Until my Enquiry Placement I had seen very little evidence of assistive technology being used for SEND purposes in the classroom, but on that placement I saw a wonderful use of iPads to assist a child that was visually impaired. The iPad was used to link up to the interactive whiteboard, mirroring the screen that every other child in the class could see, but on an iPad that was mounted on his desk. This allowed him to access the work that everyone else was doing. During Guided Reading, the teacher also ensured that she downloaded a large text e-copy of the book for him to read along with the class.
I have read about other ways creating an inclusive classroom using technology. One such way is use of microphones to assist children with hearing difficulties. One of my fellow trainees used this in the classroom, and expressed that it made a huge difference in terms of that child’s attainment. I will briefly, as part of this pick and mix unit, mention technology as an assessment tool. I mentioned, during my time on GPP, how the PE passport iPad app and the “Learning Ladders” program can make the job of assessing children much easier, as it collates the information you input and can generate useful reports to easily track progress (or lack thereof) across each child and throughout each year. There are other useful online assessment resources too, which I would love the opportunity to explore in greater depth on FPP, including the use of testing (summative assessment) through multiple choice Google forms to elicit information, which will immediately generate a picture of where each child/the class as a whole is in terms of that subject. Voting systems, as mentioned in a previous blog post, are another useful way of assessing children’s understanding. They can be used as a more immediate alternative to Google Forms.
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