October 19th – 22nd 2005

23rd Annual Closing The Gap Conference
Sheraton South
Bloomington, Minnesota
www.closingthegap.com

 

Presentation 2:
Friday 21st October 2005, 8.00 – 9.00am. Plaza 4 Sheraton.

Title:

Interactive Whiteboards and the Special Education Classroom

Abstract:
The rapid growth in the use of Interactive Whiteboard (IWB) technology in United Kingdom education has had many implications for teaching. This includes the type of software being used, the time spent in whole class teaching, the way in which pupils interact with the software and staff training needs.
IWB technology is now being used in many mainstream and special education settings, with the SEN sector leading in terms of boards per school.

Teachers are finding that the IWB has changed the nature of the classroom experience, in most cases for the good. They report that many pupils show much higher levels of involvement in activities based round the IWB than in other group sessions. They also have raised some concerns and difficulties:
· access to the board for children with mobility difficulties
· problems for children with visual impairments
· concerns over the type of software they should use
· the balance of teaching styles - group v individual
· blackout level needed
· cost and maintenance
 
Software for the IWB:
One major issue for many teachers has been the question of choosing suitable software for use on their IWB, although in part their difficulties have arisen from a misunderstanding. The IWB has often been introduced to schools by a sales person from an IWB installer who will show the special software that has been written for presentation use. This confuses staff who need to be told that the IWB is actually a different sort of mouse and that they can actually use familiar programs that are operated by mouse and by mouse clicks. The sessions will look at a range of familiar programs and suggest ways in which their use on an IWB can enhance their impact by opening them up to group use and whole class interaction.

Access - physical:
While children who can stand and move around the classroom can walk up to the board and interact with programs, children with restricted mobility can find this difficult. The presentation will suggest ways in which these students can be helped to access the board and join with their peers. This will include the use of remote switching and mouse alternatives.

Access - visual:
The needs of children with visual impairments need to be met when using IWBs. There are both benefits and drawbacks.

Plus factors include:
· The size of image available
· The child is part of a group
· An immersive experience
· Using the same technology as other children

Minus factors:
· The image may be too big for children with field loss
· Glare from reflection of the projector lamp can distract
· The image is too far away
· The image is low in contrast and brightness
There are ways in which some of these difficulties can be overcome and these will be discussed, including the use of additional monitors that "echo" the screen display and the production of support materials to assist the child during an IWB class session.

Conclusion:
The IWB is going to arrive in more schools and class sessions. This presents a real challenge to the special needs educator. Technology has rightly often been seen as an individual issue where adaptations have been specific to individual students. The use of IWBs as a group teaching resource provides an opportunity to include the child with severe and complex needs in a whole class situation. The challenge for us is to find ways to do this so that "our" children do not miss out yet again.