Despite ample evidence that programs developed to aid literacy and communications skills can transform children’s learning, many schools shy away from using the technology to its fullest extent.
This is partly because of a lack of teacher skills, a perception that using technology calls for extra time in preparing materials and concern that assistive technology will add to already strained school budgets.
These are outdated views. Developers have not only made big strides in enabling students to use assistive software on their own, but they have speeded up the process of creating course materials and greatly improved the availability of ready made content (see our preview of Clicker 6 on p19).
Computers are powerful learning tools for pupils with special educational needs (SEN), opening up the curriculum and engaging them in learning in a way that nothing else does. Colourful graphics and instant rewards motivate children.
Touch screens allow them to draw when they cannot use a pencil and literacy software can read aloud text and help with writing. Alternative means of controlling a computer enable many children with physical disabilities to access technology.
A just-published report by Ofsted called ICT in Schools highlights the benefits of adaptations in helping children to study ICT.
The education standards body found that pupils with special needs in the schools it visited were able to make good use of ICT adaptations in school and at home. “In most cases this enabled them to achieve in line with their school peers,” said Ofsted.
However, in too many schools assistive technology sits on a shelf because no one knows how to use it. For technology to be effective there has to be better assessment of pupils as well as specific training for teachers and teaching assistants.
These recommendations are among a number made by the British Assistive Technology Association (BATA) in response to a consultation on auxiliary aids by the Department for Education (see opposite page).
BATA advocates a much more proactive approach to the use of assistive technology in schools, arguing that a large number of children in mainstream schools stand to benefit from wider availability of AT.
Schools are concerned that changes to the Equality Act will saddle them with the cost of providing assistive technology from September this year.
They should not be: any extra costs will be small potatoes compared with the savings in staff time and the payback from investment in our children’s futures.