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Using ICT with SLD and PMLD students

The following very detailed information and recording sheets are from Ian Bean at Priory Woods school, Middlesbrough.

You can find an MS Word document version of this resource attached.

Assistive Technology

Over the last few years, the computer has developed into a valuable resource for teaching children with severe learning difficulties. Rapid advances in processing power have enabled manufacturers to provide sophisticated hardware and software solutions to the access and learning needs of disabled people. This 'Assistive Technology' was best described by Professor Stephen Hawkin, himself perhaps the most famous assistive technology user, as "A bridge to independence".

Using computers and related assistive technology in educational activities relevant to their needs and interests, children gain self confidence, social skills, communication skills, gross and fine motor skills, problem solving skills and a wide range of abilities and knowledge needed to function in society. Children who will never be able to hold a pencil can use the computers graphics programs for drawing and word processors for writing. Children who are unable to speak can use the computer as a communication tool. For all children, the computer provides topics and incentive for learning at all levels.

Our use of Assistive Technology in school enables our pupils to communicate, interact with and control aspects of their environment, often for the first time and gives them opportunities to access the curriculum at every level. As teaching professionals you are invited to explore new and novel ways of working to make effective use of the hardware and software available.

Whilst it is accepted that we would like every pupil at key-stage four to be using a mouse and keyboard, realistically a percentage of our pupils will never be able to access the computer by traditional methods. It is therefore imperative that all pupils be given the opportunity to use as many different input devices as possible bearing in mind any physical difficulties, which may preclude the use of a particular device.

Pupils with PMLD or specific physical and or cognitive difficulties should undergo regular assessment of their assistive technology needs to ensure they are using the device which best meets their particular needs. This information should be recorded together with information relating to positioning, software and prompts to ensure a consistent approach. The availability of this information should avoid the pupil becoming confused by different members of staff adopting different tactics and methods.

It is also important to look at long-term goals for individual pupils, particularly if the pupil would be likely to use an augmentative or alternative communication device. Short and medium term goals should also be identified and activities devised to provide learning opportunities to meet them.

Ian Bean, Priory Woods School, Middlesbrough 2000