This is the beginnings of an investigation into differentiation and progress in IT and control technology. It started as a discussion as to how we could show progress in ITC in an individual pupil and ended up as a discussion of differentiation across 3 case studies. Any feedback and comments would be very welcome...
3 case studies
1 pupil developing cause and effect at an experiential level : (A.P.)
1 pupil developing switch choice/ timing and interaction: (J.P.)
1 pupil who is using I.T. control in a purposeful manner to control and interact with his environment that is as a tool: (M.S.)
Notes:
software skill level,
differentiation,
progression across 3 case studies
Case Study 1 A. P.
A. is at a very early developmental stage. She is developing her understanding of cause and effect, being offered a range of experiences in a controlled environment, and practising decision and choice making at a fundamental level.
Amy is using tactile clues and choosing from real objects (and some objects of reference). A. uses music cues to help her anticipate and cue in to her next activity. She uses the Tac pac -communication through touch- scheme regularly. She usually responds positively to sounds and music.
Communication with A. is all about choice at a real and fundamental level,
allowing her to anticipate, experience and relate to her experiences through basic choices.
Actions and activities with A. have to be direct , affective and immediate.
Turn taking activities with A. are personally related to her (passing and choosing objects in group activities etc.). The computer and I.T. is also used in this context. A. is using very regular switching activities simple linked pictures/graphics and sounds to develop her understanding of cause and effect and control.
Environmental control (of fans/music/lights/toys) is developing Amy's awareness of control, and deliberate effectiveness.
Tactile activities ( water/ sand / clay /cooking /hand creams/ art etc.) at one level are all vehicles for her developing self awareness.
Computer software is at level 1/2 of the Meldreth switch software progression
within the spectator/participator range
Control Aims: interact/respond positively to her environment
Summary: A. is being provided with controlled access to sensations allowing her to make sense of her environment. She is using I.T. to develop her understanding of cause and effect, basic choice making and control.
Case Study 2 J P
J. is using simple communication aids to interact and control his environment.
He has his own Big mac AAC which is set with relevant messages for different activities
He has his own bigmac for interaction in class and in groups. He uses it for turn taking, joining in with simple language activities, and simple interactions.
He uses rebus simple (3 symbol board) for familiar choices accessing through touch and eyepointing..
He uses his single switch on the WHEELCHAIR TRACK regularly to personally control his movement; stopping and starting.
He has improved markedly in attention and switch use in controlling his own mobility and this has had coincided with a general increase in attention skills, language skills and in switch control with the computer.
J. is developing simple accuracy in timed and responsive switch work and switch choosing and matching
Level 2/3 of the Meldreth switch progression.
Control Aims: develop Jons accuracy in control switch work. Access to elements of N.C. at keystage 1/2 supported by I.T.
Case study 3 M.S.
M. has independent control of his own mobility. He has switch control of his electric chair through a number of head switches.
He has a complex 3 switch system (+ switch control for reverse)
M. uses a colour coded rebus board eye point/confirm to communicate he also has an extensive rebus file for accessing a wider vocabulary.
M. is using a chameleon AAC with multiple linked pages.
These multiple linked pages are echoed on his classroom computer using grids on Clicker2 (by Crick computing).
M. is using switch software at level 3/4/5 of the Meldreth switch progression
specifically practising multiple switch choice and switch scanning
He is using Email and the Internet, Cd rom multi media and I.T as a resource.
Control Aims:
Use of I.T. as an effective tool to access elements of the appropriate levels of the National curriculum
To Allow Martin independent access to mobility, communication and control technology
General comments
Individual skills cannot be viewed in isolation
Progression across 3 pupils and within each level
IT. used to develop skills in each area and ability level to develop and extend each student often using the same open framework software.
Include Aims/goals and photos and examples of their work.