ICT and Special Educational Needs

A useful reference book for educators interested in the uses of ICT as a tool to promote the inclusion of learners with special educational needs, this book examines contextual issues and broad areas within which ICT has much to offer those who teach learners with SEN or manage provision across the different phases of education in mainstream and special schools. The book considers the role of technology in overcoming barriers of access to the curriculum. Chapters include in-depth examinations of ICT as a teaching tool to promote inclusion and raise standards for all. Contributions from researchers and practitioners explore the development of ICT, recent innovations, assessment, and specialist knowledge. ICT and Special Educational Needs will be of interest to teachers on professional development courses and those preparing to teach learners with special educational needs as well as experienced professionals seeking to update their knowledge and gain new inspiration in this rapidly developing area.

Table of Contents:
Introduction ICT and SEN issues and debates ICT, SEN and schools a historical perspective of government initiatives From integration to inclusion using ICT to support learners special educational needs in the ordinary classroom Using computer-based assessment to identify learning problems Integrated learning systems, literacy and self-esteem ICT and SEN a whole school approach Innovations in ICT Using virtual environments Managing SEN provision with ICT Service development and staff training References Index.

About the Author :
David Brown, Nottingham Trent University is Reader in Interactive Systems within the Department of Computing and Mathematics. His primary research interest is in the design, implementation and evaluation of multimedia systems to promote social inclusion. He holds several European and National grant awards in this field and is currently leading research to develop virtual training environments for use by people with a cognitive disability and multimedia systems to develop basic skills in young homeless people, as well as maintaining an ongoing collaborative research programme with Dr Penny Standen. He is also a member of the national steering committee for the British Computer Society Disability Group. Lani Florian, University of Cambridge, is a lecturer in Special and Inclusive Education specialising in inclusion of pupils with SEN in mainstream schools. Her research interests focus on models of provision for meeting special educational needs and teaching practice in inclusive secondary schools. In 1999 she won the NASEN/TES Academic Book award for Promoting Inclusive Practice (co-edited with C.Tilstone and R. Rose). She is editor of the Journal of Research in Special Educational Needs. Ian Hedley is a teacher and SENCO in a mainstream secondary school. In 2001 he received a Masters Degree in Education from University of Plymouth. His dissertation investigated the effects of Successmaker on pupil achievement. John Hegarty, University of Keele, is Director of the Computer Applications to Special Education (C.A.S.E.) research unit in the Department of Psychology at Keele University and is Director of the M.A. in Community Care Learning Disability and the Diploma in Information Technology for People with Special Needs taught courses. He was recently guest editor for a special issue of the British Journal of Educational Technology on special needs ICT. Clive Lilley was appointed to his current post as headteacher of a large special school in North Staffordshire in 1987. The school became one of the first 75 beacon schools in the country in 1998. This has provided the opportunity to support special needs pupils and teaching and support staff in mainstream and special schools across the region. The school has a reputation for excellence in the use of ICT. Lesley Rahamin Lesley's career has included class teaching in London primary schools, working as a support teacher for learners with special educational needs and advisory work for CENMAC, using IT to support learners with a variety of individual needs. Lesley now works as an Education Consultant promoting good practice in ICT and SEN. Allison Rees has been teaching since 1975. She has taught in both KS1 and KS2 and worked extensively as a Learning Support teacher. She has acted as an SEN Advisory teacher for London Borough of Havering and is currently the SENCO for Early Years and KS1 in a large primary school. Chris Singleton, University of Hull, is Senior Lecturer in Education at the Department of Psychology. His main research interests are in cognitive factors that underlie the development of basic skills (especially literacy) and how these relate to success and failure in education. His research group pioneered the development of computerised diagnostic assessment systems that are now widely used in primary and secondary schools in the UK and elsewhere in the world. He is co-editor of the Journal of Research in Reading, and also co-editor of the book Psychological Assessment of Reading (Routledge, 1997). Penny Standen, Nottingham University, is Reader in Health Psychology and Learning Disabilities where she is involved in evaluating ways of promoting the independence and quality of life of people with intellectual disabilities. She has been working with Dr David Brown since the early nineties developing and evaluating virtual environments and multi media for training and education of people with intellectual disabilities. They have recently received funding from the ESRC to look at tutoring strategies in virtual environments and from the EPSRC to develop more appropriate devices for interacting with and navigating through virtual environments. She is currently working with switch controlled software for people with profound and multiple disabilities and investigating the potential of interactive software to promote cognitive skills. Chris Stevens, BECTa, was appointed to NCET/BECTA in February 1996 as Head of Special Educational Needs and Inclusion. Following a long teaching career, he was appointed as Professional Officer for SEN at the National Curriculum Council (NCC), later the School Curriculum and Assessment Authority (SCAA). Chris worked at SCAA during the Dearing Review of the National Curriculum and Qualifications and was responsible for extending access both to the curriculum and to recognition of achievement. Anna Williams is Head of SEN Support Service in an outer London Borough. She has worked as a "class based" SENCO in primary schools. Her current work as the Advisory teacher for pupils with physical impairments includes pupils from pre-school to post 16. INSET is a key part of the role of the SENSS team in supporting SENCOs in meeting the needs of pupils effectively.