How useful is ICT in making mainstream secondary education dyslexia-friendly? A policy of inclusion, even when supported by special provision, means that most, if not all, dyslexic pupils’ learning takes place in the mainstream classroom. So does ICT have a role in making it work?
As is often the case with technology, the theory on its usefulness is easy to find, especially given the huge industry that is ICT. Finding useful applications of computers in mainstream classrooms is more difficult.
Some of the early claims about voice recognition programs and talking word-processors compensating for learning difficulties have fallen by the wayside. Not only has this technology proved unreliable, it fails what some teachers claim is the acid test: peer group approval.
Judith Stansfield, a retired secondary school teacher and member of the British Dyslexia Association’s computer committee, argues that peer pressure is the critical factor in using ICT to support inclusion.
“Imagine a class silently on task with one student expected to complete the work by talking to his laptop. It is not going to happen,” she says.
One area Ms Stansfield believes is under-exploited is the use of computers to differentiate lesson plans. Word-processors, for example, allow you to change the font size, increase white space, quickly change a long sentence with several subordinate clauses into bullet points, number tasks, highlight, add graphics or colour-coding and change the vocabulary.
Computers also produce support material to a professional standard. “Most children - not just those who are dyslexic - struggle with science vocabulary,” says Ms Stansfield. Her solution was to put flash-cards on the wall and give a printed word list to pupils who found copying from the cards difficult. “It made a huge difference to all the children,” she says. Word-processors also work well for making guideline sheets and writing frames. Programs such as Microsoft’s Word allow you to format a page and save it as a template for reuse. Folens publishes ready-made writing frames on CD to accompany its photocopiable books This approach assumes teachers have ready access to computers and time to generate differentiated materials, neither of which is generally the case. The result is that secondary subject teachers actively using ICT to meet specific learning difficulties are rare.
The TES is charting the progress of a handful of students with special provision for dyslexia currently in mainstream secondary education. Their provision is specifically designed to find ICT tools and techniques that differentiate the learning experience in a mainstream setting, and I will be reporting back on their successes and failures.
DEBBIE DAVIES
Becta, the government agency promoting ICT in education, has an information sheet at www.becta.org.uktechnology infosheetshtmldyslexia.html and publishes an online guide, Dyslexia and ICT: building on success, pound;6.50, at www.becta.org.ukbooks special_frame.htm Join the mailing list for Sencos at: www.becta.org.ukinclusion discussionsenfor.html The NgFL has a special educational needs section at inclusion.ngfl.gov.ukThe British Dyslexia Association’s website is at www.bda-dyslexia. org.ukiANSYST, a supplier of dyslexia software and hardware, has a useful website at www.dyslexic.comFolens Publishing, tel: 01582 470821; email: Folens@Folens.com
