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ICT isn't the answer to every problem in education. It doesn't even
come close but the acronym, once a hard-edged IT, has been softened
to include C for Communication and that helps
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To be the servant of every scientific subject has long been the
privilege and the curse of English. Nowadays, Information
and Communication Technology is also being placed at the core.
This even more so for disabled children who for some reason or
other have difficulty in following the standard curriculum through
established mediums.
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It is universally recognised that a poor level of education is one
of the main obstacles to obtaining employment. This problem is augmented
within information societies, where knowledge becomes a predominant
asset, and plays a major part in the production process.
Even people who are already employed are under threat of their skills
becoming outdated and are constantly being replaced by new skill demands.
The advent and accelerated progress of technology, not to mention a
societal change in attitude resulting in disabled students being integrated
into the mainstream school systems, has drastically changed the options
for disabled students. In theory and principal, disabled students now
have access to technology which somewhat levels the playing field between
them and their non-disabled peers. Funding for equipment, books/course
materials in alternative formats and other resource supports should
eventually become available to students who want to pursue higher education.
This technology enables disabled students to become more independent
and contribute on a much more equal basis than ever before. This integration
facilitates the acceptance of disabled people as their non-disabled
peers. Their colleagues and coworkers are first hand witnesses to their
skills and potential.
Today, there are disabled students all over the world enrolled in and
graduating from a wide range of college and university programs. They
are student counsel members, athletes, editors of school papers. They
have gone on to become Doctors, Lawyers, Engineers, Judges, Teachers,
and Political Leaders. Dr. William Roland, who played a pivotal leadership
role in the overthrow of apartheid in South Africa, is totally blind,
to name but one.
Although there is still a great deal to do in terms of making education
accessible to disabled students, there is now increased awareness of
the absolute right each student has to learn, and that each student
has something to contribute. Hopefully one day the playing field for
all students will be truly level.
Key Benefits
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Individuals may customise the required learning curve to fit their
own needs and abilities
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Stimulates creativity and encourages cooperation between students
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Assistive technology surmounts the disability and allows individuals
to participate on a level playing field.
How is ICT being used with pupils with students with disabilities
Work on ICT and Special Educational Needs (SEN) is fragmented, but
ten main functions of IT in relation to pupils with SEN can be discerned:
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interaction, using devices activated by movement, such as sound
beams.
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communication, involving witches operated by head pads, devices
activated by a puff of air or muscle contraction. or speech synthesisers.
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physical control, poor bladdet function and epileptic fits may
be controlled sufficiently, using technological devices, to enable
pupils experiencing these difficulties to participate in inclusive
classrooms;
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access to the normal curriculum, a vast array of devices linked
with hardware, e.g. alternative 'mouse' devices, or manipulation
of software variables, e.g. figure-ground contrast, key sensitivity,
are giving pupils access to curricula from which they would have
been barred previously.
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subject-linked learning, including image manipulation, art appreciation
using museum- or gallery-based packages, simulations, databases,
models, multimedia presentations, problem solving, concept development
using LOGO, drill and practice routines, spreadsheets, keyboards,
sound manipulation. These are generally assumed to be appropriate
for all pupils. but those with learning difficulties may need additional
features such as a facility for interrupting or pausing the program,
clear on-screen instructions at every point and minimum requirements
about time on the program.
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reward / motivation, certain pupils may enjoy working on a computer
because it frees them from interacting with other people, but teachers
may have reservations about encouraging such isolation;
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IT skills, including keyboard skills, word processing, use of spreadsheets,
information retrieval, correspondence using email, self-presentation
through home pages on a website;
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assessment,, linked with particular packages, such as dyslexia-focused
work;
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record keeping, for pupil use such as records of work completed.
individualised timetables; or teacher use such as managing Code
of Practice stages or records derived from Integrated Learning Systems.
Subtly, such developments in record keeping shape what we come to
note, and so value;
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teacher support, e.g. electronic fora and links with websites giving
special ducational needs inforrnation.
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Guiding pinciples for selection of special education
software
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Does the software empower the user? That is to say, does
it enable the user to do something he or she wants to but
could not otherwise do?
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Does the software address the goals of the student's Individualised
Education Programme (i.e., does the software give the learner
access to the curriculum?.
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Is the software adaptable? If the progam is truly adaptable,
learners will be able to enter their own problems, and teachers
will be able to suit the program to different learners. Programs
should allow physically-disabled learners to use switches
or games paddles, possibly at a slower than normal speed,
and visually-impaired learners to use a speech synthesiser.
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Does the software offer cues and appropriate reinforcement?
Users do not favour programs that simply suggest 'try again'
or do not respond at all. When the learner enters the wrong
answer. He or she necessitated personalised feedback (for
each learner).
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Is the program easy to use? Must many commands be memorised?
If a manual is essential, children and adults with learning
difficulties may not get very far.
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Is the program's text, onscreen and in print, big enough
and clear enough? Teachers criticise programs with small print
and no colour. Large, sharp-edged print onscreen can be vital
to sight-impaired learners.
Even when the 'right' software is available, there is no
cast-iron guarantee that computer technology will help every
pupil who has learning difficulties.
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