Blog post Technology: a key part of universal support When was the last time you handwrote something longer than a greetings card or a shopping list? When did you last have a phone call rather than a video call? When did you last pay for something with physical cash? These questions highlight how technology is not simply part of what we do; it is now essential to everyday life. Have you ever tried leaving home without your phone? I challenge you to spend a day completely analogue. Notice what you miss: cheaper prices in the supermarket, unless you remembered your physical loyalty card; live updates on when your bus will arrive or which platform your train will leave from; the current score in your chosen sport; or the reassurance of knowing where your children are. Our lives are now so supported by technology that the classroom can feel like the exception. Technology can do so much to support young people in the classroom, where it can act as a universal support for learning. Current technology can help learners access content at their own pace, in the colour they prefer, and in formats that work for them. Software developers have recognised the need for assistive technology and have built many of these features into the everyday products we already use. Speech-to-text and text-to-speech are now standard features on many devices. ‘Seeing AI’ began as an app for people with vision impairments, but similar functionality is increasingly part of the technology many people use every day. For many learners, built-in accessibility options can help them understand what they need to make learning more accessible. So, what are the barriers? Funding, staff confidence, reliable Wi-Fi, technical support and other practical challenges can all feel difficult to overcome. However, one school trust has chosen to address these issues and has seen a positive impact for all learners, including those with special educational needs
In 2019, LEO Academy Trust embarked upon a journey of digital transformation, investing significant time, money and human energy into an ambitious new future. Every member of staff and every child in Key Stage 2 was given their own Chromebook, and every child in Early Years and Key Stage 1 was introduced to on-demand access to an iPad or Chromebook to support their learning. At a cost of £12 per child per month, LEO has implemented a transformational approach to teaching and learning across a trust that now includes 4,500 children and 600 staff across nine schools.
The report ‘Changing Learning. Changing Lives. What happens when EdTech becomes PedTech? by LEO Academy Trust’ explores the implementation of this approach and its impact on learners and staff. One reported outcome was that the number of learners on the special educational needs register decreased by around a third. With inclusive practice embedded, and learners able to select tools that support them, there was less need to provide something ‘additional to or different from’ their peers. The approach also supported improvements in attainment and attendance. Beyond this, the SEND Code of Practice highlights the importance of preparing learners for adulthood. We all use technology without even thinking. Our learners need to know how to use it effectively, responsibly and with curiosity, balanced by critical thinking. How can we support them to do this if we keep them apart from the very technology that could help them learn?
Image shows an excerpt from the report.
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