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Becta | ict advice | timesaver Assessing the provision of ICT for Inclusion: Behavioural, emotional and social development

4 in a set of 8 _______________________________________________________ A guide to identifying ICT provision to support behavioural, emotional and social development
Learners with behavioural, emotional and social difficulties may be withdrawn or isolated. They may be disruptive and disturbing, or hyperactive and lacking concentration. They may have immature social skills or present challenging behaviours arising from other complex special needs. Does the pupil’s difficulty lie in spoken or written communication? Look at A guide to identifying what additional ICT provision may help pupils with communication and interaction difficulties. Does the difficulty lie in reading? Look at A guide to identifying what additional ICT provision may help pupils with cognitive and learning difficulties. Consider in particular the advantages where a portable word processor might offer the pupil the opportunity to work in privacy. Some pupils will, however, benefit from access to a desktop computer to work collaboratively with others. It may also be a more successful instrument of learning than relating to a teacher, particularly if this has been a problem in the past. What ICT can be used to engage the pupil and build attention through a focus on the pupil’s interests? Interactive talking books These often engage learners with short attention span and encourage interaction. Interactive talking books can range from picture-book series for younger learners to mainly text-based classics and books on sports activity for older learners. Music technology Students without the patience to learn how to play a musical instrument can use ICT to record sounds and reuse them in different ways or to record a number of their own performances and collect the best parts. In this way they are able to judge their own performance instead of being on the receiving end of judgement or criticism from others. Multimedia including digital images and video The impact of using technology that is not text based with pupils with communication and interaction difficulties is significant. The ability to use a range of sensory channels enhances communication possibilities. Consider using this for recording achievement. Problem-solving software and adventure games Adventure games allow pupils to develop their problem-solving skills, test out ideas and think logically. They can be highly motivating for young people and are intended to be fun and encourage concentration, memory, recall and hypothesis. Adventure games can also help pupils to develop language skills and problem-solving strategies. Integrated learning systems (ILS) Some schools have found ILS an ideal solution, as such systems give pupils the chance to work intensively for a short period and be tested regularly. The systems provide instant feedback and rewards. Literacy and numeracy levels are likely to improve when pupils are cut off from distractions and unhelpful stimuli. Where can I find out more? Xplanatory This has information about approaches to teaching learners with emotional and behavioural difficulties. [http://www.canterbury.ac.uk/xplanatory/approach/approach.htm] ebd-forum mailing list E-mail other practitioners to share and discuss ideas on the education of pupils with emotional and

behavioural difficulties. [http://www.becta.org.uk/inclusion/] Inclusion web site Search the on-line catalogue for resources, software, books and practice examples that can support the education of these learners. [http://inclusion.ngfl.gov.uk] Special note This guide identifies particular ICT approaches and provision that you may consider using to support pupils’ individual needs. It follows the conventions introduced in the Code of Practice for SEN. The information should be used only as general guidance, since many pupils are likely to need specific solutions to meet their individual needs. Where pupils have particular disabilities or complex special educational needs, an expert assessment should be sought. Owing to the inter-linked nature of pupils’ needs, you will be referred to other guides in this series for further information. See also the Becta ICT information sheets Communication difficulties and ICT and Special needs and ICT. __________________________________________ http://www.ictadvice.org.uk © Becta 2002