the home will help parets/guardias become more actively ivolved i the educatio of their child.

27 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT ICT Systems May studets with geeral learig disabilities ca use a stadard computer system for learig, provided suitable peripherals ad software are available. A peripheral is ay device that ca be attached to a computer, either for eterig iformatio ad istructios or for the output of material ad resources. Some studets with geeral learig disabilities will eed to use specialised or adapted peripherals to facilitate access to the computer. Iput devices iclude the stadard mouse, keyboard, scaer, digital stills ad video camera, microphoe, a rage of alterative keyboards ad mice, ad touch-screes. Output devices iclude priters, computer moitors/screes, speakers, ad CD/DVD. Modificatios ca be made to the accessibility settigs i the operatig system of the computer to facilitate easier use of these stadard iput devices. Table 2 provides iformatio o modifyig the accessibility settigs o commo computer systems curretly i use. Table 2. Modifyig accessibility optios o your computer Computer System Apple Mac (Mac OS X) MS Widows XP MS Vista Where to go o your computer ad o the Iteret O your computer, select Apple Meu, System Prefereces, Uiversal Access See also O your computer, select Start Meu, Cotrol Pael, Accessibility Optios See See 27 These modificatios iclude alterig the sesitivity of the keys o the keyboard, elargig ad rearragig the icos ad meus o the scree, usig simple shortcuts, alterig the mouse settig by slowig dow both double-click ad mouse trackig speeds, elargig the poiter o scree, ad addig a trail for added visibility ad detectio. Adaptive hardware devices Modifyig accessibility optios as idicated above would help all studets i the classroom. Eve with these modificatios, however, may studets will eed to use a alterative or adapted mouse or keyboard or other device. The followig tables outlie features ad fuctioality of a variety of stadard ad alterative/adaptive hardware devices. Table 3. Keyboards Table 4. Mice Table 5. Touchscrees Table 6. Switches Table 7. Scaers, digital stills cameras, digital video cameras ad microphoes

28 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Table 3. Keyboards Descriptio Image Stadard keyboard The stadard keyboard ca cause difficulties for may youg studets with geeral learig disabilities. It uses a QWERTY layout, has a variety of surplus keys, is labelled with capital letters ad is quite large. Alterative keyboards Alterative keyboard optios iclude compact or mii keyboards, lower-case keyboards ad keyboards desiged for studets with larger, coloured keys, i either stadard or alphabetical layout. Usig a stadard layout, whe possible, will avoid the eed for studets to ulear ad relear keyboard skills whe they ecouter the stadard keyboard i school ad i later life. Keyboard stickers Keyboard stickers allow the teacher to make lower-case ad high-cotrast keyboards as eeded. 28 Compact keyboard ad trackball Some keyboards desiged for studets may have a combiatio of compact keyboard ad trackball. All these keyboards will operate as stadard keyboards ad eed o specialised software other tha what meets the eeds of the studets. Key guard Some studets may beefit from usig a key guard. This is a plastic or metal cover with holes for each key, which ca be positioed over the keyboard. This helps to elimiate uitetioal keystrokes ad prevet had fatigue for the studet. It may also be practical to use a keyboard glove or cover, especially for youger studets. This fits over the keyboard ad protects it from spillage ad soilig by users. It ca also be fitted o the iside with lowercase letters or blak coloured stickers to blak out uwated keys.

29 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Overlay keyboards These ca be used to replace or supplemet the stadard keyboard. These keyboards are touch-sesitive ad ca be used with stadard or specialised software. Programs that facilitate by overlay keyboards will have pre-programmed overlays ready for use. I additio, overlay keyboards are geerally supplied with cotet-free software, allowig the teacher to make persoalised overlays for use with idividuals or groups of studets. Overlays ca be used to display ad use letters, words, pictures ad symbols. They ca cotai alterative keyboard layouts. Cotet ca be colour-coded or set out i categories. These overlays ca be used to support laguage ad commuicatio ad to practice ad facilitate literacy, umeracy ad cross-curricular skills. O-scree keyboards O-scree keyboards ca also be helpful for some studets with geeral learig disabilities. They preset the keyboard o the same plae as the o-scree activity ad ca be operated with the mouse or mouse alterative. 29

30 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Table 4. Mice Descriptio Image Stadard mouse The stadard mouse may prove difficult to use for some studets with geeral learig disabilities, as its use requires a combiatio of physical, perceptual ad cogitive abilities. Studets eed structured traiig ad stimulatig opportuities to practice this skill. O the stadard mouse, the right mouse butto may be switched off or recofigured to prevet cofusio. Mii-mouse Youger studets may beefit from usig a mii-mouse desiged for smaller hads. A mouse mat should always be used, as it keeps the mouse clea ad workig efficietly ad helps studets keep the mouse i a suitable positio. However, eve with practice, some studets with geeral learig disabilities may eed to use a alterative mouse device, such as the rollerball or trackball, or the joystick. 30 Rollerball The rollerball is essetially a mouse tured upside dow. It is available i a variety of sizes ad shapes. The advatage is that the device remais statioary, the user ca see ad cotrol the movemet of the poiter more easily, ad clickig becomes a separate, distict activity. This elimiates much of the difficulty of co-ordiatio ad maipulatio associated with the stadard mouse. I additio, may rollerballs have a latchig or drag-lock facility, which is very helpful for studets usig art ad drawig activities or whe usig programs that require a click-ad-drag respose. Some rollerballs also have the facility to attach switches, which ca be used istead of the buttos. Joystick The joystick is a similar device to the rollerball but has a hadle o top istead of a ball. This type of mouse alterative is ot the same as the joystick used to operate games cosoles.

31 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Table 5. Touchscrees Descriptio Image Touchscrees Touchscrees also work as mouse alteratives. A touchscree ca be a touch-sesitive moitor or a touchscree attachmet for the stadard moitor where the studet s figer acts as the mouse. Ay software that is mouse-accessed ca be used with the touchscree. It offers a direct lik betwee the visual presetatio ad the effect of touchig. However, ot all studets with geeral learig disabilities will have the maual dexterity to use them. Studets should be able to move oe or both hads to touch the scree. Touch-sesitive moitors are also available as a flat scree, which ca be positioed to suit idividual eeds. Table 6. Switches Descriptio I assistive techology terms, a switch usually refers to a object that ca be touched or activated by a body part i order to produce a simple message or give commads to a computer by a perso with restricted motor cotrol. Switches are also used to operate toys ad everyday devices such as televisios, CD players ad food mixers. Image 31 Simple switch For studets who caot speak, switches such as the Big Mack ca play a short pre-recorded message. Switches ad scaig software With relevat software, a sigle body movemet ca operate a computer through a switch. This is 4 ormally achieved by usig scaig software, which ivolves the computer movig slowly through a rage of optios displayed o a computer scree ad the user selectig the desired actio by clickig the switch. For example, a switch ca be used with a oscree keyboard, which ca perform all the fuctios of a stadard keyboard. 2 Assistive Techology Act 1998, USA. 4 This is differet to usig scaig software with scaer to sca i electroic copies of images or text from a paper copy.

32 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Table 7. Scaers, digital video cameras ad microphoes Descriptio Image Scaers, digital stills, digital video cameras ad microphoes ca be very useful for teachers i developig resources ad iputtig iformatio for use by studets with geeral learig disabilities. With the support of their teachers, studets ca import photographs, ad other pictures of persoal relevace, ito may cotet-free software packages for use. These pictures ca also be maipulated o the computer ad prited out to make commuicatio charts, to produce desk materials for studets to use away from the computer, to compile ewsletters ad presetatios, ad to support project ad crosscurricular activities. This equipmet will also facilitate the compilatio ad desig of the school or class website. Older studets will ejoy beig ivolved i the process of capturig pictures ad video to upload oto the computer, ad to edit ad showcase their work. 32 I additio to the iput devices discussed above, some studets with geeral learig disabilities may eed to use some form of alterative ad augmetative commuicatio (AAC). ACC refers to ways (other tha speech) that are used to sed a message from oe perso to aother. We all use augmetative commuicatio techiques, such as facial expressios, gestures, ad writig, as part of our daily lives. I difficult listeig situatios (oisy rooms, for example), we ted to augmet our words with eve more gestures ad exaggerated facial expressios. Studets with severe speech ad laguage disorders/difficulties rely quite heavily o these stadard techiques as well as o special augmetative techiques that have bee specifically developed for them. Some techiques ivolve the use of specialised gestures or sig laguage or charts that represet objects with pictures, drawigs, letters, words, seteces ad/or special symbols. The teacher, special eeds assistat, parets/guardias, speech ad laguage therapist or other staff members could use the computer with suitable programs to assist them i producig these commuicatio aids. Photographs ca be scaed ad prited. Symbols ad pictures ca be accessed ad prited i differet styles ad layouts. Table 8 describes available electroic devices that ca speak i respose to etries o a keyboard or other methods of iput.

33 Guidelies Geeral Learig Disabilities / Itroductio / Supportig teachig ad learig through ICT Table 8. Alterative ad augmetative commuicatio devices Descriptio Image Sigle message commuicator These are the simplest way for studets with speech problems to make themselves heard by usig a sigle-press sigle-message commuicatio device (e.g. BIG Mack). They are also a fu way to develop switch skills ad assess a user s uderstadig ca they produce a message at the right time? It is easy to chage the message? Two or more message commuicators Devices with a small umber of messages may be the ext step for users who ca target more tha oe switch. Movig o to two messages ca create more opportuities to iteract, ad also itroduces the elemet of choice. Pictures or symbols o the buttos will help users associate them with spoke messages ad develop their vocabulary. 33 Symbols ad soud commuicators These are symbols supported by soud. A umber of overlays are provided for differet topics. For some models, you ca desig your ow overlays. Text to speech commuicators Just tur it o, type whatever you wish to say, ad it speaks. The process of usig ay of the above devices to support studets will iclude ogoig moitorig ad review of studets eeds, ad time to practice usig the ew devices. As oted i the previous sectio o plaig, the criteria for selectio must begi with the eeds of the studet i the first istace, ad the curriculum or idividual programme for that studet.