ICT/e-Learning Activities and Learning Disability

Rose has Down’s Syndrome and is a popular member of her class studying ‘An Introduction to IT’.  Rose has some difficulty with her short-term memory and concentration levels; she can sometimes get stressed when she’s unable to remember the details of what she’s supposed to be doing in class. 

The class teacher was very keen to do her best to ensure Rose succeeded on the course and has developed a number of strategies to include Rose effectively in the group and support her study. She:

• has created a warm and friendly atmosphere in the class where students are encouraged to ask questions and support each other;
• provides additional explanations for Rose, if necessary, and supplements these with printed off screenshots of the process that is being taught;
• emails written directions to Rose for her homework assignments;
• uses clear, simple language and asks her students lots of questions to check their understanding;
• breaks down tasks into small chunks;
• teaches the group self organising strategies by making effective use of technology, e.g. making use of notes, the calendar, task lists etc using MS Outlook;
• recognises the amount of effort required of Rose to complete even simple tasks;
• focuses on her achievements and rewards even small successes;
• makes an effort to raise self esteem and confidence.

In fact, Rose’s teacher has realised that the strategies she uses to support Rose have actually benefited all the students in her group and she fully intends to continue with these even when she takes on her new group in the new year.

Remember, the experience of disability is highly individualised, and people with the same impairment may have very different needs when it comes to making adjustments to practice. It is really important to have a discussion with the disabled person themselves about what their particular needs – and solutions – might be.