The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.

1. Graeme jones
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2. ICT and supporting children with Special Needs
Heronsbridge Special school has one main dedicated ICT suite that comprises of 12
desktop units. All classrooms have their own desktop units. The senior Leavers (16/19
year old) department have more desktops due to demand. Each department key stage
have their own mobile interactive white boards. All the PC’s are linked via an internal
hub which is maintained by Bridgend County Borough Council. All classes have been
allocated an Ipad and other interactive devises such as Eye Gaze. Smaller devices are
also available to pupils with profound learning difficulties for example ‘Switches’ that
enable the user to use software that is tailored to their needs.
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3. ICT and supporting children with Special Needs
I am employed as an ‘Special Support Assistant’. At present I support pupils within the main body of the
school in Key Stage 3 for 12 to 14 year olds with mixed ability from moderate learning difficulty to
complex learning needs.
The intention of this presentation to explore ways in which ICT can support and enhance learning
experiences of pupils with complex and special needs by drawing on my own experiences and evaluating
its effectiveness within the classroom.
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4. Learning Objectives
At the end of this activity, the pupils in this group are working to develop basic communicational skills
such as;
 Listen attentively to stories and poems
 Communicates, I, Me and Mine rather than own name
 Talks, listens, asks questions and answer questions
 Repeats individual letter sounds
 Recognises words on sight
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5. Class dynamics
Currently there are 8 pupils that attend this English group. This is a mixed group of pupils from ages of 12
to 14 years old with mixed learning abilities within Key stage 3. Within the group there are 2 pupils with
Profound Learning needs, the other pupils have moderate learning needs . At present the attainment level
is set at Foundation Phase which follows the Language, Literacy and Communication Skills Area of
Learning Oracy Routes for Learning/ABC steps( DCELLS, 2014, p2)
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6. Lesson/activity outline
Under the routes for learning ABC guidelines, the lesson activity is planned broadly on speaking, oracy,
thinking , reading and understanding.
 communicate mostly about familiar objects, people or pictures immediately present, but can also refer
to their absence
 communicate about familiar stories and symbolic play, as well as people, places and events from their
wider experience Changes behaviour in response to interesting event nearby [RfL 25]
 show they understand spoken language (although they rely heavily on visual and other clues within the
immediate context)
 listen and respond appropriately to instructions accompanied by gestures
 show they have listened to others by selecting relevant pictures from a collection
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7. Resources
In order to complete this task, the resources require is 1 x Interactive white Board, with
Microsoft Office Power point software. Supporting music for the Good Morning song.
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8. Lesson Plan
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Heronsbridge School
Graeme Jones KS3
English
Learning Outcomes
To develop letter and word/ name recognition by developing
receptive and expressive language understanding
Encourage collaboration with pupils
Staff and Pupils
1 x special support Staff (Mr G Jones)
8 x Pupils
Teaching Activities
Introduction
Open the lesson with our Good Morning Song
Main Activities
use a combination of gestures and more formal communication
(signs/speech) with pupils.
use single words/signs/symbols and some two-part phrases, e.g. to
signal repetition or recurrence.
regularly use two- and three-word phrases to communicate
interests, comment, give simple information
Resources
Interactive white board

9. Evaluation
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As part of the English lesson, the interactive board is employed firstly to help the pupils to focus as a timely
reminder that the lesson is about to begin. As the slide show begins, in very large font in Comic Scans, the
text on the whiteboard says ‘Good Morning’. A simple touch of the whiteboard and then the music begins. This
allows the interaction and collaboration to begin, such as signing and signing to each other. This exercise lasts
about 15 minutes. Each pupil’s name is build up from individual letters to their full name. This simple
interaction allows the pupil to identify letter sounds, phonics and their own name recognition. Second to this,
as this is there first lesson of the day, teaching staff can observe pupils behaviour and in most cases can
detect if there are any underlying problems as the lesson progress.

10. Evaluation
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The fundamental aim of using the whiteboard is that the pupils can relate to simple letter texts such for example
we have a letter L. Who’s name begins with L? this promotes inclusion for all to give it a go. As the letters
continue to their full name the more letter sounds are explored and learned. This process also supports their
speech and language targets. As with all children with moderate learning needs, they have difficulties with their
receptive and expressive language. Pupils also learn to take turns during this activity which is also a task in its
self. Most importantly the pupils learn from each other as the term moves forward. They learn to collaborate with
one another. (Leask M. Meadows, 2000, p. 65) considered how ICT can support children and claimed;
As Teachers we need to explore, and be explicit about, the ways in which we can help children become good
learners who use a wealth of resources to assist them in the construction of their knowledge and
understanding.

11. Evaluation
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Looking at this a little deeper, we can help and support pupils using ICT equipment, however we need to ensure that
we teach them the skills to link learning into understanding.
The advantages of using ICT equipment to support learning is that it can be used as an holding activity. As pointed
out earlier, the interactive whiteboard can support pupils with sensory needs such as pupils with poor vision. By
using large fonts, it offers teaching staff an opportunity to differentiation to suit the pupils needs.
n supporting the learning, I believe that you offer yourself as the link between pupil and the ICT equipment. ICT can
only support the learning in part. For example, I supported the learning by setting up the equipment; however it goes
much further than that. I feel that I supported the learning by encouraging interaction by gesture, signing and
working through each PowerPoint slide and drawing out every detail to move them forward. Some of the pupils in class
have limited motor skills, so I adapt by introducing aids such as switches and Eye Gaze. In light of this, (Florian &
Hegarty, 2004, p. 85) gave a good example by stating “Nevertheless, it remains the case that those children who solely
use switches can only work for a limited periods and rely on heavily on staff support”.

12. Evaluation
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With the use of the interactive whiteboard, the pupils in the class are able to link in a visual way of how letters
and words are structured. The impact is that without ICT such the learning would become less personalised to
their needs. ICT improves their awareness by improving their letter sounds and vocabulary, in the same way
(Pilling, 2013, p. 47) spoke of “pupils will interact with technology using speech, touch and gesture movement”.
Although the lesson was not planned for hands on using ICT equipment, it was about the interaction and that the
pupils could learn step by step.

13. Evaluation
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The main advantages of using this type of ICT equipment is that it is very versatile to use. I have found on occasions
that some of the pupils tend to guess whose name it is, so by adapting the slides and changing the format from time
to time keeps the pupils focussed. Taking this further with more apps available for teaching staff to mix it up and
adapt their learning to their needs. As Pilling (2013, p47) recognised “individual pupils need to be assessed for their
suitability to certain technologies, and for how these will help them to meet their needs”. Looking at this, I would
adapt the software to include letter sounds to support their phonics and word recognition

14. Evaluation
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This is something that I will be working on to support them further. Hays & Whitebread (2006, p38) also discusses “the
combination of image, sound and text could engage young children to attend to textual features and provide support for
emergent literacy”. One thing to remember while engaging at this level is to be consistent with your approach to develop
their ICT literacy further. For example, it Is useful to keep images basic as not to unduly confuse pupils with unfamilar
text or font size. Hays & Whitebread (2006, p38) continued to point out that “visual images can also serve as a focal
point for shared discussion and assist children to develop their ideas in a socially mediated way”. By sharing their ideas
with each other promotes peer scaffolding and collaboration. They become more aware of the lesson and become less
afraid with their answers.

15. Evaluation
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Through observation, it appears that their self-esteem and confidence grows throughout the academic year. As each
pupil attaints their target, we celebrated this with the rest of the class with merits awarded. Likewise (Ystyn, 2013, p.
19) concluded “Pupils develop their self-esteem and pride in their work when the whole class admires their work on the
interactive whiteboard or large monitors”.
In conclusion, by employing the interactive white board during these lessons fosters independent learning, thinking
and collaboration. As Ystyn commented, it raises self-esteem which promotes a rich and positive learning environment.
The only way to ensure continuous learning is that you have suitable resources and support.

16. References
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Bibliography
DCELLS. (2014). Language, Literacy and Communication Skills Area of Learning. Cardiff. Welsh Assembly
Government.
Florian, L., & Hegarty, J. (2004). ICT and Special Needs. Maidenhead: Open University Press.
Hays, M., & Whitebread, D. (2006). ICT in the Early Years. Maidenhead: Open University Press.
Leask M. Meadows, J. (2000). Teaching and Learning with ICT in the Primary School. London: Routledge Falmer.
Pilling, M. (2013, September/October). Changing Times. SEN. Special Eduaction Needs(66), 47.
Ystyn. (2013). The Impact of ICT on Pupils Learning In Primary Schools. 19.

17. Evidence
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18. Evidence
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19. Evidence
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