Technology for SEND in Primary Schools

A guide for best practice

Helen Caldwell, Stephen Cullingford-Agnew, Author

• Publisher: Learning Matters
• Year: 2017
• Print ISBN: 9781526402363, 9781526402356
• eBook ISBN: 9781526417862
• Edition: 1
• Topic: Education
• Subtopic: Early Childhood Education

With so many new education technologies being developed and made available to schools, how do teachers ensure they select resources that enhance inclusive teaching in the classroom? How can you make sure new technologies are integrated into every day teaching?

This new text supports trainee and beginning teachers to harness the power of technology to make their classrooms truly inclusive. It helps you make informed selections of new technology and resources and make them work for everyone in your classroom.

Along with clear guidance on how to implement an inclusive approach to the use of technology across a broad range of needs and curriculum themes, linking practical examples with discussion of pedagogical considerations this practical book:

• focuses on cutting edge technologies
• supports teachers to develop the knowledge and skills they need
• offers advice on how to assess individual learning and communication needs
• develops an understanding of the pedagogy needed to embed inclusive technology within whole class teaching

Chapter 1 Multisensory Storytelling

Richard Hirstwood

Introduction

Story-telling is an age-old tradition across human cultures worldwide. The spoken story began it all, retelling significant events, most likely supported with the tales being acted out. This was followed by a drawn version, typified by cave paintings. Sensory stories are therefore nothing new. What is new is the application of the fantastic technologies available to us now.

This chapter, then, will explore how technology is being used to develop narratives and, more especially, make these stories available to an audience whose communication needs are different, whether these differences stem from sensory losses such as vision, hearing or movement, or to those whose cognitive differences mean they require as much support as is available, and to those individuals who need more time and more repetition to grasp the concepts expressed. Indeed, everyone can enjoy and benefit from the impact that technology can bring to sensory stories.

First, what sensory stories are and why they are of benefit to learners with special educational needs and disabilities (SEND) will be briefly considered. The relevance of sensory stories and learning styles will then be explored. How sensory stories can be an even more effective teaching tool when reinforced with the appropriate and relevant use of technology matched to a learner's learning styles will be highlighted. Which environments are most suited to the delivery of sensory stories and why will also be discussed. Throughout this chapter, using case studies, different ways of using sensory stories reinforced by technology with pupils with SEND will be suggested.

Learning Objectives

By the end of this chapter you should be able to:

• differentiate a sensory story appropriately, using a wide range of strategies that enable pupils to be taught effectively;
• create a stimulating learning environment to capture pupils' imagination and engagement in a sensory story;
• understand how technology can reduce/inhibit factors that may cause a barrier to pupils learning and participation in a sensory story;
• match an individual's learning styles to appropriate technology.

Links to Teachers' Standards

• 1. Set high expectations which inspire, motivate and challenge pupils
  • establish a safe and stimulating environment for pupils, rooted in mutual respect;
  • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions.
• 2. Promote good progress and outcomes by pupils
  • be accountable for pupils' attainment, progress and outcomes;
  • be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these;
  • guide pupils to reflect on the progress they have made and their emerging needs;
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching;
  • encourage pupils to take a responsible and conscientious attitude to their own work and study.
• 5. Adapt teaching to respond to the strengths and needs of all pupils
  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively;
  • have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these;
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils' education at different stages of development;
  • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
• 6. Make accurate and productive use of assessment
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

Links to National SENCO Standards

National SENCO Standards (DfE, 2015)

• 9. Develop, implement, monitor and evaluate systems to: Record and review the progress of children and young people with SEN and/or disabilities;
• 4. Strategies for improving outcomes for pupils with SEN and/or disabilities The potential of new technologies to support communication, teaching and learning for children and young people with SEN and/or disabilities.

Part C: Personal and Professional Qualities

There are high expectations for all children and young people with SEN and/or disabilities.

Person-centred approaches build upon and extend the experiences, interests, skills and knowledge of children and young people with SEN and/or disabilities.

Links to National Curriculum Programmes of Study (DfE, 2013)

English: Children use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.

Computing: Children are responsible, competent, confident and creative users of information and communication technology.

Case Study 1: Sensory Stories in the Classroom

Fountaindale School deliver their curriculum through play. This approach relies very much on the inventiveness of the practitioner to create sensory learning opportunities which use appropriate mobile technology to reinforce learning. The use of sensory stories as a teaching tool is embedded in everyday classroom activities.

A class of nine semi-formal learners, all wheelchair users with varied levels of cognitive abilities, are taking part in a lesson about volcanoes. All learn better with enhanced multisensory stimulation, with a strong focus on developing communication skills.

Their learning is delivered through the vehicle of an individual and specifically scripted sensory story, which takes place every Monday at 11am and is repeated weekly, in an expanding series of events, building upon the story week by week. It is designed to revisit areas of the curriculum previously taught and to remind the pupils of concepts they have experienced in previous lessons. An interactive learning wall illustrates the concepts taught and provides a focus for pupils to engage with.

The story develops over the term, expanding in length and complexity as the pupils learn more concepts. The script of the sensory story is set and the sequence does not vary, which enables the pupils to get to know each part of the story and to begin to predict the next part of the sequence. New concepts are introduced within this familiar context.

What are the key features of this approach?

• The sensory story is unique to the specific curriculum elements the class are learning.
• The story is multisensory and is appropriate to meet the varied learning styles of the pupils.
• The sensory story is carefully scripted and follows the same sequence, adding new concepts within this routine.
• The sensory story is represented in the classroom by a multisensory ‘learning wall’.
• Repetition of key concepts within a familiar learning routine reinforces learning for pupils over a greater number of learning opportunities.
• The sensory story is also referred to throughout the week's lessons and specific parts are revisited on a day-to-day basis.

But how is technology used in the classroom for these curriculum sensory stories?

Gathering around the teacher and the learning wall, the pupils experience the sensory story which is told by the teacher, supported by a team of skilled classroom assistants. The technology used in the sensory story is prepared and within reach before the story begins. Relatively simple technology, such as a microphone to give the pupils a voice, is very effective and creates an enthusiasm in the pupils to participate: ‘who wants to shout it out?’

The key feature of the technology used here is that it is not being used just for the sake of using technology. It is used to enhance the story and reinforce its concepts. It is used to create impact and drama – to be irresistible for pupils to engage with learning.

It does not feel as if it should not be there. Each carefully chosen piece of technology brings an extra dimension or a reinforcing tool not available to the teacher in any other way.

It does not play a central role. If the technology fails, it is not a problem because it is a part of the story, not the key tool or delivery system.

Care is taken to make sure that this is a multisensory story, not just a sound and lighting experience. So, in addition to the visual and sound technological effects, specific experiences have been identified, created and are offered to enhance the pupils' tactile, gustatory, olfactory, vestibular and proprioceptive sensory skills.

Fountaindale School uses sensory stories as a vehicle for increasing the number of opportunities for pupils to revisit their learning, by the use of repetition of key concepts within a familiar learning routine. The technology used is not the key focus of the story; it is used to reinforce concepts and embed the learning. The technology used is simple and really effective. And, because the technology is kept simple, it works.

Reflective Questions

• Should you adapt books as sensory stories or make them up yourself?
• What will be the result of your intervention with a sensory story?
• How will this shape what and how you deliver your sensory story?
• What technology should be chosen to enhance the pupils' learning experience, and why?

Case Study 2: Solitary or Shared Stories?

We often think of a sensory story as being a shared experience – one that promotes interaction, communication and engagement between peers. Supporting technology builds on these core skills. But when can a solitary sensory story with very simple technology be of great benefit?

A teenage boy with autism is finding the traditional classroom teaching situation too demanding. Too many diff...

Table of contents

• Cover
• Half Title
• Publisher Note
• Title Page
• Copyright Page
• Contents
• About the Authors and Contributors
• Acknowledgements
• Foreword
• Introduction
• Chapter 1 Multisensory Storytelling
• Chapter 2 Literacy
• Chapter 3 Outdoor Learning
• Chapter 4 Music Technology
• Chapter 5 Science
• Chapter 6 Design and Technology
• Chapter 7 Computing
• Chapter 8 Art
• Chapter 9 PSHE
• Index