ICT for Learners with Additional
Support Needs:
10 years on – where shall we go
from here?
CALL Scotland
• Strategic Leadership
• Pupil Assessment and Support
• CPD and Training
• Information and advice: books,
guides, resources, videos, web site
• Loan of assistive technology
• Knowledge Transfer, research and
development
www.CALLScotland.org.uk
CALL National Projects/sites
• CALL main site
http://www.callscotland.org.uk/
• Free Scottish Computer Voices
http://www.thescottishvoice.org.uk/
• Free Wordtalk text reader (128,804 downloads)
http://www.wordtalk.org.uk/
• SQA Digital Exams
http://www.adapteddigitalexams.org.uk/
• Books for All
http://www.booksforall.org.uk/
CALL National Projects/sites
• Books for All Database (1,230 users, 11,067 downloads
2013-14) http://www.booksforallscotland.org.uk/
• Communication Passports
http://www.communicationpassports.org.uk/
• iPads and mobile technologies:
Wheels of apps; iCALL book;
• Augmentative Communication in Practice: Scotland
http://www.acipscotland.org.uk/
• ICT for Support for Learning in Scotland (ICTSLS)
http://www.ictsls.org.uk/
Curriculum for Excellence
How can you be a:
 Successful learner - if you can’t read books and
learning materials?
 Confident individual - if you depend on others to read
to you, write for you or talk for you?
 Responsible citizen - if you don’t have access to
information?
 An effective contributor - if you can’t speak, write or
communicate?
Use ICT!
Support needs 2005-2015
1. Access to ICT for learning
2. Personal Communication / AAC
3. Access to learning resources
4. Assessment
Personal ICT in 2005
Compared to 2015, laptops
and devices available for
students with ASN were
typically:
• Heavy
• Bulky
• Slow
• Short battery life
• Expensive
• Specialist – usually only
provided for learners with
particular needs, certainly
not every learner
Personal ICT in 2015
“I think that there has been a real
improvement in motivation for many of
my pupils, several of whom have
support for learning needs. The 1-1
aspect has meant that the children
have really personalised their iPads and
made them work the way they want.
They have become important tools for
learning in my class with many children
surprising me on a daily basis with the
types of work they come up with.”
Teacher, Bellshill Academy
2020?
As many schools and districts are now rushing to buy every
student a digital device, I’m concerned that most one-to-one
implementation strategies are based on the new tool as the focus
of the program. Unless we break out of this limited vision that
one-to-one computing is about the device, we are doomed to
waste our resources.
The observation of failure is not limited to this superintendent or
to me. I have heard some colorful names that describe the sad
reality of such a wasted opportunity. While I tend to refer to these
initiatives as “$1,000 pencil” programs, or paper shoved down the
wire, a Welsh school head quips that they are nothing more than
“shiny new spaceships.” Even a corporate high-tech executive
observes that too many schools are in “spray and pray” mode
with one-to- one computing: “Spray” on the technology, and then
“pray” that you get an increase in learning.
Alan November http://novemberlearning.com
ICT accessibility in 2005
Control Panels?..... Usually unavailable
ICT accessibility in 2015
In reviewing existing contracts and, if necessary, negotiating new ones, a commissioning body should
ensure that:
• specialised items of hardware and software, such as an alternative keyboard, mouse or switches can
be added easily;
• software needed by pupils with disabilities, such as speech output or screen magnification, can be
installed and used;
• the full range of accessibility options within the operating
system can be utilised, for example, to slow down mouse
speed or keyboard repeat rate, or to enlarge screen fonts
or reduce screen clutter, or to access context menus;
•
•
•
•
equipment can be placed in accessible locations, for example, so that wheelchair users can reach the
keyboard and see the screen;
access privileges are flexible enough to enable staff to make necessary changes to afford access (for
example, to adjust control panels or save individual settings for specific programs)
personal devices used by disabled pupils for curriculum access can be connected to the school
intranet;
where such changes are required to improve access these do not occur additional cost.
Planning improvements for disabled pupils’ access to education
(Scottish Government Nov 2014)
2015 How accessible are your
school computers?
Let’s find out – complete the survey at:
https://www.surveymonkey.com/s/accessICT
Text to speech in 2005
• Text to speech programs
were available for
Windows and Mac, at
considerable cost.
• Voices were robotic,
usually with American
accents
• Some (very southern)
English voices were
available with commercial
text-to-speech software
Text to Speech in 2015
Text to speech
2005:
2015:
2015:
2015:
Rod Macaulay at TASSCC in
Aberdeen donates WordTalk
to the world
130,086 downloads to date
Free TTS software available
Good TTS built into e.g. iOS
Text to Speech in 2015
2008: ‘Heather’ licensed for
Scottish schools
2011: ‘Stuart’ developed and
licensed
£2 million cost saving compared to
schools buying high quality TTS
Access Tools 2005 - 2015
Symbols in 2005
BoardMaker ~
£250 ??
Symbols in 2015
• Fife Symbolising the Environment
• Matrix Maker £169
• Tools2Talk app £8.99
AAC devices 2005 - 2015
Big Mack ~ £100
7” tablet ~ £80
AAC devices in 2005
DynaVox DV4
£6500
AAC devices in 2015
iPad & Proloquo2Go: £450
Tobii C8:
£4,840
Learning resources 2005 - 2015
2015: apps!
2005: CDs!
2015: web based
Learning resources 2005 - 2015
2005: Text
2015: Video, audio,
interactive
Glowing or glimmering?
"Glow is a hugely exciting and ambitious project that will
have a fantastic impact on the lives and life chances of
Scotland's young people, equipping them with the skills and
knowledge they will need for the future. We see Glow as key
to supporting Scotland's Curriculum for Excellence which
aims to allow all children to develop to become successful
learners, confident individuals, responsible citizens and
effective contributors. In addition, the tools provided in Glow
will help our teachers to feel highly valued, motivated and be
confident in their use of up-to-date technologies.“
John Connell SSDN Programme Director Learning & Teaching Scotland (LTS)
Learning resources 2005
“The vast majority of alternative format learning
resources currently available are in Braille, Large Print
and audio formats for pupils with visual impairment.”
“Copyright law is inequitable: the law permits
materials to be adapted for pupils with visual or
physical impairments, or a physical difficulty focussing
or tracking with their eyes, but not for other pupils who
have difficulty with printed material such as those with
language, hearing, dyslexic or learning difficulties.”
Nisbet & Aitken (2007) Books for All:
Accessible curriculum materials for pupils with additional
support needs.
Learning resources 2015
• CLA Print Disability Licence 2010
• Books for All Scotland Database
• Load2Learn Database
• The Seeing Ear
•
•
•
•
iBook Store
Amazon (Kindle)
RM Books, Browns Books
School & public libraries
Assessment 2005
Total number of requests
Assessment Arrangement
Extra Time
Reader
Scribe
PA Referral
Use of ICT
Transcription with correction
Coloured Paper
Calculator
Transcription without correction
Enlarged Print
Question Paper signed to candidate
Candidate Signs Responses
Use of tape recorder for responses
Braille
41,454
Number of requests
which included the
specific arrangement
33,146
15,740
14,505
3,658
2,388
1,178
1,108
893
742
737
92
38
26
19
Percentage of requests
which included the
specific arrangement
79.96%
37.97%
34.99%
8.82%
5.76%
2.84%
2.67%
2.15%
1.79%
1.78%
0.22%
0.09%
0.06%
0.05%
Assessment arrangements 2014
Extra Time
34,494
Transcription with correction
863
Separate Accommodation
24,277
Transcription without correction
421
Reader
9,399
Calculator
341
Scribe
7,105
ICT / word processor
6,786
Digital Question Papers
3,540
Rest Period
2,232
Coloured Paper
1,793
Prompter / Practical Helper
1,783
Braille
18
Enlarged or Adapted Print
Question Papers
1,064
Candidate Signs Responses
11
Modified Content (e.g. text
description of images)
Referral of script to the Principal
Assessor
Adapted Certificate (e.g. in Large
Print / Braille)
Question Paper signed to
candidate
Taped transcription-Live
Presentation
308
192
68
32
26
Why use Digital Exams? Save money.
Time & cost analysis: one week of
2014 exam diet @ West Calder High
School
Reader & Scribe
Digital Papers
Hours Saved
Money Saved R&S
Money Saved I
TOTAL SAVED
85 hours
26.5 hours
58.5
£1,170
£585
£1,755
EXAM
EW
ERG
ERC
ERF
FLF
FLG
GLF
GLG
FRF
FRG
GRF
GRG
BG
BC
BI1
CDTG
CDTC
HG
HC
HF
GG
GC
GF
MI1P1.1
MI1P1.2
MI1P2.1
MI1P2.2
TOTAL
Candidates Time
Total
8
1.25
10
8
1
8
4
1
4
3
1
3
3
0.5
1.5
3
0.5
1.5
2
0.5
1
2
0.5
1
3
0.5
1.5
3
0.5
1.5
2
0.5
1
2
0.5
1
3
1.5
4.5
3
1.5
4.5
2
1.5
3
1
1
1
1
1
1
7
1.25
8.75
2
1.25
2.5
5
1.25
6.25
2
1.5
3
2
2
4
1
1
1
3
0.75
2.25
3
0.75
2.25
3
1
3
3
1
3
84
26.5
85
Percentage of centres using DQPs 2012-2014
Authority / sector
2014
2013
2012
Authority / sector
2014
2013
2012
Perth and Kinross
100%
100%
80%
Fife
40%
24% 32%
East Lothian
100%
67%
67%
Argyll and Bute
40%
30% 50%
South Ayrshire
88%
63%
50%
West Lothian
38%
38% 31%
Angus
75%
50%
63%
Stirling
38%
38% 38%
East Ayrshire
67%
44%
44%
Aberdeen City
31%
54% 31%
Aberdeenshire
65%
76%
59%
Scottish Borders
30%
40% 30%
Orkney Islands
60%
20%
0%
Eilean Siar (Western Isles)
25%
25% 25%
FE College
57%
14%
15%
Moray
22%
33% 22%
Midlothian
57%
57%
43%
Shetland Islands
22%
11% 22%
North Ayrshire
55%
45%
45%
Independent
21%
13% 16%
Dumfries and Galloway
53%
59%
41%
Edinburgh City
21%
28% 34%
Renfrewshire
50%
42%
33%
North Lanarkshire
21%
21% 24%
Clackmannanshire
50%
50%
50%
City of Glasgow
21%
31% 28%
Highland
48%
39%
39%
West Dunbartonshire
20%
20% 20%
Dundee City
45%
55%
45%
South Lanarkshire
18%
27% 36%
Falkirk
44%
67%
56%
Inverclyde
11%
22% 33%
East Renfrewshire
43%
43%
43%
East Dunbartonshire
0%
22% 22%
Where shall we go from here?