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 In 2007 CALL is running a course entitled 'ICT for pupils with additional support needs' within the Moray House School of Education's Additional Support for Learning programmes. The course can can be taken as an Option course within the PG Diploma/MEd in Additional Support for Learning (Inclusive and Special Education). This course may also be taken as a free standing course by registering as a non-graduating student.
The cost for this course is £460.
The course will be run as a twilight course (5.00 to 8.00 pm) on eight Thursdays from 11 January to 8 March 2007 (no session on 15.2.07).
Course Tutors: CALL Centre Staff
How to apply: If you are already registered as a postgraduate student in Moray House/University of Edinburgh, then you just need to complete and send in the Course application form available from http://www.education.ed.ac.uk/courses/asl/index.html
If you wish to enrol on the Additional Support for Learning programme to study for a Diploma or Master’s degree, you need Master's entry requirements (a first degree or equivalent professional qualification and recent and relevant professional experience). Click here to find out more about the Additional Support for Learning Programmes: http://www.education.ed.ac.uk/courses/asl/index.html
and here for how to apply to become a Postgraduate Student: http://www.ed.ac.uk/studying/postgraduate/
If you just want to take the course as a one-off, stand-alone course, you do not need to have Master’s entry qualifications. You need to apply to be a ‘visiting non-graduating student’, by completing and sending in a Postgraduate Student Application Form from http://www.ed.ac.uk/studying/postgraduate/applications/forms.html
and then fill in and send the Course application form.
These links again:
Additional Support for Learning Programme: http://www.education.ed.ac.uk/courses/asl/index.html
Information for postgraduate students: http://www.ed.ac.uk/studying/postgraduate/
Course application form: http://www.education.ed.ac.uk/courses/asl/index.html (click on ‘Course Application Form’ at the right hand side)
Contents
Rationale
ICT is of particular benefit to pupils with additional support needs who may have difficulty accessing the curriculum or recording work. With current inclusive policies, it is important that education professionals understand how ICT can support inclusion and greater independence. This course will introduce the range of ICT resources available and develop ICT skills of course members in their use. It will cover ICT to support learners with physical disability; language and communication impairment; sensory impairment; and specific and general learning difficulties. The course is aimed at course members working in both specialist and inclusive contexts.
Learning Outcomes/Competencies
By the end of the course, course participants should be able to:
- Use a range of ICT hardware and software tools for supporting pupils with additional needs.
- Select appropriate ICT resources to meet the needs of particular pupils and curriculum contexts.
- Adapt, implement and evaluate selected ICT tools to their own professional context.
- Understand how legislation and national policy affects the access to and application of, ICT for students with additional support needs
- Investigate and critically evaluate the role of ICT in inclusive education, drawing on research findings.
- Contribute to the formulation of effective policies and planning on the use of ICT for pupils with additional support needs, for example in the context of Individual Educational Plans, or school development plans.
Indicative Content
- The specific content of the course will be negotiated with the course participants, but will include:
- Review of ICT tools to support pupils with: reading and writing, language and communication, physical, sensory and learning difficulties.
- Practical work with ICT resources to create and differentiate activities (e.g. authoring programs, digital cameras and scanners, pictures and symbols).
- Adapting and managing "standard' school ICT resources for individual pupils.
- Review of research literature.
- Discussion of individual case studies.
- Review of legislation and local and national policies and initiatives regarding the application of ICT for pupils in both special and inclusive settings.
Learning and Teaching
Class Contact (24 hours) This will involve lectures, seminars and sharing of experiential learning. The use of supported self-study materials and guided reading will form the basis for discussion and workshop sessions. There will be hands-on practical activities using ICT.
Self-directed Study (176 hours) Course members will be required to relate issues from the course to their own areas of practice and vice versa. Course members will plan and carry out tasks such as creation of learning materials for practical classroom tasks or to suit course member’s professional contexts. Participants will be asked to undertake classroom-based observation of teaching and learning, lead discussion on aspects of ICT relevant to their own professional background, and undertake extensive relevant reading.
Assessment: Performance Criteria
- L01: The range of ICT tools available to provide access to the curriculum for pupils with additional support needs will be described.
- L02: The ability to identify one or more ICT tools for specific pupil(s) and learning contexts will be demonstrated, with justification, and with reference to appropriate legislation, policy and research literature. Reference will be made to when and how to consult external specialist and other professionals.
- LO3: The ability to use selected ICT tool(s) will be demonstrated.
- LO4: Management and evaluation of ICT tools in learning contexts will be discussed; potential difficulties and management issues identified and addressed.
- LO5: Knowledge will be demonstrated of how to ICT use and skill s are linked to pupils' Individual Educational Plans and school Development Plans.
Assessment: Tasks and Contexts
Course members will undertake an assignment relevant to the course member's professional context, equivalent to 5000 words.
The task will involve:
- identifying a pupil or group of pupils for whom ICT could improve access to the curriculum;
- identifying how and why specific ICT tools would enhance learning;
- using these tools to provide access to, or create suitable learning resources;
- assessing the impact of the ICT resources on the pupil(s) achievements.
The task will be written up as a report:
- of 3000-4000 words;
- describing the process involved in tackling each stage of the learning task;
- including examples of resources created.
Select Bibliography
Blamires, M. (ed) Enabling Technology for Inclusion. Paul Chapman Publishing.
Bozic. N. and Murdoch. H. (eds). Learning through Interaction: Technology and Pupils with Multiple Disabilities. David Fulton Publishers.
Cox, M., Abbott, C., Webb, M., Blakeley, B., Beauchamp, T., Valerie, R. (2004) ICT and attainment: A review of the research literature. ICT in Schools Research and Evaluation Series – No.17. Becta, DfES. ISBN 1 84478 134 8. http://www.becta.org.uk/research/index.cfm
Cox, M., Abbott, C., Webb, M., Blakeley, B., Beauchamp, T., Valerie, R. (2004) ICT and pedagogy: A review of the research literature. ICT in Schools Research and Evaluation Series – No.18. Becta, DfES. ISBN 1 84478 134 8. http://www.becta.org.uk/research/index.cfm
Glennen, S.L., DeCoste, D.C. (1997) Handbook of Augmentative and Alternative Communication. Singular Publishing Group.
Hardy, C. (2000) Information and Communications Technology for All. David Fulton Publishers.
Keates, A. (2000) Dyslexia and Information and Communications Technology. David Fulton Publishers
ICTS (2000) ICT for Severe and Complex Special Educational Needs. Inclusive Consultancy and Training Syndicate.
McKeown. S. (2000) Unlocking potential: How ICT can support children with special needs. Questions Publishing Company.
Millar, S. (2003) Personal Passports: Guidelines for Good Practice. CALL Centre, University of Edinburgh. ISBN 1 898042 21 7
Nisbet, P.D., Poon, P. (1998) Special Access Technology. CALL Centre, University of Edinburgh. ISBN 1 898042 11 X.
Nisbet, P.D., Spooner, R.W.S., Arthur, E., Whittaker, P. (1999) Supportive Writing Technology. Nisbet, P.D. (ed). CALL Centre, University of Edinburgh, ISBN 1 898042 13 6
Scottish Executive (2000) 5-14 National Guidelines: Information and Communications Technology: Guide for Teachers and Managers. Learning and Teaching Scotland:
Scottish Executive (2002) Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002; Planning to Improve Access to Education for Pupils with Disabilities; Guidance On Preparing Accessibility Strategies. SEED. http://www.scotland.gov.uk/library5/education/gpas-00.asp
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