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SPECIAL EDUCATIONAL NEEDS | NEWS | 41
SEN kids victimised online
STEM SUBJECTS FOR DISABLED STUDENTS
Children with special educational needs and disabilities have spoken out about cyber-bullying and concealing disability online. Guidance for teachers and
professionals has been released by the Anti-Bullying Alliance, part of leading children’s charity the National Children’s Bureau, which provides a unique insight into the internet use of children with special educational needs and/or disabilities (SEND). The findings revealed that many young
people with SEND had experienced cyber-bullying, had not been taught how to use the internet or stay safe online, were using the internet to create an anonymous persona to mask their disability, or were actively avoiding the internet. Participants revealed that the cyber- bullying they experienced was often an
extension of the face-to-face bullying they were experiencing, and that it often went unchallenged. Martha Evans, senior programme
lead, SEND & inclusion at the Anti- Bullying Alliance, said: “We would like to see more in-depth research into the issue, but ultimately the solution lies in beter education, not only in the classroom, via formats which ensure the information is accessible by all children and young people, but also beter training for teachers and support for parents. It is imperative that we take a collaborative approach to tackling cyber- bullying, and teach every child how to use the internet safely and responsibly; helping young people to develop into responsible, self-managing digital citizens who can look after themselves and others to ensure a future that is safe, fun and connected.”
Uni makes spreadsheets smarter
Students with dyslexia and dyscalculia who find spreadsheets a barrier to taking up courses in science, technology, engineering and maths are set to benefit from a £50,000 project now under way at Sheffield Hallam University. Computing lecturers in
the University's Cultural Communication and Computing Research Institute (C3RI) will look at new, visual ways in which spreadsheets can be designed after research showed their current layout is a turn-off to the UK's six million dyslexia and
dyscalculia sufferers. Project lead, Dr Chris Roast,
said: "Learners face significant problems with the numerate and modelling skills necessary for STEM subjects. Added to this, the layout of spreadsheets is neither helpful nor useful and can present a barrier to understanding and learning. "By thinking visual we are
hoping to develop an add-on to current spreadsheet software which tackles this universal problem head-on." EQUS (Enhancing the Quality and Usability of Spreadsheets) is
RIGHT: Project lead Dr Chris Roast
Access to STEM subjects could be opened up for students with learning and print disabilities such as visual impairments and dyslexia, thanks to new government funding for a team of Electronics and Computer Science (ECS) researchers at the University of Southampton. The funding will be used to
help develop a tool to assist with reading aloud and comprehending mathematical symbols and notations. ECS Partners’ STEMReader project
is one of eight innovative schemes to share in £500,000 funding from the Department for Business Innovation and Skills (BIS) and the UK’s innovation agency – The Technology Strategy Board. The project is part of the ‘Ready, steady STEM’ competition managed by Jisc TechDis. Project leader, Dr Mike Wald, said:
“STEMReader will enable students to open, reformat into large fonts, and hear aloud documents and materials containing maths content. It will make a significant step forward in reading aloud maths for learners at all levels from basics, to people in the workplace, to students at university.
one of four projects to receive funding under the 'Ready, Steady, STEM,' Small Business Research Initiative (SBRI). The programme, managed
by Jisc TechDis, aims to improve access to science, technology, engineering and mathematics
(STEM) subjects for disabled learners. SBRI encourages technology solutions to specific public sector and is funded by the Department for Business Innovation and Skills and the UK’s innovation agency, the Technology Strategy Board.
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