The Factors that Contribute to Effective Use of iPads with PMLD Pupils

IntroductionThis chapter testament discourse the background, the backcloth and the need for the flummox study highlighting the question questions raised that allow the study exit endeavor to answer. The present study foc intakes on pupils with reasoned and Multiple reading Difficulties (PMLD) and how with the use of engineering in the produce of iPads these pupils laughingstock be impressively taught. In other words, what f turn of eventsors deal contribute towards the legal use of iPads in fleshy and Multiple larn Difficulties (PMLD) pupils.BackgroundThe force field of force of special(a) fosterage and breeding has advanced tremendously through the past decades and sub-branches crap turn outed wherein specialists have discovered and realised the various study disabilities amongst children. Children with cardinal and Multiple Learning Difficulties (PMLD) present ample challenges for teachers. engine room in this regard has several solutions to offer to aid in effective teaching and instruction as a part of effective teaching aid, engineering science in the form of inventions such(prenominal) as iPads comes to rescue and measure up more productive teaching and learning (Davis and Florian, 2004). Pupils need one-to-one help and iPads can allow pupils to refrain from being thrown down on or chewed down on the floor and enable them to stay on the table in the schoolroom. However, the effective use of iPads remains a question unanswered in the present search publications.Scope of the dissectThis section go out discuss and explain the scope of the study entailing how the conclusions drawn from the findings and the answers of the investigate questions found give provide implications to improve the practical scenario for teachers dealing with pupils with heavy(a) and Multiple Learning Difficulties (PMLD). The present study attempts the fill the gap in literature that exists with regard to the use of iPads in enabling more produ ctive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study will allow teachers to practice more effective teaching strategies and improve learning and booking amongst pupils with Profound and Multiple Learning Difficulties (PMLD) development iPads.enquiry QuestionThis section will briefly state the search question that the study will attempt to answer using primary and supplementary research findings. The main research question raised in the study is What be the factors that contribute to effective use of iPads with PMLD pupils?LimitationsThis section will discuss the limitations of the research in terms of the findings and the implications to be drawn from the research.Literature ReviewThis section will investigate and critically discuss the theoretical underpinnings of the subject area to raise questions regarding the existing literature that are presently unanswered and provide a theoretica l theoretical account to allow for say the research question raised. The literature review of the present study will revolve around the theoretical perspectives on teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies adopted based on the existing research findings and developments and the recent technological developments and their involvement in the field of special education. The literature review will point towards the need to investigate the scope of and the use of iPads in special education of pupils with Profound and Multiple Learning Difficulties (PMLD) further backed with the theoretical fashion model musical accompaniment the teaching strategies to be embedded in the effective use of iPads in classrooms. The literature review will draw out the usefulness of iPads in the form of the applications that can be utilized in teaching and engaging PMLD pupils in classrooms and then testing this theoretical finding using primary info battle array to draw conclusions and implications for teachers. following(a) this plan of challenge for the literature review, the chapter will be divided in the following sectionsTheoretical Perspectives on PMLD Teaching and LearningIn this section of the literature review, the theories related to PMLD teaching will be focuse on to develop a background to the existing development in the field and shed light on the aspects that form the foundation of the present study and prevail the need for further exploration. Effective Teaching Strategies and Tools for PMLD Pupils In this section, the coetaneous practice of teaching PMLD pupils will be investigated using secondary information obtained from books and research journals to capture strengths and weaknesses and identity a need for further investigation and development. Applications on iPads for Special Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the technology and how they have come to aid in learning of PMLD pupils will be critically evaluated in this section focusing entirely on iPads.MethodologyThis chapter will discuss the methodology chosen for the present study and provide justifications for selecting it. performance research strategy is the prime research strategy to be used. Primary as well as secondary sources of selective information will be used to capture the information pick upd to answer the research question raised. The chapter will discuss and explain what attain research entails and provide brief explanations of the primary and secondary sources of information. The chapter will further discuss the sampling technique used and the sample surface. Further, the research instrument to be used will also be discussed. search StrategyThe research strategy of treat research will be discussed here. Action research involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006). Survey on teachers of 10 special schools using questionnaire will be used to investigate and assemble the selective information and develop battle profiles with pupils using peculiar(prenominal) applications. look into DesignPrimary and secondary sources will be discussed here. Sample Size and Sampling Technique The sample size and sampling technique will be discussed here. Analysis and Discussion This chapter will present, analyse and discuss the findings of the study and draw answers for the research question.ConclusionThis chapter will re-start the findings and draw out implications for the teachers to practice more effective teaching strategies and improve learning and affaire amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads.ReferencesDavis, P. and Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs A scoping study. part for Education and Skills. Available at http//www.education.gov.uk/ inter touchingneeds/module s/Module-1.1-Understanding-the-child-development-and-difficulties/ all(prenominal)/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 August 2012. Waters-Adams, S. (2006). Action Research in Education. faculty of Education Plymouth.The Factors that Contribute to Effective Use of iPads with PMLD Pupils1. IntroductionThis chapter will discuss the background, scope and need for the proposed study, highlighting the main questions that the research will address. The research aims to search how technology can be optimally used to clog up pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the Apple iPad, the study will look how technology might be used to augment the effective teaching of pupils with PMLD by investigating the factors that may contribute towards efficient implementation of such technologies.1.1. BackgroundThe field of special education and learning has advanced tremendously through the decades, and has led to the development of sub-branches of research allowing specialists to discover and understand more about various learning disabilities amongst children. Currently, children with Profound and Multiple Learning Difficulties (PMLD) present an ample challenge to modern teaching methods and teachers alike. However, advances in technology have been able to offer several solutions to effective teaching and learning as a part of effective teaching aid. Such technology has included in the invention of tablet tresss such as Apple iPads, which are thought to promote more productive teaching and learning (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads may have a role to play in such support, the factors that contribute to the effective use of iPads remain under researched in the empirical literature.1.2. Scope of the StudyThis section explores the scope of the study, detailing how the conclusions drawn from the findings will have practical implications t hat may improve teaching practices for teachers dealing with pupils with PMLD. At present, there exists a gap in the emerge literature surrounding the use of technology with pupils with PMLD. Although case studies detailing the utility of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are getning to emerge, the area remains under-researched. Little is known about the specific factors that contribute to the effective use of iPads with PMLD pupils. The findings and associated implications of the proposed study will allow teachers to develop and practice the intimately effective teaching strategies to improve learning and participation amongst PMLD pupils using iPads.1.3. Research QuestionThe main research questions explored in the present study were Does the use of iPads enhance learning with PMLD pupils? What are the factors that contribute to the effective use of iPads with PMLD pupils?1 .4. Study LimitationsAt present the only predicted limitations will be concerned with the practicalities of conducting follow out research in tandem with normal teaching activities. In order to manage this effectively, a detailed time surpass of this research has been formulated.2. Literature Review correspond to Boote and Beile (2005), the purpose of a literature review is to provide a theoretical underpinning to the area under discussion by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative report of the subject area, going beyond the descriptive to identify the questions that remain unanswered in the on-line(prenominal) literature, and provide a theoretical framework to approach the research question under study. The review will revolve around the theoretical perspectives regarding teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies rate of flowly adopted based on existing research findings and developments and the recent technological developments and their relevance to the field of special education.The literature review will indicate the need to investigate the scope and use of iPads in special education of pupils with PMLD, backed with a theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the effectiveness of iPads in the form of the applications that can be employ in teaching and engaging PMLD pupils in classrooms. Following this plan of action for the literature review, the chapter will be sub-divided in the following sectionsTo modify or impart this see or to get pricing on a custom look for Contact Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools Census info (2004), pupils with PMLD are defined as (having) complex learning needs. In addition to very sev ere learning difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition. This definition highlights the complexity of PMLD it is severe and multi-domain, characterised by the existence of two or more severe impairments that may be visual, physical or sensory, and include other complex medical needs (Healy & Noonan Walsh, 2007). In 2010, the Dfes identified a 29.7% plus in the prevalence of pupils with PMLD between 2002 and 2009, due in part to improved diagnosis and survival rates of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell & tonality, 2005). Pupils with PMLD have greater difficulties in learning, and require a high degree of adult support to meet both their learning and physical needs (DfES, 2004). Practitioners and educators must be able to support such pupils to overcome these barriers to learning, by adapting the curriculum to meet their specific needs. According to the Qu alifications and platform Authority (2007), pupils with PMLD are likely to remain at an proto(prenominal) stage of development, with advancement in the early P Scale between P1 to P3, with a focus on develop basic skills throughout the curriculum and across all subjects.Flo longhorn and Penny Lacey have been working with pupils with PMLD for over ten years, and both advocate a sensory approach to learning. Both authors emphasised the importance for children with PMLD to follow their senses from an early stage, and suggested that the role of practitioner is to stimulate as effective learning can only take place when such sensory stimulus takes placeWithout the stimulation and awakening of the senses, it would be difficult for a very special child to begin to make sense of the outside existence and begin to learn. (Longhorn, 2004 p.6)To modify or extend this essay or to get pricing on a custom essay Contact Us TodaySimilarly, Lacey (2009 2011) suggested that the PMLD learner re quires opportunities to understand, discover and explore through sound, touch, smell, taste and vision. To better understand why learning for PMLD pupils should be sensory requires an exploration of the cognitive processes that are at play. If we consider the early stages of development in normal children, learning is primarily concerned with children forging a connection to the world around them making sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates virtually with Piagets sensorimotor stage, the first stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to two years construct an understanding of the world by coordinating their physical actions with outcomes such as seeing and hearing. Across the two years, a child is expected to progress from reflexive action at birth, to the emergence of symbolic thought toward the end of the stage. According to Cunnigham (2010), PMLD learners at the m ost severe end of the spectrum be given cognitively at six to twelve months of age, because an appropriate approach for such learners is to focus methods of teaching at sensory levels.2. Effective Teaching Strategies and Tools for PMLD PupilsAll pupils learn best when they are fully engaged (Iovanne et al., 2003). According to Carpenter (2010), no meaningful learning or outcome will take place without pupil engagement thusly it is life-sustaining that deep engagement from pupils is planned throughout the learning practise. In this sense student engagement can be conceptualised as a reciprocal process a function of both the time and energy pupils devote to educationally purposeful activities, and the efforts made by schools to implement effective educational practices (Kuh et al. 2008). Given that engagement is so vital to the success of mainstream educational activities, it stands to reason that such engagement is similarly vital to the success of educational activities with pup ils with PMLD. Indeed, Iovannone et al., (2003) stated that degree of engagement was the most important forecaster of educational success for pupils with PMLD.Following research conducted by the Specialist Schools and Academies Trust (SSATrust) into effective learning with children with complex learning difficulties, the Engagement Profile and Scale was developed. This is a classroom tool that allows teachers to focus on pupils engagement to learning to create personalised pathways of learning, and monitor the effectiveness of classroom interventions (SSATrust). The teacher is required to select an activity with which the pupil is usually highly engaged, and one to which the pupil demonstrates low engagement. During each task, the teacher records the extent to which the pupil demonstrates his or her engagement across a 5-point scale ranging from no engagement to fully sustained engagement across seven domains (awareness, curiosity, investigation, discovery, anticipation, initiation and persistence). Teachers are encouraged to look for wasted signs of early engagement such as changes in breathing, eye movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best practice in classrooms with children with complex educational needs, early case study reports have indicated that the Educational Profile and Scale is an effective tool to devise strategic interventions to encourage re-engagement with learning (Carpenter, Egerton, Brookes & Durdle, 2011).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.3. The Specific Use of Technology to Support Learners with PMLDInformation communication technology (ICT) has become a valuable tool for teaching and learning in specialist schools (Davis & Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) concluded that a substantial dust of literature supported the notion that ICT can be a powerful tool to sup port pupils with educational needs, both in mainstream and specialist environments. Although the studies have tended towards the humble scale, findings have elicited common themes included increased communication, improved participation and self-esteem. Ofsted have reported on a number of ways ICT has supported the learning of pupils with additional educational needs, noting improvements to attention span, attitude and motivation, whilst overcoming some of the barriers to learning consequently also increasing attainment (Ofsted 2005 2004a). The Communications Aid Project (CAP), which was funded from 2002 2006 supplied technological acquired immune deficiency syndrome to pupils with severe communication problems to allow them to more readily access the school curriculum. An evaluation of the project (Wright et al., 2004) noted that the initiative had been well received by parents and pupils alike, with pupils report a significant increase in both their abilities and quality of li fe.The key advantage of ICT lies in its opportunity to provide a personalised learning environment, bespoke individually to meet the specific needs of each pupil, but in order for this to be realised, there must be first be a comprehensive and accurate assessment of pupil needs, access and strengths (Handy, 2000). Practically speaking, although ICT can free pupils with limited motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to concentrate their efforts on the cognitive task being performed. (Williams, 2005 NOF training manual, 2004).Technology, however, is often introduced to pupils without a full understanding of the social welfare it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic behind using such technology, purposeful learning and engagement is limited. The application of ICT, they argue, must be gin with the teacher and an understanding of the type of learning they hope to achieve. Teachers must be trained and competent in the use of ICT themselves before they can fortunately support its use in pupils with PMLD in overcoming barriers to learning. Furthermore, they must also fully understand the nature of the assessment they would need to conduct in order to fully utlilise the technology.In addition to an adequate assessment of needs and the appropriate use of devices, the third component of successful use of ICT involves the software employed. Sparrowhawk and Heald (2007) outlined criteria for software to ensure it can successfully overcome barriers to learning. They suggested that software should be stimulating and fun, colourful with clear, rich graphics, music and sound, offer immediate feedback with repetition and reward, be challenging and allow pupils to redeem trying, but be structured in small steps. Supporting these criteria, Foyle (2012) recently published an art icle outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayAn important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, footling empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are opening to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is informal to use, accessible and allows the user to access many well - intentional applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by Jwinchester25 (2012), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a device that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and vociferous feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with im portant caveats teachers must ensure that the device is both adequately positioned and mount to optimise both vision and interaction (Watson Hyatt, 2010 Rahman, 2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barriers to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupils needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment.1. MethodologyThe following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as the prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data hookup methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data.2. Research StrategyAccording to Lewin (1946), action research is a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spi ral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. This is advantageous as it allows the researcher to derive predictions regarding change within the research target (Reason & Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for honoring and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context.The author of the present study is an ICT coordinator, and was keen to discover how young technology purchased by the authors school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectiveness shaped by individual experience, and it is the action researchers challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr & Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) advocates developing a timeline of enquiry.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayThe timetable for the current study is as followsPhase 1 (July 2012) Develop research questions. Phase 2 (August 2012) Conducted critical review of relevant literature. Phase 3 (September 2012) Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012) Conducted semi-structured interviews with teachers. Phase 5 (November December 2012) Data collation and analysis Phase 6 (Early 2013) Review, question and action. Disseminate research findings to interested parties.3. Data CollectionAccording to Mills, the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and adjudicate out new understanding among the data (2006 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. dependability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accurate representation of the reality under study. Validi ty refers to the essential truthfulness of the data an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the captain knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data collection to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design analyses and collect and analyse data easily. The questionnaire contained both op en-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to embark in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large kernel of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Generally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 30% (SurveyMonkey, 2012).5. ObservationThe observation s will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about participants attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a desexualize of specific questions to discuss, but allows for some flexibility on the respo ndents behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pupils, who will be identified as appropriate for participation via the resear chers own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the number of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger & Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethical motive, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). regard to ethical considerations in research promotes the aims of research prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of react. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the researcher. A live with form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission from parents.To modify or extend this essay or to get pricing on a custom essay Contact U s TodayIn a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information.ReferencesBean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at https//www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012).Boote, D.N. & Beile, P. (2005). Scholars before researchers On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6) 3 15. Carpenter, B., Egerton, J., Brooks, T.& Durdle , R. (2011). Engagement in Learning. Available at http//www.education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learningkey approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012).Condie, R., Munro, B., Seagraves, L. & Kenesson, S. (2007). The impact of ICT in schools a landscape review. Becta.Cunningham, J. (2010). Profound education learning and PMLD. SEN magazine, January 2010. Available at http//www.senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012)Davis, P. & Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs A scoping study. Department for Education and Skills. Available at http//www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (A ccessed 03.08 2012).Department of education and early childhood development. 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