I had a call yesterday from a parent who was concerned about her 10 year old son who is dyslexic and dyspraxic. He has been receiving good support from the school staff, particularly with regard to his reading - his mum said that his reading age had been 1.5 years behind but that followed intensive work with staff, using Toe-by-Toe and other techniques, he was now reading at the same level as his peers.

However, she was concerned about his handwriting, which because of his dyspraxia, is difficult to read. He doesn’t like writing at all, finds it very hard to read his own writing, and is getting upset about it. The parent had raised the possibility of her son using ICT instead of handwriting with staff, and said that the school were not very enthusiastic.

Now, I don’t know the details and without meeting the pupil I wouldn’t be able to say whether he should  or should not use ICT instead of or as well as handwriting. But it does make me worried and so I thought I’d offer a few thoughts around this issue. Here’s what I think.

If someone in Primary 5 is dyspraxic and consequently has slow and illegible handwriting then it’s time to stop causing them grief and time to start helping them to access the curriculum. Forcing a pupil to continue writing by hand when there are easier, faster and more effective methods is not good practice. It risks disengagement, prevents them from accessing educational opportunities and creates low self-esteem. It’s not successful, not confident, not responsible, not effective and not what schools should be doing.

Here’s an example of a (different) pupil’s handwriting – he was in Primary 7 at the time:

Here’s a sample of his writing using a simple word processor (an AlphaSmart). Much easier to read, although the spelling is a bit of an issue.

befor you go you haf to make a traye. First get a peace of fishing line about 1  metre long.  Then get a reasnedul sised hook after you have got one big enuf and sharp enuf laiy it to your trais and then get a flote. put the end of the trais that does not have the hook thro the hole at the top of the flot then tiay a not.

And here’s a sample of his writing with a word predictor (Co:Writer). Readable and much better spelling:

First get a piece of fishing line about 1 metre long. Then get a reasonable sized hook.  After you have got one big enough and sharp enough tie it to your trace

No contest, really, is there?

It’s personal

ICT, in the form of a personal netbook, laptop, tablet or iPad is vital for pupils who have difficulties with reading or writing. It’s like an electronic jotter. You need to have a device on your desk, available at all time. Getting up from your desk to go to the back of the room to use the class computer is no good: you wouldn’t expect someone to get up and go to the back of the class every time they needed to use a pencil and write in a jotter, so why accept this with ICT?

It’s a skill that needs taught

We teach handwriting. We also need to teach keyboarding (ideally, touch typing, if possible) and ICT skills. We teach handwriting skills to develop speed, fluidity and automaticity – so that ideally, your thoughts flow direct from brain to page without having to think about the formation of letters. So too with keyboarding – the main reason for learning to touch typing, in my view, is not speed, but to develop the same automaticity.

Despite the notion of ‘digital learners’ young people are not born with innate ability to use a word processor or a word predictor. They have to be taught. By their teachers. This needs staff who know the technology, and time set aside for teaching.

Use it most or all of the time

It’s tempting to think that you only want to use the ICT for ‘extended’ writing, but there can be a few problems with this. It’s too easy to leave the device on the side and not have it ready and inevitably the battery goes flat and you get out of the habit and before you know where you are, the pupil is in S4 and about to use a scribe in his exams. Avoid this: make ICT the default tool, not the exceptional tool.

To do this we need to think digital: use ICT yourself to create resources and give the same resources to the pupil so they can access them on the device. Get digital versions of textbooks from the Books for All Database. Use digital reading books. Scan paper worksheets and other materials into the computer so that the pupil can complete them on the device. (Lots of programs can do this, from the free Foxit Reader, to for example Acrobat Pro, FineReader and more specialist software like ClaroRead, Read and Write Gold or Kurzweil.)

Let’s stop making life hard for ourselves and our learners.

Take a look at this video for some inspiration.

Today I received a very positive evaluation back from a pupil and teacher who have been evaluating some equipment, and I thought I'd share it: seems like a nice way to end the term. (Mark is not his real name.)

Background

Mark is a Primary 6 pupil who attends his local primary school. Mark has cerebral palsy which affects his fine motor control, and although he has good ideas, he does tire easily when he writes by hand. He has support from staff to help him lay out his written work, and also on occasion for scribing, but this does mean he relies on staff and is not independent. Staff say that his reliance on others is also affecting his self-esteem. Mark has some difficulties with spelling and also with maths, organisation and spatial skills. Despite these barriers to learning, Mark is an enthusiastic member of the class.

Mark has tried specialist pencils and pencil grips, and writing adaptations. He was referred to CALL for advice on assistive technology to help him to learn and work more independently and productively.

Following an assessment, we loaned a Toshiba netbook computer with Co:Writer 6 and Inspiration software, plus an EasiSpeak microphone, for Mark and his teacher to evaluate. The assessment had shown that Co:Writer has the potential to help Mark write more independently, and with greater accuracy. Co:Writer should also reduce his fatigue and help him to produce higher quality work. (Click here to find out more about Co:Writer and word prediction).

Inspiration was suggested to help Mark organise his work. We loaned a headset microphone for Mark to record his ideas directly into Inspiration, and the portable Easi-Speak recorder, because his verbal output is currently better than his written output.

(Both Inspiration and Co:Writer 6 are available for reduced cost under a special licence for Scottish Schools, from Education Scotland.)

This is what Mark and his teacher thought of the technology.

Class teacher evaluation

1.    What impact has the netbook had on the pupil’s ability to access the curriculum?

There was an immediate impact on Mark’s enthusiasm and attitude to attempt and produce work.

Used for:

• Word processing: planning, drafting and publishing. Mark is more able and willing to work independently on these three steps without an adult scribe. Mark is eager, and able, to be involved in adding to his Co-writer word bank. 
• Typing answers to spelling activities – a task which Mark dislikes when he is writing by hand. He now produces work of a higher level.
• Spelling has improved.

An adult currently scaffolds Mark’s work by asking questions about his text, to encourage him to develop his answers/writing. It is planned that if the teacher is checking/marking Mark’s work in his absence, s/he will insert the questions into his text. This will enable Mark to develop his work in line with his peers, working in their jotters.

Mark enjoys paired work with the netbook.  Previously, being left handed the mouse was cumbersome and this was awkward when he was working with a partner.

2. How has it impacted on his/ her written work (quantity and quality), in comparison with what s/he was able to produce without it?

Mark has immediate success which encourages him to keep on task. He is willing to expand and build on his work after further class discussion or  with an adult. 

Previously Mark found typing laborious but Co-writer is changing his attitude and he is very willing and able to type for a much longer period. He finds the netbook keyboard easier to manipulate. It is anticipated that this will be helped further with touch typing lessons.

Mark now copes with thinking up his answers/ideas, typing and spelling. This has resulted in better and lengthier pieces of work produced quicker. Previously these tasks were done separately.

Mark’s work is legible. He willingly shares it with peers, allowing them to read it independently of Mark.

3. Has it helped him/her to develop the four capacities of Curriculum for Excellence?

1. Successful learner.Mark is able to show and do the best he can.  He thinks of new ideas and is more interested in tackling writing activities by himself.
2. Confident individualMark is happier and more confident. His  self-esteem has been raised.
3. Effective contributorMark is no longer excluded by the position of the computer system. Previously he had to sit with his back to the class because of the location of the computer.Peers are more ready to allow Mark to tale a role in ‘scribing’ .Mark is able to type his ideas and share with peers, who previously found his handwriting very difficult to read.
4. Responsible citizen.Mark is much more confident about working as part of a group during tasks that require planning/writing. Mark takes the responsibility of looking after the netbook seriously, and making sure it is switched on/off when needed.

4. Any further comments....

The netbook and software have much more potential for enabling Mark to be included more into the class and to access literacy activities.  As I, and assisting adults, become more familiar with it, and Mark learns to touch type, I foresee that we will be able to take full advantage of the equipment.

Mark’s evaluation

This form is to help you think about the use and effectiveness of the writing tools you have tried out and to compare the technology with handwriting and jotters.  Fill in the evaluation form when you feel you have a good idea about what it is like to use the devices(s). Please send a copy of the form to CALL.

Use a scale of 1 to 10. Score 1 if that factor is so bad that you would not dream of ever considering it. Score 10 if it is so brilliant that you could not do without it.

	Handwriting & jotter / paper Score 1 to 10 1=rubbish 10=brilliant	Netbook & Co:Writer Score 1 to 10 1=rubbish 10=brilliant
Writing / typing speed	5 sometimes 4	10
Legibility / quality of writing	4	10
Spelling	5	10
Effort needed to write / type	5	10
Portability (weight / size) lines/size	2/3	10
Ease of use	5	10
Ease of getting a paper copy	-	10
Screen (size / text size / clarity)	-	10
Keyboard	-	10
Battery life	-	10
Word processor & software	-	10
Appearance / cool factor	1	10
Opinions of friends	3	10
Opinions of family	4	10
Opinions of teachers	4 + occasionally10	10
Your opinion!	1	10
OVERALL SCORE	39 approx	160

Please write any other comments here:

1. Makes me feel I can keep up when working with the rest of the class.

2. I am really missing being able to use Inspiration to plan my writing and make a summary of what I read. [This was because Mark had been using a school netbook without Inspiration for a short time.]

3. Co-writer and inspiration really help me to get on with my work. I am looking forward to using it again in Primary 7. 

4. I don’t mind sorting mistakes and making my ideas bigger and better.

Thanks Mark and his teacher for these positive and helpful comments!

Paul

We're gearing up for the Family Fun Day which will be held here in CALL this Saturday March 24th. The Fun Day is a day of general mayhem where children and their families have a chance to try out lots of different technology and activities in an informal way. The day is staffed by CALL, FACCT, KeyComm, SCTCI, TASSCC and their friends, families, relatives, mates and anyone else who happens to be passing. There appear to be 184 children and young people and their families coming (eek!) to play with toys, switches, computers, video games, smart wheelchairs etc and to make art, music, cakes, and a most satisfying all round mess. Take a look at this video that Craig made last year to see the sort of thing that is going to be happening......

There are still a few places available for any parent interested in coming along to Saturday's Parent Information Day on 12th November 2011. You can find out about and try many of the specialised technologies available to support children and young people with additional support needs. Following on from our everpopular annual Family Fun Technology Days, Saturday 12th November will have a similar format but this time it's just for parents.

The day will run 10.00 to 2.00pm at CALL Scotland and will be a mix of displays, presentations, hands-on and a chance for one-to-one sessions with CALL Scotland staff and, of course, meet other parents. Cost is £10 and a light sandwich lunch is provided.

 

Presentations

After consulting with parent members of National Parent Forum Scotland we’re running short presentations covering:

• Overview of CALL services
• Digital Question Papers
• Apps for iPad, iPod, iPhone - we're delighted that parent Kate Farrell agreed to run this session and be available on the day
• Books for All
• Low tech to high tech communication aids
• AccessApps / MyStudyBar / Windows 7 speech recognition

Workstations

Running in parallel with the presentations we'll have a range of workstations to try things out, discuss issues, have your questions answered. Topics include:

• Software for dyslexia including NaturalReader, ClaroRead, Dragon Naturally Speaking, as well as information about Reading Pens
• Digital question papers or digital exams - find out how many schools are using them, what teachers are doing to support their use and how successful they're proving with pupil in helping them to become independent, successful learners and confident individuals
• Books for All - how this can help schools and authorities meet their duties under the Equality Act 2010 to provide information in accessible alternative formats
• Apps for iPads, iPods, iPhones for symbols users, reading books, writing and a host of other education applications. 
• AccessApps, MyStudyBar and speech recognition directly into PCs running Windows 7
• Low tech as well as high tech communication aids - from symbol communication books, Personal Communication Passports through to dynamic screen display systems
• Alternative access to computers - switches, switch interfaces, adapted mice, keyboards and much much more

To find out more download the timetable for the day and you can book a place online.

Here's a wee film called 'The Case Against Assistive Technology' to get everyone going at the beginning of the new session.

This is a chance for you to help improve the accessibility of Glow. If Glow is to fulfil it's aims it needs to be accessible to every pupil in Scotland and one way of helping many pupils with visual or reading difficulties is through 'text-to-speech' software, so that pupils can have material on Glow read out to them by the computer. There are many text-to-speech programs for reading different types of digital text, such as:

• Rod Macaulay's WordTalk (which you can download free from CALL), can read out Word documents, for example, or
• TextHelp's PDFaloud, which can read PDFs such as digital textbooks or SQA exam papers,

but we also need a program for reading text from the web itself.

Again there are several options (see Allan's Reading the Web guide at  http://www.callscotland.org.uk/Resources/Publications/Information-Sheets/) , and one of them is Browsealoud from TextHelp Systems. Browsealoud is a free program that reads 'speech-enabled' web sites and also Word and PDF files on the web sites.TextHelp have agreed to 'speech-enable' the CALL Scotland and LTS web sites and also Glow until the end of January 2010, for us to evaluate. CALL’s speech-enabled web sites are:

• http://www.callscotland.org.uk
• http://www.adapteddigitalexams.org.uk/
• http://www.books4all.org.uk/
• http://www.communicationpassports.org.uk/
• http://www.thescottishvoice.org.uk/
• http://www.wordtalk.org.uk/

All LTS web sites (http://www.ltscotland.org.uk/) and also everything accessed through the Glow portal are speech-enabled.The pilot Books for All Scotland Database at http://www.booksforallscotland.org.uk/ is also speech-enabled.To read the web sites with Browsealoud you need to download it from http://www.browsealoud.com/page.asp?pg_id=80004.Jennifer MacDougal from LTS has agreed to set up a discussion forum for the Glow users and so once you have tried out Browsealoud on Glow, go to My Glow Groups > ASN Group and add your comments about it to the discussion. The direct URL for this is https://portal.glowscotland.org.uk/establishments/nationalsite/Additional%20Support%20for%20Learning/Lists/Pages/Discussions.aspxBrowsealoud is essentially a tool for reading web sites with text-to-speech software. It can help pupils with visual impairment, dyslexia, reading and learning difficulties or pupils who are not fluent English readers access information on web sites. It can speak using a number of different voices including Heather, the Scottish voice. To take part in this trial, download and run Browsealoud and then test it on Glow or on the CALL or LTS websites, and then log any comments or issues on the Glow group. If you can’t access Glow send an email to CALL at callscotland@ed.ac.uk. LTS are currently looking at how the accessibility of Glow can be improved, and a text-to-speech facility could be extremely useful, if not essential, for thousands of pupils in Scotland (not much point in having a national intranet if it isn’t accessible to all pupils in Scotland). Browsealoud is only one option for reading the web and so you might also like to look at some others such as Click Speak, a free add-on for Firefox, but it  is really important that we all have a chance to test this particular tool to find out if it does what we all want. Please comment on whether you think Browsealoud would help pupils access Glow, as well as any problems that you come across. Take a look at the video tours and user guides on the Browsealoud web site as well – see http://www.browsealoud.com/page.asp?pg_id=80006We’re aware that you won’t have much time before the end of term, but no doubt some keen people will be unable to resist the temptation to play with Browsealoud over the break, and there will be a few weeks at the start of next term for you to try it.Best wishes for Christmas and the New Year

Act NOW and book a place at one of the forthcoming Scottish Communication Matters Road Shows. It is completely free, and you get a free lunch as well! Choice of three venues (all 9.15am - 3.30pm, or 'drop in'):

• Tuesday 1st December - Edinburgh (Murrayfield Stadium, with CALL)
• Wednesday 2nd December - Aberdeen (Pittodrie Football Stadium, with TASSC)
• Thursday 3rd December - Glasgow (Hampden Park Stadium, with SCTCI)

This is THE opportunity of the year to find out about all the equipment and software available to support people with complex communication support needs. Suppliers of communication technology exhibit their wares and highlight any new products. As well as each giving a short presentation - you choose which you wish to attend - product experts are on hand all day to answer any questions you may have, demonstrate equipment, supply catalogues and literature, give you mini 1:1 tutorials. Unlike with visits from one particular company, you get the chance to 'compare and contrast' systems. Staff from the local specialist AAC services in Scotland are on hand to help to point you to local sources of informaiton and support, and you will also be able to 'network' with like-minded colleagues. Hope to see you there!

To find out more and to book online, go to Communication Matters Road Shows. Or, you can email Communication Matters or ring 0845 456 8211, giving your name, full address with postcode and contact telephone number. You will receive an acknowledgement of your booking.

You are also always welcome to contact CALL for further information, on 0131 651 6235 or 0131 651 6236.