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Assessing the provision of ICT for Inclusion: 4 in a set of 8

Behavioural, emotional and social development

A guide to identifying ICT provision to support behavioural,

emotional and social development

Learners with behavioural, emotional and social difficulties may be withdrawn or isolated. They may
be disruptive and disturbing, or hyperactive and lacking concentration. They may have immature
social skills or present challenging behaviours arising from other complex special needs.

Does the pupil’s difficulty lie in spoken or written communication?

Look at A guide to identifying what additional ICT provision may help pupils with communication and
interaction difficulties.

Does the difficulty lie in reading?

Look at A guide to identifying what additional ICT provision may help pupils with cognitive and
learning difficulties.

Consider in particular the advantages where a portable word processor might offer the pupil the
opportunity to work in privacy. Some pupils will, however, benefit from access to a desktop computer
to work collaboratively with others. It may also be a more successful instrument of learning than
relating to a teacher, particularly if this has been a problem in the past.

What ICT can be used to engage the pupil and build attention through a focus
on the pupil’s interests?
Interactive talking books
These often engage learners with short attention span and encourage interaction. Interactive talking
books can range from picture-book series for younger learners to mainly text-based classics and
books on sports activity for older learners.

Music technology
Students without the patience to learn how to play a musical instrument can use ICT to record sounds
and reuse them in different ways or to record a number of their own performances and collect the
best parts. In this way they are able to judge their own performance instead of being on the receiving
end of judgement or criticism from others.

Multimedia including digital images and video

The impact of using technology that is not text based with pupils with communication and interaction
difficulties is significant. The ability to use a range of sensory channels enhances communication
possibilities. Consider using this for recording achievement.

Problem-solving software and adventure games

Adventure games allow pupils to develop their problem-solving skills, test out ideas and think
logically. They can be highly motivating for young people and are intended to be fun and encourage
concentration, memory, recall and hypothesis. Adventure games can also help pupils to develop
language skills and problem-solving strategies.

© Becta 2002 http://www.ictadvice.org.uk page 1 of 2

published March 2002
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Integrated learning systems (ILS)

Some schools have found ILS an ideal solution, as such systems give pupils the chance to work
intensively for a short period and be tested regularly. The systems provide instant feedback and
rewards. Literacy and numeracy levels are likely to improve when pupils are cut off from distractions
and unhelpful stimuli.

Where can I find out more?

Xplanatory
[http://www.canterbury.ac.uk/xplanatory/approach/approach.htm]
This has information about approaches to teaching learners with emotional and behavioural
difficulties.

ebd-forum mailing list

[http://www.becta.org.uk/inclusion/]
E-mail other practitioners to share and discuss ideas on the education of pupils with emotional and
behavioural difficulties.

Inclusion web site

[http://inclusion.ngfl.gov.uk]
Search the on-line catalogue for resources, software, books and practice examples that can support
the education of these learners.

Special note

This guide identifies particular ICT approaches and provision that you may consider using to support
pupils’ individual needs. It follows the conventions introduced in the Code of Practice for SEN. The
information should be used only as general guidance, since many pupils are likely to need specific
solutions to meet their individual needs. Where pupils have particular disabilities or complex special
educational needs, an expert assessment should be sought. Owing to the inter-linked nature of pupils’
needs, you will be referred to other guides in this series for further information.

See also the Becta ICT information sheets Communication difficulties and ICT and Special needs and
ICT.