Factors to consider when deciding on AT 5

Cognitive Ability

AT solutions should always be within the cognitive ability of the pupil. While technologies for assisting with learning difficulties are not dealt with here in detail, many pupils will have a combination of physical, sensory and cognitive difficulties and the role of IT in also supporting the learning difficulties may have to be explored.

Information technology can help with elementary literacy and there are many strategies and software titles available to support basic reading, writing and communication skills. Younger children, or those with more severe learning difficulties, may learn best by doing and seeing. Basic cause-and-effect software, with a simple switch set-up as an option, can use this strategy. Software designed to provide a simple visual, and cause-and-effect approach is also available.

There is a wide range of word processing software available to support writing, sometimes with the use of images or symbols.

ICT strategies can be very helpful to pupils with Dyslexia-like difficulties. Word prediction with speech feedback, audio spell-checkers and glossaries will help with writing. The scanning of textbooks into the computer, so that they can then be 'read' by a voice synthesiser, can assist reading.

ICT can stimulate learning in many ways, sometimes by providing fun, access and stimulation. However, teachers need to be satisfied that software for cognitive difficulties is meeting specific learning needs, and not just providing 'edutainment'.

The use of ICT strategies for cognitive difficulties can be very fruitful but may take some learning on the part of the teacher. This may be easier in specialised settings, where teachers will be constantly dealing with ICT and will, therefore, build up expertise over time. In such cases, some of the more elaborate suites of software and hardware can be used and customised for various pupils.

Mainstream teachers, who are trying to find and implement computer solutions for individual pupils with combined physical and cognitive difficulties, may have to be more selective in developing strategies that will be tailored to the classroom circumstances and to available skills and supports.