Posted by Craig Mill on the 27th June, 2023
As the summer holidays loom large on the hazy horizon and the term draws to a weary end, what better way to finish off than a resume of some of our most popular inclusive technology blogs?
Coupled with the release of newly updated CALL posters/infographics, professional learning courses and the success of CALL’s ASL Conference we now have over 450 new subscribers to the CALL newsletter. And with over 4000 subscribers, we now have more people reading our newsletters and blogs than ever before.
This post is for our existing subscribers who may have missed some of the best of this term’s blogs and for our new readers, to find out what’s happening in the world of inclusive technology and additional support needs.
My colleague Paul has penned some excellent thought-provoking articles such as ‘I’m dyslexic and people keep saying I should use technology – where do I start?’ Here Paul introduces a new Technology Checklist that matches additional support needs with tools and strategies that will hopefully help.
In another post, ‘Every teacher is an additional support for learning teacher’, Paul argues that with so many pupils now recorded with additional support needs, 'ASN learners' and 'ASL teachers' should not be considered different to the ‘normal’ or ‘mainstream’.
34.2% of all pupils have an additional support need (and 40.06% in secondary schools). The percentage of learners with additional support needs in primary schools varies considerably across the country, from 10.9% in North Lanarkshire to 44.5% in Aberdeenshire (22.4% and 51.9% respectively for secondary). Source: Summary Statistics for Schools in Scotland 2022
When it all goes horribly wrong or ‘When things don’t go to plan’ by my colleague Shirley, explores and highlights some issues around a pupil who refuses to use technology, despite the potential benefits it can bring.
In this real-life example, Shirley explains how adopting and implementing assistive technology can be challenging for all involved; the pupil doesn’t want to be seen as different or singled out from their peers in an environment where the use and ethos of technology is lacking.
Shirley offers an insight into the ‘way things are’ and offers some effective solutions to bring about positive change.
In another real-life example, Jo takes us on a learner's journey who has complex communication and physical support needs. From basic but essential low-tech communication devices to high-end specialised eye-gaze systems and software, Jo charts how technology evolves as the pupil moves through school. I highly recommend reading 'A true story of an AAC user's journey - from low tech to high tech eye gaze'.
Following on the theme of low-tech resources, Claire highlights some brilliant examples (including non-tech and digital) to support learners with complex needs who are unable to access printed copies of books. Find out more in Claire's article 'Celebrate World Book Day with Ideas for Accessible Books'.
In 'Struggling to include learners and develop AAC in school', Gillian offers a wide range of resources and examples to promote communication activities and opportunities for learners who require communication support.
For my own part, I’ve written several articles that I hope you have found or will find helpful, e.g. articles on a range of devices and software supported with illustrated guides and video tutorials – you can find them all here.
Happy holidays.
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