Computers & Technology

This section contains information on Computers and Technology

Computers and technology can play a big role in supporting learning, especially for students with special educational needs. Hardware such as digital cameras, scanners and printers can be used in conjunction with computers to develop personalised resources and enhance activities. Computer based learning is particularly suitable for students with Down syndrome, for a number of reasons:

Advantages of computer based learning:

  • Suits visual learners
  • Allows for non verbal and non written responding
  • Allows pupil to be in control and move at own pace
  • Provides immediate feedback
  • Allows for practice and repetition of basic skills in a fun way
  • Provides fun and enjoyment, very motivating
  • Errorless learning - pupil does not fail, but is supported to succeed
  • Assistive technology can be used to adapt computer and/or activity for almost any level of ability

(Based on M. Wood (2004) Supporting Learning and Development with ICT)

Points to note around use of computers:

  • Consult with other professionals to decide on the best hardware and software for a particular student
  • An occupational therapist can carry out a technology assessment, to gauge the child's needs in terms of hardware (laptop or desktop, switch or mouse, regular or large keyboard, etc.)
  • Ensure seating is suitable and comfortable, and child can see screen and reach keyboard/mouse with ease
  • Ensure pupil has the prerequisite skills needed to use the hardware and/or software - can they access it properly? Do they need to be taught specific skills? (Typing, controlling a mouse, etc.)
  • Computer learning works best when teachers or parents are involved, monitoring progress, discussing activities and teaching children how to properly use computer and software

Assistive Technology

Some pupils may have difficulties accessing and operating a computer. They may not be able to use a standard keyboard or mouse, or may need to use technology in place of spoken communication. These more specialised forms of technology are knows as augmentative or assistive technology and can include:

  • Special keyboards
  • Alternative mice
  • Switch buttons for alternative access to the computer
  • Touch screens
  • Portable devices
  • Communication devices that create speech output

Software

(The following is based on information from the NCTE website www.ncte.ie )

There is a multitude of software programs available to assist teachers in presenting the curriculum in new and exciting ways which can not only help students with Down syndrome cope with their learning difficulties but encourage them to learn more.  A selection of software types are discussed below, ranging from basic programmes to more advanced software for older students

1.       Concept Development:
These programs focus on basic skills and concepts such as cause and effect e.g. (clicking a mouse or switch to make something happen). Focus is on

  • Developing auditory and visual discrimination
  • Developing mouse /keyboard skills
  • Exploring emotions, body awareness
  • Matching, sequencing, categorising, recognition games

Examples include Happy Duck, Spot On Games, Smart Alex.

2.       Sensory Stimulation:
Some programs are specifically designed to provide visual and or auditory stimulation. These programs invite a reaction (An action or sound forces the student to notice and focus attention) and most can be accessed with a switch or touch screen. Examples include Switch IT Patterns, Face Paints, Touch Games

3.       Literacy and Language Development:

Content Free Software Content free software can be used to create tailor made resources using symbols, pictures, sound and photos that can be used to support literacy. Software that utilises pictures, symbols and photos can be used to produce digital projects or personalised books for students. A digital camera can be used to record outings or events and the photos can then be used to make a class book or project using a multimedia authoring tool such as Clicker 4, Switch It Maker or PowerPoint. Student drawings, photos of family members or holidays can also be scanned into the computer to make personalised resources.

Multimedia resources A flexible pictorial writing tool such as Writing with Symbols or Boardmaker can be used to create grids. These pictorial grids can be used to create a range of teaching and communication materials such as a communication book or nursery rhymes with words and pictures

Reinforcement software This can be used to reinforce and consolidate basic literacy skills. Programs are available that target the following areas:

  • Early literacy skills (examples include Teddy Games, Spider in the Kitchen, Leaps and Bounds)
  • Letter Recognition (examples include From A to Z, ABC Talking Animated Alphabet, Big ABC)
  • Sight vocabulary (examples include All My Words, Speaking for Myself, Flashcard)
  • Phonological Awareness (examples include Rhyme and Analogy, Sounds Great, Sound Stories)
  • Spelling (examples include Starspell 2001, Wordwork, Spellmate)
  • Reading Comprehension (examples include Fuzzbuzz, Twisted Tales, Sellardore Tales)

Word Processing  An invaluable application for both teachers and students. It allows students who might unable to hold a pencil to type their name. Special keyboards greatly assist this facility. WP also allows teachers or classroom assistants to assist the students with the publication of classroom notices and banners. Students could design their own labels for their workboxes and work folders. It also encourages the production of students' own texts. Printed matter becomes more meaningful and memorable as a result.

Interactive Books (Examples include Spin Out Stories, Oxford Reading Tree, Wellington Square). Interactive books are a valuable resource for the teacher. Most of these interactive books follow a similar format where the user can watch and listen as a story is read to them or they can choose the interactive mode where they can click and explore. This category of software is especially good for pre- and beginning readers because it allows them to see the word as it is being read aloud which links the written word with the spoken word and consequently strengthens word recognition. Many of these programs provide additional work in the form of games, grammar, punctuation and phonetic exercises to reinforce class work.

Word Bank (Examples include Wordbar, Clicker 4*). Students with learning difficulties often have trouble with word retrieval. A word bank program can alleviate these difficulties by allowing the teacher to input words that individual students have difficulty with such as topic words, lists of nouns, verbs, adjectives and adverbs, sentence starters, etc. The program reads aloud the words in the word bank when the user points to the word with the mouse. The student then can easily input the word into a document by clicking on the word with the mouse. Some of these programs can be bought stand alone and used alongside an application of your choice. However, many child-friendly talking word processors already have a word bank facility inbuilt. (*A word processor that includes a word bank)

Spelling  (Examples include Starspell 2001, Superspell, SpellTime). Spelling is a source of immense frustration for many students. Spell checkers can alleviate this problem by leaving the pupil free to concentrate on content. Most word processors have a spellchecking feature that works by comparing each word on the screen with the words contained in its dictionary. Unknown words are highlighted. By clicking onto a box, a list of alternatives suggestion is offered. These suggestions are based on words, which look similar to the example. On their own, spelling exercises can be dull and repetitive. But, with the inclusion of sound, graphics and game-based activities, most learners enjoy this type of software. Most spelling programs provide immediate response and reward for correct answers. Programs can be geared to the student's own level, and can indicate areas of difficulty while providing a record of progress.

4.       Collaborative Work:
Word processing programs, use of scanned pictures and clipart all combine to produce visually stimulating projects e.g. class excursions, Special Olympic outings etc. Using scanned photos or pictures the students have chosen and a publishing package can help design simple newsletters. The production of class magazines and newsletters is a great activity for students. It is also a valuable tool for keeping parents informed of classroom and school news alike etc. and provides them with the opportunity to share classroom news and experiences with their children. Collaborating on an ICT activity can encourage students to extend their use of language as well as promoting social skills such as turn taking. Collaborative projects with other classes and schools via e-mail, or video conferencing expand the classroom communication setting which increases social contact and promotes real communicative exchanges

5.       Mathematics
(Examples include Maths Workshop, Megamaths Tables, Millie's Math House, Talking Tables, Carmen Sandiego Maths Detective). Mathematics is more attractive for learners with the advent of ICT. Rote exercises can be offered in a multitude of colourful and interactive packages. Graded exercises can be interesting and challenging. Tasks can be provided which reflect real life situations. Pre-number to basic addition and subtraction programs can provide students with an opportunity to practice and basic numeracy skills such as counting ,sorting and basic addition and subtraction. Many software programs use visual representations or on-screen manipulatives such as pictures, number lines, and grids. Examples include Making Sense with Numbers, Heinemann's Maths, and My World-Blocks. Adventure programs may involve mathematical assignments and puzzles. A variety of such software is readily available. However, advice from colleagues or others who have used a package is the best indicator of suitability. For those who are new to the software market, a good supplier can often provide a demonstration version.

6.       Life Skills 

(Examples include Growing Up Together 1&2, Out and About, Money Talks). Life skills cross all subject boundaries and help to enrich the lifelong learning process. Simulations of actual situations which students are likely to face can provide a secure environment in which to experiment with a variety of responses. Students can modify their approach in the light of experience. Many types of exploratory software programs can be used which allow the student to become aware of another person's point of view or feelings and how their actions and reactions will affect others. The control offered by these types of programs prevents difficulties that can arise due to inappropriate responses. Other programs can be used to reinforce skills that are needed for every day, real-life situations such as money handling, telling time, and using public transportation.

7.       Desktop publishing
(Examples include Power Publisher, Publisher, Creative Writer 2, Printmaster Gold)
Desktop publishing in its basic form is the making of greeting cards, invitations, leaflets, posters or even a school magazine. Students find the production of these items, in a meaningful and attractive manner, most rewarding. For the weaker student, the design and greeting on a birthday card can aid self-expression. Students can go on to produce school news sheets which require collaborative work through planning, design and content.

Useful Websites

  • National Centre for Technology in Education - NCTE: www.ncte.ie

This is the website of the NCTE, the Government's agency on the use of information and communications technology (ICT) in education. Its role is to help maximise the benefits for learners and teachers in using ICT. The website has a section called Special Educational Needs and ICT that contains information about choosing technology for students with different special needs, and examples of how technology can be used to enhance the education of a range of learners. It also contains guidelines for evaluating software programmes:  www.ncte.ie/SpecialNeedsICT

Case Study from NCTE website:

 

Michael (16) has Down syndrome and a moderate learning disability. When Michael was 10, his school purchased a BBC computer for each classroom. He began to have successful interactions with the computer using the space bar, return key and arrows keys to manipulate cause effect programs as well as pre-literacy and pre-numeracy programs. When his classroom got a stand alone PC, Michael was exposed to a variety of more interactive software which used colour, graphics, animation and sound.

At 16, Michael has now a variety of skills using computer technology. He can access whatever CD-ROM software he wants to use and can open and shut down the computer successful. He can type his name and address proficiently. His teacher has inputted vocabulary to the Clicker Plus grid - a supportive writing and multimedia tool which allows him to write and print his daily news. Using the program he can also access other vocabulary which has been inputted and he can create and produce simple stories. Clip art is added and this is then printed out and proudly displayed on the wall as well as going in his stories folder.

Students like Michael can be trained in many of the skills necessary for successful use of computer technology. They can benefit from the technology to realise their potential and as a result become much more independent learners.

 

 

Articles on ICT and Down syndrome:

Downsed have a very comprehensive article on using technology to enhance the education of students with Down syndrome. To access the article, follow this link:

http://www.down-syndrome.org/information/education/technology/

The UK Down's Syndrome Association have a downloadable leaflet on using technology with students with Down syndrome. It is available here:

http://www.downs-syndrome.org.uk/images/stories/DSA-documents/Publications/education/computers_as_an_aid_to_learning.pdf