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Sensory impairment
Visual impairment
screen magnification software or enlarged cursor
changing the computer settings to
enhance monitor displays - large fonts, folders, etc.
screen-reader software or basic text-to-speech
facilities
CCTV, braille keyboards
keyboard stickers or a 'bigkeys' keyboard
dedicated OCR-speech systems that
scan a page and convert it to suitably enhanced text; multimedia
and CD-ROMs
with built-in scanning option.
Hearing impairment
The visual impact of multimedia and
CD-ROMs can make language more meaningful for pupils with
hearing impairment
and so contribute to a multisensory approach to learning.
Software that uses language in a context
and with animation, such as 'Living Books', can provide
reinforcement
and be highly motivating for a pupil.
Concept keyboards, Clicker and Intellikeys
can be integrated in imaginative ways to support the
curriculum by presenting
language in more concrete and interesting ways.
Specific learning difficulties
Content-free software is a powerful
resource allowing the teacher to decide on content and match it to
the
needs of all pupils.
Word-predictor software frees pupils
from difficulties associated with remembering the spelling of
words whilst
engaged in imaginative or functional writing.
Access word processors allow pupils
to concentrate on the written task rather than the mechanical
writing process.
Voice recognition software that converts
speech to text can make some writing work easier, although
issues of background
noise interference can be problematic in a normal class setting.
Report of school visit
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Assessment
With the introduction of the ICT national guidelines, along with significant
local and national ICT staff training programmes, it is important to consider
approaches to the assessment of pupil attainment in ICT. This will be
a new area for many teachers, but whilst offering them some challenge, teachers
should bear in mind
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... a new area for many
teachers, but whilst offering them some challenge, teachers should bear
in mind that the same principles apply to ICT as in other 5-14 contexts. |
that the same principles apply to ICT as in other
5-14 contexts. Schools will have an agreed policy for assessment, approaches
and procedures already in place.
The national guidelines on assessment 5-14 set out how assessment should
be developed as
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| an integral part of classroom learning and
teaching. In this context the teacher
has a central role in planning, teaching, recording, reporting and evaluating.
In ICT it is particularly important that pupils are able to demonstrate
progress in certain discrete aspects. These are:
development of confident use of ICT equipment and
applications
development of the capacity to decide
when it is best to use ICT as opposed to other media
development of the capacity to be
creative in the use of ICT
demonstration that the use of new
ICT skills and concepts are complementing other skills such as
making
judgements, drawing connections to experiences and applying new understandings
in thoughtful and meaningful ways
demonstration of developing positive attitudes towards the use of ICT.
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