senictblog

    October Newsletter

    Season of mists and mellow fruitfulness ... and a very busy time here at the SENICT office. This month we have information about a brand new course for schools, an update on the launch of our 'Assess and Make Progress' web site and our usual round up of assistive technology news and free resources.

     Cause and effect or as we prefer to describe it, 'understanding that you are able to extend influence and control over your immediate environment' is the cornerstone upon which all future learning and communication is built. Our new course for schools explores the process of developing this understanding and moving beyond it toward independent control over the immediate environment and those in it.

    We'll look at using technology to stimulate the senses and show you how to assess the access needs of your students in preparation for them taking control. We'll explore access devices such as switches, touch-devices, communication aids, pointing devices and eye gaze systems and show you how to teach with them. Finally we'll give you the tools and skills to set targets and record progress with a system that can be quickly adapted to meet the needs of your school and make it your own.

     'Extending Influence and Control' is a whole day course which can be delivered to small groups or the whole school. Schools booking this course will receive a comprehensive handout package which includes free cause and effect software, teaching guides and NEW progression maps covering switch, touch, mouse and eye gaze skills which can be personalised and edited to reflect the needs of your school or centre.

    SEN Switcher is back
    After the sad demise of the Northern Grid for Learning a couple of years ago, their web site and the amazing resource 'SEN Switcher' went offline last month. Some of you may know that Ian Bean designed SEN Switcher back in the early 2000s and wrote the web site and teaching guides that accompanied it. SEN Switcher went on to be arguably the most popular online software for early switch and touch screen users around the world.

    After receiving hundreds of emails from all around the world from colleagues and parents desperate to have their favourite resource back, Ian used his archived development files to get a working version of SEN Switcher back online. You'll find it in the Member's Area of our web site. If you're not already a member of our web site along with hundreds of other useful resources. Joining our web site takes just a minute and is completely free.

    SENICT does not own or make any claim to the the copyright to SEN Switcher which remains with the Northern Grid for Learning. We created this version simply to meet the needs of the many teachers, therapists and parents who rely on this resource.

    Once upon a midnight dreary ...
    If you're planning something spooktacular for Halloween in your class this year, don't forget about our free Halloween resources for switch, touch-screen, mouse and eye gaze users. You'll find them and hundreds of other free activities in the Member's Area.

    New Web Site Launch Delayed

    Due to work commitments, we've had to put back the launch of our new 'Assess and Make Progress' web site until later this month. Our new web site features carefully designed online teaching activities and assessment materials for young people who are learning to extend influence and control over their world with switches, touch-screens, pointing devices and eye gaze systems. We hope you'll find the wait worthwhile.

    Eye Gaze Progression and students with PMLD

    We've been looking closely at the eye gaze software currently available for students with profound and multiple needs and how they may contribute to a young person making progress with their access skills. The results were surprising. While many of the activities in these software packages provide a motivating way to engage young people with the eye gaze process, not all of the activities achieve the stated goal, that of developing and extending eye gaze skills with this specific user group.

    Over the coming weeks, we'll publish our findings on our web site together with some useful suggestions on how to get the best from these software packages. Schools keen to develop their eye gaze provision for students with profound needs may be interested in our half-day eye gaze consultancy, where we'll work hands-on with your staff to help extend their skills and providing a more in-depth understanding of what eye gaze progression for these very special learners looks like.

    Who uses our free online activities? 

    The number of people using our free resources continues to grow with an average of a thousand people from around the world joining our web site every month. Each day thousands of children in homes and classrooms as far apart as Alaska and Australia use our activities to support their learning and communication needs.

    The transition to the members area of ianbean.co.uk enables us to better tailor the experience of using these activities to meet the needs of young people with severe and complex needs. All of the activities on our accessible portal are free now and always. Thank you for using them and helping to make them a success.

    Our Man Abroad

    This month has seen Ian travel to Zagreb in Croatia to speak at the ATAAC conference then on to Dubai and Abu Dhabi to work with teachers, therapists and assistive technology specialists to help them extend their skills and knowledge. Ian has delivered invited keynotes, workshops and presentations at special needs events around the world. If you want more information about having Ian share his knowledge, experience and unique presentation style at your event, please use the button below.

    Our next newsletter will be published in November.

    If you want more information about our work or have any questions or comments simply reply to this email. If you want access to even more free resources, you can also follow Ian on many social networks by clicking the buttons below.

    See you all next time.

    Ian Bean
    Special Needs ICT Consultant and Teaching with Assistive Technology Trainer

     

     

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    SENSwitcher is back online

    Sad to hear that the Northern Grid web site has now gone offline and with it SENSwitcher, the program for children with complex needs that I designed almost 20 years ago. When we first made SENSwitcher, we also created a version which will run offline.

    Icon
    SENswitcher Offline

    SENswitcher Offline

    UPDATE: I have created version which should now run in your browser as before. Don't forget to press F11 to maximise the window when the activity loads.

    Use SEN Switcher Online

    Hope this helps.

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    Computing and Additional Needs

    code

     Since the roll-out of the new curriculum, I've met many teachers who seemed genuinely worried that they didn't have the skills or experience to teach this the computing strand and those who quite rightly asked me the more pertinent question, “What will my students get from learning this?”

    I've thought long and hard about that last question. Anyone who knows me or has heard me speak anywhere in the world will know that for me, ICT has to be meaningful to our students. It has to be delivered at their level, drawing on their real life experiences and teach skills that have value both to them and to the world around them. I still remember meeting three students who had been taught to copy type despite the fact that they couldn't read even a single CVC word … or the class from a special school in the UK who were video conferencing with a class in Norway. Sadly, when I asked "What is Norway?", none of the students could answer the question. I don’t use technology for the sake of it or to tick the ‘ICT included’ box on lesson plans. I use technology for lots of reasons, none of which is ‘because I can’.

    So what can our students with severe and complex needs learn from the computing curriculum? What skills will they acquire from learning about algorithms, programming statements and debugging? In my opinion, there are some important skills we can teach here. Not for everyone of course. Anyone that tells you they can differentiate programming languages for students with profound and multiple learning difficulties is quite simply deluding themselves. For me, our students will learn important and transferable problem solving skills.

    Let’s look at what writing a program entails:

    Analyse the problem
    What is it that we need to do?

    Devise a solution using algorithms

    How might we do it?
    Are there any rules we have to follow?
    Break the task down into smaller steps we can give as instructions.

    Write the program using statements
    Put the instructions into the right order.

    Test and debug the program
    Did it work? If not did we get something in the wrong order? Could we try different instructions?
    The only thing we may not have come across before is the computing terminology. Here’s how I would define those words.

    Programming Statement
    An instruction we can give to somebody or something.

    Algorithm
    A set of instructions or rules to complete all or part of a task.

    Program
    A sequence of instructions.

    Debugging
    Checking that your instructions are correct and in the right order.

    I don’t think there is anything new here for teachers in special schools… giving and following instructions, sequencing etc are all part of what we do each day. Here’s four statements from two very different computer programs. The first is from visual programming language called Scratch and makes a cat move across the screen before saying hello.

    The second was written using photographs by some youngsters from a special school.

    Toast

    They are both valid programs. Each has a sequenced set of statements designed to complete a task. Each has been debugged. One of them has a complicated ‘IF THEN ELSE’ statement. Did you work out which?

    IF the toast pops up THEN butter the toast ELSE wait until it pops up.

    With some careful thought and planning, there is so much that our students can learn from the computing curriculum. They can learn to identify problems and come up with workable solutions by breaking the task down into smaller steps, then sequence, test and refine their solution. We can teach them in a way which has meaning to our students. Sure some of our students will LOVE the real programming tools, but some will need a less abstract approach and lots of real life examples they can practice. As ever, we are led by the needs of our learners.

    I’ll post more about the computing curriculum and the training I am able to offer special schools who are keen to get involved with it. I’ll finish today with the funniest moment from the video conferencing lesson with the school in Norway. One of the UK students turned to their teacher and asked; “Can we turn it over and see what’s on BBC?”

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    Transformational Technology

    Remember when interactive whiteboards transformed teaching and learning for students with severe and complex needs? When Pokemon Go had all of our students who were on the spectrum out in the community socialising with others or when eye gaze taught us all we needed to know about our students with profound and complex needs. Me neither!
     
    Technology is an important tool in our toolbox. For some it provides a voice, for others it helps make accessible a world littered with cognitive and physical barriers. It helps motivate and enthuse students on their learning journey, but it is just one piece in the sometimes complex puzzle of how best to reach our students.
     
    Some years ago I said that the best app you could have on your iPad was an interested and informed educator, therapist, parent or carer who knows what to use and when to use it... or not. The technology has changed but what underpins that statement is the same now as it was in 2010.
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    It's a small world after all

    Like many of my colleagues, I’d often thought about setting up a link with an overseas school and running a collaboration project. The children I taught all have severe and complex learning difficulties and to be frank, don’t get out much. Only one of the ten children in the class had ever been out of the country and that was to Disneyland in Paris. Don’t get me wrong but the ‘It’s a Small World’ ride is hardly the best place to experience and learn about other countries and cultures.

    I had some of friends who could help. A couple of months earlier I had been out to Latvia to visit some special schools and met an enthusiastic teacher who I knew would be keen to take part. I’d also been emailing a special school teacher in Hong Kong who was interested too. We chose the weather as our theme. It was February, cold and grey in the UK, heavy snow and minus twenty degrees in Latvia and spring in Hong Kong with temperatures up to thirty degrees in the shade. There were other differences between our groups too. The pupils in the Hong Kong school were all the children of well off ex pats. The student’s in Latvia were from much less wealthy backgrounds.

    The project kicked off with introductions, video clips and photographs of our schools and houses, conversations about what we had for breakfast, favourite TV programs, places we liked to visit etc.  Then we introduced our work project. We would each gather weather data every day in the form of a photograph taken from the same spot. We’d each measure the temperature at the same time and fill in a simple form showing what the weather was ‘doing’ that day. Each week we would send each other the data together with other messages the students had for each other about aspects of their week.

    The project ran for seven weeks. In that time our students learned so much from their peers. Their conversations with each other opened up so many research and discussion topics which led to great teaching opportunities. Did you know that many people in Latvia eat salted herring and raw onions for breakfast? Our students didn’t either so we bought some and tried it. I’m smiling as I’m writing this remembering the faces the students pulled when they tasted it.

    Ever eaten ‘Dragon Beard Candy’? Nope? We went to the Chinese Supermarket and bought some. Spun sugar confectionery beats pickled fish every time. It was a fantastic project from which all of the students in each of our schools learned something.

    Now here’s the rub. I ran this project ten years ago.

    Internet connectivity wasn’t great in any of our three schools. In Latvia, there wasn’t any. Our ‘conversations’ between schools were emails written on paper at school and sent as emails to the respective teacher’s home account later that night. We could share photographs but only one per email as the mailbox size was restricted to a couple of megabytes. We shared videos by posting the VHS tapes to each other in Jiffy bags and our weather data sheet arrived with the postman each week in an A4 envelope.

    How much easier would it be to run this project today? Live video conversations with Skype. Photos shared through Flickr or a dedicated (closed and safe) Facebook group. A ‘YouTube’ channel for sharing those videos. Instant emails with large attachments. A collaborative blogging page to share the data with a world-wide audience. So many possibilities.

    Our students gained so much from this project. Today’s technology opens up the world to our students and it’s so much easier today with the plethora of wonderful web tools out there.

    So what are you waiting for? 

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    What do algorithms taste like?

    Some time ago I spoke at a two day conference organised by Flo Longhorn and Les Staves which explored the past, present and future of special education for people with profound and multiple learning difficulties. The stand-out moment of that conference for me was when Les Staves spoke of using the national curriculum to ‘flavour’ teaching activities for these very special students.

    les

    You know what he meant by that… we all do it every day in our class when we teach our students who work at levels P1 to P4. Our focus is to help those students become aware of themselves and their immediate environment and how they might extend some influence and control over it. We teach them to communicate in the best way that they can and we work on those skills every session and every day. We use the curriculum to ‘flavour’ our teaching for example if we are teaching about France in Modern Foreign Languages we may write a French themed sensory story;  listen to French music and songs, taste French onion soup, feel, smell and taste a crusty baguette, smell garlic… We provide French themed rich learning experiences which we’ve carefully designed to stimulate the five senses and help increase our student’s awareness of themselves and to encourage positive responses to our interactions. It’s a well-researched proven teaching strategy for students at these early levels.

    However not every curriculum topic or theme lends itself to differentiation to a sensory level.  Some are just too abstract. Our students at P1 to P3 are not really expected to remember much about France. The topic is providing a theme, a flavour which helps us provide breadth to our teaching especially as we are likely to be teaching these same communication skills to these students for the whole time they are with us in school. With the launch of the new National Curriculum in September, colleagues are busy looking at how we might differentiate these new strands and topics for our students with special educational needs. Many, myself included, are working on the new ‘computing’ strand of the ICT curriculum, examining how we can teach these skills to our students in a meaningful way.

    Recently I have received a few requests asking how we might teach elements of the computing curriculum which includes algorithms; programing languages, programming instructions and debugging as ‘sensory experiences’ for students at P1 to P3. That’s right, a sensory stimulation based computing curriculum for children at the very earliest levels of cognition. You can imagine… “Listen to the computer beeping… Look at the numbers on the screen… Smell that data… taste that algorithm!”

    Why would anyone want to do that? I’m fully behind differentiating elements of the computing curriculum for more able students that may understand simple sequencing and giving instructions. For them there are transferrable skills that they can learn from the new strand, but I struggle to see what meaning a child at P1 to P3 might learn from this… even as a sensory experience.

    It’s took a few years and some courage for teachers to step away from the dictates of the ICT curriculum and use technology in their class to support meaningful communication and to help students at P1 to P3 to begin to understand themselves and the world they live in.  Let’s not go back to the bad old days of kids banging the keyboard and colleagues calling it ‘differentiated’ word processing. That really happened in a school I once visited. If anyone is really interested I have a sensory lesson plan I found on the internet that teaches PMLD children the workings of Transfer Control Protocol /Internet Protocol. Just because we can differentiate something doesn’t mean that we should nor does it guarantee that our students at P1 to P3 will learn anything meaningful from it… no matter what flavour you make it.

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