Teach-Primary-Issue-19.2

teachwire.net/primary 21 Using tech to help SEND pupils engage creatively with the world around them is paying dividends beyond the classroom, says Alison Eason A s a SEND teacher, seeing a non-speaking child’s eyes light up the first time they use a text-to-speech app to write and tell a story makes my day. Watching one of my pupils create their own masterpiece in the style of Van Gogh using a digital painting tool is just as magical. At Forest Lodge, Chalgrove Primary School’s additionally resourced provision (ARP), we use technology to make learning exciting and engaging for children with complex needs. With the right tools, I’ve seen pupils’ confidence soar as they gain new skills, develop independence, express their creativity and learn to navigate the world in their own unique way. Getting creative Our pupils love to use basic computer programming software to design their own animations. The technology we use, ScratchJr ( scratchjr. org ), helps children to develop key IT skills while maintaining a focus on the creative aspects of the work. Children can create their own colourful scenes and characters online and make up stories to go with them. A current favourite is the underwater world, where they can design fish, sharks or any other sea creature and use simple coding commands to make their characters move around the screen. Pupils are able to experiment with different colours or features in their animations, and can even record their own voices and sound effects for each character in the story, which they really enjoy. We’ve found that programming software can help children understand mathematical theories such as co-ordinates, while strengthening problem-solving, pattern recognition, and lateral thinking. It’s a simple and exciting way to capture the attention of a neurodivergent child, who might otherwise struggle to focus when the classroom is noisy or busy. Independent communication There are some fantastic tools around that can make it easier for non-speaking children, or those who have speech and language needs, to communicate with their peers and teachers. We have one child who has significant challenges with pronunciation. While his close friends and staff know and understand him well, he tended to stay silent when we had visitors or unfamiliar people in school. He now has a tablet and uses an app packed with symbols and visual prompts fromWidgit ( widgit. com ) to communicate independently. He can quickly find the relevant symbols to type simple sentences and greetings such as “Hello,” “My favourite subject is science,” or “I love swimming,” for example, with the text and images instantly appearing on the screen for others to see. He’s much happier to talk to a wider group of people, now, without the need for an adult to explain what he wants to say. It’s been a real boost for his confidence, independence and social-emotional development. Another child with dyspraxia, who found it difficult to write with a pencil, used the symbols online to type his own Greek myth, with the visuals key to the story. When we covered Icarus, vocabulary like ‘feathers’, ‘flight’ and ‘sun’ appeared as symbols above the text on screen. This allowed the child to choose his own words and tell a detailed story. His confidence shone through after sharing his work with teachers and friends. We support the literacy development of dyslexic pupils with screen reading accessibility tools too, which read text aloud and highlight words to help children track the story. Rewarding positives Some pupils with complex needs, such as ADHD and autism, may be impulsive or easily distracted, which can sometimes disrupt the flow of the class. A little friendly competition can go a long way when you want to encourage and reward a child, or reinforce positive behaviour. Our pupils have their own avatar displayed on the whiteboard, and we reward them throughout the day with Dojo points ( classdojo.com ) for all sorts of things, from staying focused to helping others or washing their hands. The children get so excited when they are recognised for their achievements. They know when it happens as they hear a familiar ‘ping’ and their avatar does a funny dance. Getting instant feedback in this way helps to engage pupils in what they are doing. They can see how their actions lead to the rewards, too, which boosts self-esteem and positivity, and provides a stimulating incentive to keep the children motivated. TP Skills, and THEN SOME www.teachwire.net | 21 Alison Eason is head of the Additionally Resourced Provision (ARP) at Chalgrove Primary School, and winner of Nasen’s 2024 Changemaker of the Year award. @AlisonEason2 F EATURE S S END