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A checklist for teachers gives an overview of recent developments in Special Educational Needs policy. It tells you where to find the key documents that relate to the use of ict. Do you know what the National Curriculum says about inclusion and ict across the curriculum? Do you know the implications of the Special Educational Needs and Disability Act 2001 for learners who have special needs?
A checklist for teachers gives an overview of recent developments in Special Educational Needs policy. It tells you where to find the key documents that relate to the use of ict. Do you know what the National Curriculum says about inclusion and ict across the curriculum? Do you know the implications of the Special Educational Needs and Disability Act 2001 for learners who have special needs?
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A checklist for teachers gives an overview of recent developments in Special Educational Needs policy. It tells you where to find the key documents that relate to the use of ict. Do you know what the National Curriculum says about inclusion and ict across the curriculum? Do you know the implications of the Special Educational Needs and Disability Act 2001 for learners who have special needs?
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Attribution Non-Commercial (BY-NC)
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Unduh sebagai RTF, PDF, TXT atau baca online dari Scribd
Assessing the provision of ICT for Inclusion: Overview
1 in a set of 8 _______________________________________________________
An overview of special educational needs and ICT provision
This checklist provides you with an overview of recent developments in special educational needs policy and tells you where to find the key documents that relate to the use of ICT. A checklist for teachers • Are you familiar with the fundamental principles of the Special Educational Needs (SEN) Code of Practice? • Do you know what the National Curriculum says about inclusion and ICT across the curriculum? • Do you know about the implications of the Special Educational Needs and Disability Act 2001 for learners who have special needs? • Do you know what ICT can offer learners who have special needs? • Do you know where you can find resources on the web to help you meet the needs of learners who have special needs? 1. What guidance does the SEN Code of Practice give? The SEN Code of Practice sets out these fundamental principles: • A child with SEN should have their needs met. • The SEN of children will normally be met in mainstream schools or early education settings. • The views of the child should be sought and taken into account. • Parents have a vital role to play in supporting their child's education. • Children with SEN should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage of the National Curriculum. Where can I find out more? • SEN Code of Practice can be downloaded from the DfES SEN web site [http://www.dfes.gov.uk/sen/viewDocument.cfm?dID=260]. • DfES SEN Toolkit 2001, see in particular Principles and Policies, [http://www.dfes.gov.uk/sen/viewDocument.cfm?dID=263] contains practical advice on how to implement the Code. • Code of Practice On-line Conference [http://forum.ngfl.gov.uk/cgi-bin/webx?vtc- 14@@.ee712f4] is a web-based discussion group that has been set up to inform SENCOs, teachers and other education professionals of the implications of the new legislation. • See also: What is the Code of Practice and How can I use ICT to support the Code of Practice 2. What does the National Curriculum say about inclusion and ICT across the curriculum? The National Curriculum Teaching Requirements on inclusion [http://www.nc.uk.net/inclusion.html] state that schools have a responsibility to provide a broad and balanced curriculum for all pupils. National Curriculum Teaching Requirements on the use of ICT across the curriculum [http://www.nc.uk.net/use_ict.html] state that pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects. 3. What are the implications of the Special Educational Needs and Disability Act 2001 for learners with special needs? The Special Educational Needs and Disability Act 2001 [http://www.legislation.hmso.gov.uk/acts/acts2001/20010010.htm] makes it unlawful for education providers to discriminate against disabled pupils, students and adult learners, or put them at a disadvantage. The Code of Practice [http://www.drc-gb.org/drc/InformationAndLegislation/Page34A.asp] for implementing the SEN DDA Act in schools (as well as the Code for post-16 provision) can be downloaded from the web site of the Disability Rights Commission. 4. What can ICT offer learners who have special needs? ICT can be a motivating learning medium. Many learners are attracted to computers and want to learn through them. Software applications incorporating colour, pictures, animations, sound and humour can build on that interest, creating attractive learning opportunities to engage pupils. ICT presents information in different ways. Students learn through different channels so information presented in multimedia form gives them more opportunities to connect. Information can be accessed through text, graphics or sound to suit the students' individual learning styles and strengths. ICT offers an opportunity for social interaction. Students can work together around the computer, focusing on the learning task. Through this medium they can develop their language and social skills as well as learn from one another. ICT provides a range of assistive technology tools. Hardware and software enable many learners with access difficulties to overcome barriers. Physical, sensory and learning difficulties can be supported by the use of ICT. See the other timesavers which focus on how ICT can meet the various individual needs of pupils with special educational needs. 5. What can ICT offer teachers of learners who have special needs? ICT offers a tool for differentiation. Why should I do this? What exists to help me do this? Many software applications offer different Increasingly software developers are putting levels of difficulty to suit different needs. materials on the web that you can download and Tasks created by teachers themselves can use with the software they produce. These can be saved, and then adapted to provide the then be individualised further (see the document level of support required by an individual ‘Where to find free Sen software’). learner.
ICT offers a means of creating relevant teaching materials of a high standard.
Why should I do this? What exists to help me do this? Images taken with a digital camera, The Teacher Resource Exchange offers teachers recorded voices and appropriate text can the opportunity to share electronic materials all be incorporated into software packages they have created [http://tre.ngfl.gov.uk]. to create resources that learners can relate to through their personal experiences.
ICT offers access to freely available information and materials.
Why should I do this? What exists to help me do this? The Internet is a source not only of free There are lots of places you can start. Your LEA materials to enhance the curriculum but also web site will suggest sites to visit as do the other of information about a wide range of special timesavers on this site. educational needs. E-mail and web-based The Inclusion site [http://inclusion.ngfl.gov.uk] is a forums offer channels through which catalogue of resources you can use to meet teachers can connect to a wider society individual needs. It also lists e-mail forums and find professional support. that focus on SEN and inclusion.
ICT offers an efficient way of keeping records.
Why should I do this? What exists to help me do this? Record keeping of individual pupil progress See the 'How to use ICT to support the Code of and contacts with outside agencies is an Practice' information on this site. important part of the work of teachers of learners with special educational needs, but it is also time consuming. Using a word processor or specially designed software can save valuable teacher time.