Month: January 2012

TMSEN12: awesomeness, next steps & the debate results

TMSEN12 cafe

TMSEN12 – a TeachMeet event focusing on practice and approaches that work to support learners with Special Educational Needs (SEN) took place on Saturday 28th February. It's fair to say it was an awesome day:

TMSEN12 awesome

 

TeachMeet SEN 2012 (TMSEN12 for short) focused on practice that works for learners with Special Educational Needs – learning difficulties or disabilities which make it harder to learn or access education. According to 2010 Government figures, approximately 21% of all pupils in England are identified as having SEN.

Credit needs to go to my partner in crime, Jo Badge, and to Leon Cych and Mike McSharry for their stirling support. Most of all, huge thanks has to go to everyone who took part and particularly all the amazing speakers. Thanks also to everyone who joined us by live stream and in Twitter.

TeachMeet SEN 2012 followed the traditional TeachMeet format of practitioners talking about and demoing practice that works, in 7 minute micro presentations or 2 minute nano presentations.

Over 70 school leaders, teachers, trainee teachers, academics and Local Authority officers from Leicester and right across the UK spent their Saturday morning sharing effective practice, resources and generating new ideas.

Not just for SEN learners

TMSEN12 for all

Marc Faulder's tweet "So much at #tmsen12 today is valid for all learners" was a thought echoed by many of the participants, and reflected in the event debate, most explicitly in John Galloway's Accessible by default priority.  As many participants commented, the ideas and resources shared weren't just of benefit to learners with learning difficulties or disabilities – but could be of benefit to all learners. The message of the obvious benefit of putting lessons learnt from and effective approaches with our most disadvantaged learners squarely at the centre of planning and provision was loud and clear. By engaging with tools, resources and planning for SEN learners, we can more effectively support everyone.

Next Steps

I'm hopeful that the day was a valuable one for everyone who was able to take part. The value to, and validation of, participants is a really important aim of any event – it's critical that we support and celebrate our practice and provide opportunities for individual development, networking and sharing.

Modeling good practice is also a critical activity. This was brilliantly done by our speakers, and I very much hope that everyone introduced to the TeachMeet format as a process took away some inspiration for looking at how they approach their own activity scaffolding.

In my closing remarks I asked all participants to think about and let us know about their next steps. This event was inspired by the last TeachMeet Jo and I attended, although it took a little longer than we expected to organise:)

My follow up from the day will be to collect and curate the days outputs to ceate a micro site of the days presentations, talks and links. In the mean time, please do carry on sharing resources under the #tmsen12 tag, and let us know what your next steps are!

While you're waiting, you can check out:

Jo Badge Reflections on TeachMeet for Special Education Needs #TMSEN12

Simon Finch TMSEN12 pictures

& my TMSEN12 pictures

Technologies for Inclusion: The Critical Debate – results

TMSEN12 included a panel debate looking at technologies for inclusion. Sal Cooke, Bev Evans and John Galloway, presented and defended the issues and areas they identified as current national priorities. You can read their priority descriptions here. At distance participants and people at the debate we're invited to comment and vote on the outlined priorities, and here are the vote results:

TMSEN vote results

Sal Cooke's Helping staff stay up to speed with the pace of technology practice and development won the vote by a clear lead. In second place was Bev Evans priority Funding for SEN technology in all schools. In third place was John Galloway's Accessible by default priority.

This was very much in line with the discussion on the day. There was a recognition that many mainstream services, tools and programmes were effectively being used to support SEN learners. There was also a recognition that many schools had been given or had invested in specialist or mainstream services, tools and programmes that could be used in fun, creative and effective ways, but weren't being. While no one disputed the need for parity of funding for SEN learners and schools, there was agreement that the critical issue was ensuring that staff could and were using technology, when appropriate, to enhance and make learning interesting, fun and engaging.

TMSEN12: The Critical Debate

TMSEN_small

It's almost time for TeachMeet SEN 2012! Last minute tickets available here.

Signups for TeachMeet SEN 2012 have gone really well. School, University and Local Authority staff have signed up from across the UK to come along, network, learn and present this Saturday in Leicester.
Our TeachMeet focuses on practice that works for learners with Special Educational Needs – learning difficulties or difficulties which make it harder to learn or access education. According to 2010 Governement figures, approximately 21% of all pupils in England where identified as having SEN.
TeachMeet SEN 2012 follows the traditional format of practitioners talking about and demoing practice that works, in 7 minute micro presentations or 2 minute nano presentations.

 

We will also be hosting a debate, with opportunities for both delegates and at distance participants to join in – looking at the broader strategic level issues and priorities. Our panelists are:

 

Sal Cooke, Director of JISC Techdis, one of the leading UK advisory services on technologies for inclusion. Sal has overall responsibility for the strategic focus and direction of JISC Techdis as guided by funders and stakeholders, ensuring it continues to be the pragmatic voice of inclusion and accessibility and promotes the innovative use of technologies, to support users within education, business and community sectors across the UK.

 

John Galloway, an ICT/SEN Advisor in Tower Hamlets, a consultant to a number of special schools going through BSF across London and Essex, and a freelance writer with several books and many articles to his name. He has been using computers with learners with a broad range of special needs since the mid-1980s and still gets excited by what technology can enable them to do. 
 

 

Bev Evans (@bevevans22/@TES_SEN) is the new Subject Leader of SEN Resources at TES – and spends time sourcing and creating resources and guidance to help support teachers, who have pupils with SEN, within the classroom. She also spends time visiting schools and events to find out what sort of resources practitioners are currently looking for to help support their work at school and beyond.

 

Our panellists have been asked to set out the current agenda for technologies for inclusion, and present and defend the issues and areas they have identified as current national priorities.

Our speakers have outlined their priorities – what do you think? Which of the panelist priorities resonate most strongly with you? Do you think there is a more pressing issue? Let us know and join in the debate by voting for the priorities you think are the most important, or contributing your own suggestions, either when you vote or in the comments below.

Sal Cooke:

1. Rethinking 'Assistive Technology

What is Assistive Technology in 2012? – or should we now call it something else?

As more and more of the mainstream technologies, including some free or very low cost solutions are displaying and integrating features that can aid our learners in a myriad of ways,  how do we need to think and re think what we “buy” download or access as assistive technologies?    

The Assistive Technology companies themselves are now operating in a very different world and equally so are schools, colleges and universities and of course so are learners and their families.  As a recent addition to the BATA Council I am very aware of the different pressures in this economic climate for both industry, and from my role as Director of JISC TechDis for the learning providers where the impact of technology (financial or pedagogical) can have such an impact on learners with specific needs.  

2. Keeping staff stay up to speed with the pace of technology practice and development

What about the people?  How will they gain the skills and knowledge about Assitive Technology in this ever changing world?

With the advent of apps, tablets, gesture based gaming and all manner of hand held devices – how do we expect staff to keep pace and obtain best value, the best information, and most of all the best for their learners?

The moves within the industry to more and more freemium offers and services could radically help schools and Local Authority budgets – but how do we know? Where are the sources of information? Do we need to be radical with mandatory training  - what about teaching and learning, and budgetary implications?

The recent post-16 Ofsted review recommended that the Department for Education and the Department of Business Innovation and Skills should jointly create a database of assistive technologies – is that a viable or desirable solution?

John Galloway

3. Accessible by default

With disability becoming more prevalent, why is accessibility optional?

We know that about twenty per cent of school children will have some sort of SEN, about half of them struggling with text. We also know that computer systems aren’t specially made for school children, they are made for average adults – it’s Microsoft Office, after all. But we also know that in Europe we have an ageing population which is leading to increasing numbers of people with disabilities, approximately 80m at the moment. And we know that adopting a principle of ‘inclusive design’ makes life easier for everyone.

So why do we have ‘Accessibility options’ on our computers, instead of ‘Accessibility by default?’ Many aspects of improving access – high contrast, variable colour schemes, enhancing the cursor – would work for most of us  (if we knew about them) These should be the defaults.

4. Anti-social networking  

Online communities promise so much for those with SEND, so why aren’t they more accessible?

Those with special needs and disabilities can sometimes find themselves isolated or excluded. Social networking could be a way of mitigating that isolation by both connecting them with others in a similar situation, and a leveller, including them in a world without the usual barriers. Yet there seem to be limited incidences of this happening, probably because:

  • the interface is complex;
  • the medium is predominantly text;
  • families and carers don’t appreciate what it offers.

As it stands, social networking can exacerbate a digital divide, that it could so easily help to bridge.

Bev Evans:

5. Funding for SEN technology in all schools

How do we stop schools from being left behind in the technology stakes?

As technology becomes more and more important in schools around the country what can be done to help those pupils in badly funded areas progress or have the access to the equipment they need? Some areas within Wales are particularly lacking in funding or support in this important area ( I am sure this is true of other areas within the UK too) – is it really good enough that this is still happening in 2012?

6. Bring services to pupils

Why is support for pupils with SEN so patchy across the UK? Is it purely a funding issue or are other things contributing?

In my area of Wales I have always been aware that many parents of children with SEN, in particular those with children who have autism, move into the county to access the provision available. I’m also aware of this  happening between schools across Wales and, from the emails or messages I get through position at the TES, it is obviously something that happens elsewhere in the country too. Why do some school or LAs put less effort into properly supporting and addressing the needs of pupils with SEN? Is it always a funding issue or do other factors come into play?

You can vote here for the priorities you agree with, suggest additional priorities or leave your comments below.

Computer Science is not Digital Literacy

I'm a huge fan of the current wave of enthusiasm and political will to transform the way that ICT is delivered in schools. This morning at BETT, the UK's Education Secretary Micheal Gove will outline the Government's endorsement of the development of Computer Science and hopefully, a more interesting, relevant and creative computing curriculum.

I'm a big supporter of brilliant initiatives like Code Academy, who are making getting started with coding easier and more accessible than ever before, and the fantastic work going on to get children and young people not just consuming tech but creating it, such as Coding for Kids (check out the #codingforkids hash tag on Twitter for related links, discussion and resources).

I've also done a huge amount of work over the years promoting, supporting and contributing to the idea of digital literacy. I currently work for Leicester City Council, and this year will see the role out of a city-wide digital literacy programme which aims to support every teacher across the city's 25 Secondary schools in developing digital literacy, both as individuals and as whole school communities, positively impacting on education, providing opportunities for, and engaging every young person in the city. The City Council is working in partnership with the schools, both of Leicester's Universities, and with local community initiatives and entrepreneurs, as well as with national and international partners, to make sure our ambitions for the city are realised.

In a recent article, 'Digital literacy can boost employability and improve student experience' Sarah Knight argues that digital literacy – which she defines as "those capabilities that equip an individual for living, learning and working in a digital society" are important for the post-compulsory education sector to address. The recognition of how important digital literacy is to the post-compulsory sector throws the importance of ensuring children and young people are not disadvantaged by an education system that fails to equip them for real life into sharp relief.

While it was still around, Becta defined digital literacy as 

“…the skills, knowledge and understanding learners need to participate fully and safely in our increasingly digital world. 

It is a combination of:

functional technology skills

critical thinking

collaboration skills and

social awareness” (2010)

The definition I most use is similar to this, but I replace the passive connotations of social awareness with social engagement – active participation – as a better description of what digital literacy should look like.

For me, the main characteristics of the many of the available definitions of digital literacy are that:

  • it supports and helps develop traditional literacies – it isn’t about the use of technology for it’s own sake or ICT as an isolated practice
  • it's a life long practice – developing and continuing to maintain skills in the context of continual development of technologies and practices
  • it's about skills and competencies, and critical reflection on how these skills and competencies are applied
  • it's about social engagement – collaboration, communication, and creation within social contexts

It's dismaying then, to see in a week where we are seeing a huge move forward in the promotion of technology and a fresh look at how ICT as a subject area is designed and implemented in schools, to see digital literacy being used as an interchangeable term for computer science skills. 

Not being able to code doesn't make you digitally illiterate. Not being able to participate in  social, economic, cultural and political life because you lack the confidence, skills and opportunity to do so is what makes you digitally illiterate.

It should not be acceptable that after 11 years of compulsory education any young person should lack the skills and confidence to access information, or to be able to critically use and consume products and services. It should not be acceptable that we are neglecting to support children and young people in realising their rights to participation – as active, engaged community members and citizens. Digital literacy means the the skills and confidence to take an active role in engaging in networks, and in shaping and creating opportunities – social, political, cultural, civic, and economic, and we shouldn't be collapsing these broader rights into the relatively narrow concerns of computing science as a curriculum area. We need to be supporting and developing the work that schools, teachers and educators are doing across all curriculum areas, for formal education and extra-curricula and community based activities.

In Leicester, I am developing, designing and implementing a digital literacy programme in partnership that encompasses a wide range of areas – including basic skills, online identity management, digital research and learning skills, e-safety and cyberbullying, collaborative learning, and online citizenship. We will be supporting and celebrating computer science, coding, and ways in which young people can become active in creating and critically engaging with technology. But our ambition for our young people, education provision and communities, and the ways in which we can see these being transformed by digital literacy, certainly exceed the boundaries of computer science skills.

 

TeachMeet SEN 2012

TMSEN_small

Tickets here!

I'm very excited to be organising TeachMeet SEN 2012 – or TMSEN12, a meetup talking place later this month on Saturday 28th of January, in Leicester's lovely Phoenix Square.

What's a TeachMeet?

A TeachMeet is an informal meet up of people working in and passionate about education – they support grassroots professional development. Events are framed by short talks and demos from people working within education – sharing practice that works. You can check out the Wikipedia definition here.

Practitioner talk and demo slots at TMEN12 are typical of TeachMeet talk lengths – 7 minute micro presentations or 2 minute mini presentations. These are short to encourage a wide range and diversity of contribution, to make sure as many people attending as possible get the opportunity to share, and to make joining in more accessible and less scary for people who have never spoken at an event before.

What's different about TMSEN12?

1. This is a Special Education Needs (SEN) focused TeachMeet. Learners with SEN are a significant and diverse group, and we expect the first SEN focused TeachMeet to be an exciting one – reflecting the creativity, enthusiasm and the wide range of knowledge and approaches of practitioners.

2. This is the first face-to-face SEN focused TeachMeet. There was an online TeachMeet for Additional Support Needs/Special Education Needs back in April 2009. We are very proud to be continuing the tradition.

3. We recognise that parents and carers play an important role in supporting children and young peoples education, and that while parent and carer partnership with schools are always important, parents and carers sometimes play a particularly critical role in supporting learners with SEN. We also recognise that parents and carers of learners with SEN may home school. Because of this, we are also inviting parents and carers who would like to share effective practice to come along.

Is TMSEN12 just for SENCos and people who work at SEN Schools?

No! Every school supports learners with SEN.

What kind of thing do people talk about/demo at TeachMeet?

All sorts of things! You might speak about a really useful app, web tool or site; a technique that supports listening or speaking; an interesting and successful project; how you capture or share achievement; a simple, little change that has made all the difference to your learners; something you've created or a resource someone else has shared.

I think TeachMeet SEN is a great idea! How can I support it?

Excellent! Here are 7 ways you can help us:

1. Sign up to present your ingenious and effective practice. Come along and share.

Get your free ticket here, and then head over to the wiki to tell us what you will be presenting on.

2. Sign up to encourage and support. Get your free ticket here.

3. Tell people and organisation who need to know about TMEN12 – send them a link, encourage them to sign up to speak. We really appreciate it!

4. Tag your favorite blog posts, resources and ideas: Use #TMSEN12 on Twitter, TMSEN12 on Delicious. Let us know what and where else you tag resources. We will curate and share!

5. Watch the live stream and join in the debate on Twitter. The link will magically appear here and across the web nearer the time.

6. Sponsor TMSEN12! Help towards the event costs/resource for sponsor credit. Get in touch to find out more.

7. Suggest other ways you/people can support and celebrate TMEN12. Share your ideas!