Information

Behaviour Management

Coming Soon

Innovative Use of ICT - How it Supports Inclusion

'The Inclusion Laptops initiative'

Government and Council policies to promote greater inclusion of children with a wide range of special and additional needs within mainstream educational settings has had a significant effect on the nature and diversity of pupils who take up education in 'special' settings such a Samuel Laycock School. As a result, old labels such 'MLD' no longer really apply, and the widely diverse physical, emotional, behavioural and learning difficulty 'characteristics' of our student population demand a substantially increased need, on our part, to offer a substantially differentiated curriculum to ensure that:

• all of our students have access to a broad, stimulating education, and
• this education prepares them to make a positive contribution to their communities, and to Society as a whole.

Recognising the popularity of ICT resources amongst the great majority of our students, and the increasingly important role it plays in their lives and across society, the school undertook a specific decision in Autumn 2005 to increase the role of ICT within our inclusion activities. Recognising the key role that Learning Support Assistants (LSAs) play in facilitating access to the curriculum for some of our most challenging children, the school leapt at the opportunity for two members of our LSA team to take part in the LEA's Inclusion Laptops (ISDN1) initiative. This resulted in provision for the two staff of dedicated access to their own laptop, digital camera, microphone and headphones. Most significantly, this was supported by training in their use, and in the opportunities afforded by a wide range of software also provided by the initiative.

The basic skills developed and confidence acquired by participation in the scheme led to both individuals being able to bring their personal qualities to this form of curriculum support. Their enthusiasm, life experience, and commitment to education and the School, was brought to bear in a range of activities using these and other ICT resources. It further stimulated their interest and participation in areas of the broader curriculum.

As teaching staff became aware of the new capacity of the LSAs to bring their enthusiasm, skills and resources to bear in our team approach to teaching and learning, the role of ICT within lessons was enhanced. The effect on learning and the participation of students within curriculum activities was so marked that the Headteacher chose this practice as a focus for a staff meeting. In the meeting, the role of all support staff, and their increased awareness of ICT tools through training was acknowledged. It was agreed that this must become a key component of the schools inclusion agenda and practice.

In conclusion, the 'Inclusion Laptops' initiative of 2005-06 demonstrates how, staff access to ICT resources and training, sharing ideas around the pedagogy of inclusion within special and mainstream settings, can result in significant good practice and positive outcomes for teaching and learning. The following grid gives a brief indication of activities undertaken under this project.

How it Supports Inclusion

Links

• Anti - bullying
• Bullying on line
• Childline
• DfES - Behaviour and Attendance website 1
• DfES - Behaviour and Attendance website 2
• DfES - Behaviour and Attendance website 3
• Dfes - BIP website
• DfES policies, anti bullying strategies and support available for schools, teachers, pupils and their parents
• DfES - Primary National Strategy - Behaviour and Attendance Strand
• DfES - Secondary Strategy Behaviour and Attendance Strand
• Initial teacher training
• Kidscape
• NSPCC
• OFSTED
• Teachernet