MANAGING ICT Mark


McCusker discusses how assistive


technology could help students in the mainstream classroom


C range of abilities.


What is assistive technology? When asked to define the term assistive technology (AT), the majority of educationalists would say “technology for students with learning disabilities”. To date, this definition has been widely accepted. In


reality, this term is now outdated – AT should be viewed exactly as it sounds – technology which assists or helps people learn. Despite this, it is still very firmly rooted in the SEN


sector and as a result, AT has been confined to a small number of computers used by a comparatively small number of learners in the majority of schools. From simple voice recorders and MP3 players, to


dictation and text-to-speech software, ATs are designed to help remove barriers to learning – which many students, with SEN or not, will experience to varying degrees during their career. For example, text-to-speech software, typically


used to help support students with dyslexia, has been designed to support reading, writing and research skills which can help any struggling student, such as those with literacy difficulties or English as a second language. Another class of AT being used more and more often is mind-mapping. In its simplest form, mind-


mapping software can help students to plan their work and projects, presenting their approach in an easily digestible, visual format. However, mind-mapping can also help develop time-management and organisational skills, vital for any student moving on to further education or the workplace. When looking at AT in the broader sense as


“technology to assist learning”, there is a wide range of mainstream technologies which should fall under this term. For example, if listening to a recording of a class on an MP3 Player or a mobile phone helps a student to learn, this could be categorised as AT. The integration of AT into the mainstream classroom


is also helping to support inclusion. For example, in America, 93 per cent of schools in Kentucky have introduced ATs to the whole class, not just those deemed to have learning difficulties, and report that 84 per cent of teachers believe students are more engaged with online assessment and 91 per cent of students feel that they score better on tests using AT.


The teachers and pupils do not consider these


technologies as a tool for SEN, but technology that will support them and help them learn, like a computer or a calculator. For a struggling student, ATs can offer support and guidance, whereas for a more able pupil they can offer further advancement so the technology is not only applicable to all, but has also become accepted by all.


Independent learning


The use of ICT continues to drive the ethos of anytime, anywhere learning and support for independent learning. From learning platforms and portable devices, to online revision tools and software, students now have access to a plethora of technologies to support them both inside and outside the classroom. AT can be introduced as an extension to this,


providing students with a professional way to research, compile and proof-read their work before submission as well as refresh their minds ready for exams.


www.etwinning.net The Community for Schools in Europe


With over 90,000 active members in 32 European countries, eTwinning is an eff ective online partner fi nding and collaboration tool for teachers, pupils and schools.


 Bring Europe to your classroom  It’s free, easy and safe to use  Develop 21st century learning skills  Raise standards and motivation in your classroom  Access great professional development opportunities  Work towards a full International School Award


“eTwinning is an easily accessible network that enables teachers and pupils to participate in international projects that reaps both personal and pupil benefi ts”


Steven Hales - Executive Head Teacher, Burnham Market Primary School


REATED TO help support students with learning disabilities such as dyslexia, dyspraxia and visual impairment, technology such as text-to-speech, mind-mapping and screen magnification software is now available to students with a wide


A helping hand


First steps


A simple place to start when exploring AT is to evaluate the school’s existing ICT and how this can be adapted. For example, most operating systems such as Microsoft Windows, Vista and Mac, will have simple AT features which can be turned on and adapted to suit individual students. Simple changes to the computer can make a dramatic


difference to the learning experience for all students. For example, changing the word processor’s background colour to yellow or using a screen magnification tool will enable students to work for longer periods without straining their eyes. Many operating systems also provide basic text-


to-speech, screen magnification and voice recognition tools which can aid comprehension and help to support different learning styles. By introducing simple AT to students through a program or interface they are familiar with, teachers can help build their confidence and embed it in everyday classroom practice without the added price tag.


The future


Technology such as text-to-speech is already included on some mainstream software applications as discussed; however, I anticipate that larger computer technology companies will start building it into web browsers as standard in the next two to three years. AT is currently a niche market because it is largely


dominated by smaller companies with stronger motivation to support those with SEN than maximising profit margins, but it will not stay that way forever. Once the big players in technology and software


have integrated this specialist technology, it will be more common for everyone to use it, regardless of ability. Already on the radar of large companies with


the capability to deliver AT to the mass market, we anticipate a move away from perpetual licensing and towards software as a service. As a result of this, the market will become volume orientated, bringing the price per unit down and making it more accessible to the masses.


SecEd


• Mark McCusker is CEO of Texthelp Systems, a producer of literacy software to support individuals with reading, writing and research skills.


Further information


See online for more information. One site recommended by Mark McCusker is www.techdis.ac.uk


For further information and support, visitwww.britishcouncil.org/etwinning SecEd • September 30 2010 11


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