Over the last month our team has been busy visiting schools, running training sessions and learning about accessibility within Microsoft Office. We are also extremely pleased to be introducing Toby to our team in the role of specialist teaching assistant. Toby has experience of supporting students using assistive technology and will be able to provide valuable support to others in building their confidence in using the applications and equipment.

In this March edition Ben has explored how technology can engage and empower our students with complex learning and physical disabilities in and outside the classroom. 

Finally you might like to attend the session on Scanning Pens, a fantastic tool to not only assist those with reading difficulties but for many other educational opportunities, to hear more and arrange a trial see the details below. Don’t forget to sign up for your Communication Works 2020 tickets, your free Assertive Technology CPD.

Register now for Communications Works 2020 South | North

Students with PMLD have severe and complex learning difficulties. They can also have other significant difficulties, such as physical disabilities and auditory/visual impairments. PMLD students are often used to having little control over their environment and this is where technology can provide and promote independence. 

As all teachers know, the key to learning is engagement. These students may be engaged by a limited range of stimuli and may need a more personalised curriculum than other students. Children with PMLD may not be able intentionally communicate the likes and dislikes, so we often have to interpret their vocalisations, body language, facial expressions or behaviour to understand their preferences. Family members and those who know those students best will often know what they like instinctively. They may respond positively to tactile stimuli. Possibly massage – either soft or firm? Or the feeling of air blowing on their face? Sounds? Maybe a particular performer or kind of music? A particular person and their voice? High pitched sounds? Loud or quiet? Maybe lights, a particular colour or patterns? Or a taste? Once we have identified a student's interests and preferences, we can develop engaging and enriching activities for them to participate in. 

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Above image (c) Charlton Park Academy

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