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Re: Module 4 - Discussion Forumby Sean Starkie - Monday, 22 August 2016, 10:40 AM From my perspective I would be the person looking for suitable content on the internet to enhance a lesson. The pupils that I teach would not be able to search the internet but I agree about internet safety being important and we have a filtering system in place so that any unsuitable content is not clicked on should higher ability pupils in our school click on a search engine, for example. Studying module 4 has opened my eyes to copyright procedures. My access to the internet at school has been limited to outside my classroom and to other computers in the school. I will have more access this year. When I have accessed the internet I have used google to search for images to download. Now after studying this module I will be much more conscious of copyright when downloading images, songs, plans, etc.

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Re: Module 4 - Discussion Forumby Sean Starkie - Monday, 22 August 2016, 10:40 AM From my perspective I would be the person looking for suitable content on the internet to enhance a lesson. The pupils that I teach would not be able to search the internet but I agree about internet safety being important and we have a filtering system in place so that any unsuitable content is not clicked on should higher ability pupils in our school click on a search engine, for example. Studying module 4 has opened my eyes to copyright procedures. My access to the internet at school has been limited to outside my classroom and to other computers in the school. I will have more access this year. When I have accessed the internet I have used google to search for images to download. Now after studying this module I will be much more conscious of copyright when downloading images, songs, plans, etc.

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Re: Module 4 - Discussion Forumby Jeanne Beary - Monday, 22 August 2016, 7:37 PM This September I will have 2nd class.  I will start by checking the forms signed at enrolment to make sure their parents have all signed the ICT/Internet usage permission forms. Then we'll recap on care and acceptable use of laptops and assign each child a certain laptop number so that they use the same laptop for the year. before they receive the laptops we will do a lesson on things we have to remember when handling our technology, using the Internet, when looking for images, when searching. We will brainstorm and then I'll guide the learning towards certain sites/ideas/goals. In teams, will make some posters to display in our classroom reminding us of things we must remember when using laptops and tablets in the year ahead.When I search for information during lessons or to answer children's questions, I will remember to use a more child friendly site than google.When we do project work I will do a refresher on fair use before we commence any research using the Internet.

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Re: Module 4 - Discussion Forumby Jeanne Beary - Monday, 22 August 2016, 7:37 PM This September I will have 2nd class.  I will start by checking the forms signed at enrolment to make sure their parents have all signed the ICT/Internet usage permission forms. Then we'll recap on care and acceptable use of laptops and assign each child a certain laptop number so that they use the same laptop for the year. before they receive the laptops we will do a lesson on things we have to remember when handling our technology, using the Internet, when looking for images, when searching. We will brainstorm and then I'll guide the learning towards certain sites/ideas/goals. In teams, will make some posters to display in our classroom reminding us of things we must remember when using laptops and tablets in the year ahead.When I search for information during lessons or to answer children's questions, I will remember to use a more child friendly site than google.When we do project work I will do a refresher on fair use before we commence any research using the Internet.

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Re: Module 4 - Discussion Forumby Sean Starkie - Monday, 22 August 2016, 10:57 AM I agree with Brid that it is important early on to start teaching the children about copyright so that they are aware of best pracice when using the internet. If I was back teaching mainstream that is something I would definitely highlight and how to use the internet most effectively during a session. Like Brid I had not heard of Creative Commons Licensing before and also how careful you have to be around copyright. The internet is not just there for educational purposes and the information that is out there is vast.

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Re: Module 4 - Discussion Forumby Sean Starkie - Monday, 22 August 2016, 10:57 AM I agree with Brid that it is important early on to start teaching the children about copyright so that they are aware of best pracice when using the internet. If I was back teaching mainstream that is something I would definitely highlight and how to use the internet most effectively during a session. Like Brid I had not heard of Creative Commons Licensing before and also how careful you have to be around copyright. The internet is not just there for educational purposes and the information that is out there is vast.

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Re: Module 3 - Discussion

by Sean Starkie - Sunday, 21 August 2016, 10:44 PM

http://www.scoilnet.ie/learning-path/ref/4059/

The link above is my learning path and the topic I have chosen is The Zoo. I would use the paths I have created for a cross curricular experience for the children; including rhymes, songs, arts and crafts, language and music. I would download the resources I would need and present them on the tablet for individual work. This would be for the more able pupils. I would also hook the IPad up to the IWB for group work and concentrate on The Zoo theme during the month and where relevant, on a daily basis. I would end the month with a trip to Fota Wildlife Park to let the pupils see the zoo animals there.

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Re: Module 3 - Discussion Forumby Sean Starkie - Sunday, 21 August 2016, 10:58 PM Like Rachel, I would do something on body parts during the year and again using the Ipad, music and the whiteboard to teach this area effectively as they are important tools to communicate with for the special needs pupils that I have. I would do action songs daily with the pupils: heads, shoulders, hokey pokey, etc sensory time exploring body movements and fine and gross motor activities. For the more able pupils, I might give sorting and matching body part activities.

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Re: Module 3 - Discussion Forumby Sean Starkie - Sunday, 21 August 2016, 10:58 PM Like Rachel, I would do something on body parts during the year and again using the Ipad, music and the whiteboard to teach this area effectively as they are important tools to communicate with for the special needs pupils that I have. I would do action songs daily with the pupils: heads, shoulders, hokey pokey, etc sensory time exploring body movements and fine and gross motor activities. For the more able pupils, I might give sorting and matching body part activities.

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Re: Module 2 - Discussion Forumby Sean Starkie - Friday, 19 August 2016, 8:33 PM I would like to focus on numeracy, as I focused on literacy in module 1. I would use maths on the IPad in various ways. I am looking at this area of teaching through special needs and how to cover the maths curriculum for pupils with a severe learning disability(with autism). Some of the pupils have their own I pads and they would work, having staff support, with apps focusing on basic numbers 1_10 linking visuals to number, number puzzles, matching and ordering numbers. This is one of the ways I would cover the maths curriculum and the IPad has become an invaluable tool. Another way would be group work and attaching the IPad to an IWB. I would use live music(guitar accompaniment) along with the visuals of counting rhymes, for e.g., on the IWB that the pupils can see. There would also be opportunities throughout the day for the pupils to be supported to have free play on downloaded maths based apps.

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Re: Module 2 - Discussion Forumby Sean Starkie - Friday, 19 August 2016, 8:33 PM I would like to focus on numeracy, as I focused on literacy in module 1. I would use maths on the IPad in various ways. I am looking at this area of teaching through special needs and how to cover the maths curriculum for pupils with a severe learning disability(with autism). Some of the pupils have their own I pads and they would work, having staff support, with apps focusing on basic numbers 1_10 linking visuals to number, number puzzles, matching and ordering numbers. This is one of the ways I would cover the maths curriculum and the IPad has become an invaluable tool. Another way would be group work and attaching the IPad to an IWB. I would use live music(guitar accompaniment) along with the visuals of counting rhymes, for e.g., on the IWB that the pupils can see. There would also be opportunities throughout the day for the pupils to be supported to have free play on downloaded maths based apps.

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Re: Module 2 - Discussion Forumby Sean Starkie - Friday, 19 August 2016, 8:49 PM Hi Anne Marie, all of the children I have taught over the last few years have been non verbal and since I pads came to the school I have seen how important they are to the pupils learning and communication. I use the actions in video app too with the more able pupils in my school. I have not had internet access but that will change in September thankfully. I will check out the othr apps and resources you have mentioned and thanks for putting them up.

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Re: Module 2 - Discussion Forumby Sean Starkie - Friday, 19 August 2016, 8:49 PM Hi Anne Marie, all of the children I have taught over the last few years have been non verbal and since I pads came to the school I have seen how important they are to the pupils learning and communication. I use the actions in video app too with the more able pupils in my school. I have not had internet access but that will change in September thankfully. I will check out the othr apps and resources you have mentioned and thanks for putting them up.

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by Sean Starkie - Friday, 19 August 2016, 8:49 PM Hi Anne Marie, all of the children I have taught over the last few years have been non verbal and since I pads came to the school I have seen how important they are to the pupils learning and communication. I use the actions in video app too with the more able pupils in my school. I have not had internet access but that will change in September thankfully. I will check out the othr apps and resources you have mentioned and thanks for putting them up.

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by Sean Starkie - Friday, 19 August 2016, 8:49 PM Hi Anne Marie, all of the children I have taught over the last few years have been non verbal and since I pads came to the school I have seen how important they are to the pupils learning and communication. I use the actions in video app too with the more able pupils in my school. I have not had internet access but that will change in September thankfully. I will check out the othr apps and resources you have mentioned and thanks for putting them up.

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Re: Module 1 - Discussion Forumby Sean Starkie - Thursday, 18 August 2016, 9:34 PM I have used and will continue to use the IPad for choice making, communication and literacy/ language with my pupils. In the 2015/16 school year I used an IPad with all of the pupils with special needs and it became an essential part of my daily literacy/language programme. The pupils would be shown photos of themselves and their classmates based on attendance for example and they would choose their own photo  as the IPad was passed to them in turn. All of the pupils would be in the severe range of learning disability. I would get them to make choices in the way described above with the weather, making song choices where they would choose the weather for the day or the visual for the song before it is played. I will continue this approach with the IPad with the pupils I will have for the forthcoming 2016/17 school year and maybe add some new ideas.

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Re: Module 1 - Discussion Forumby Sean Starkie - Thursday, 18 August 2016, 9:34 PM I have used and will continue to use the IPad for choice making, communication and literacy/ language with my pupils. In the 2015/16 school year I used an IPad with all of the pupils with special needs and it became an essential part of my daily literacy/language programme. The pupils would be shown photos of themselves and their classmates based on attendance for example and they would choose their own photo  as the IPad was passed to them in turn. All of the pupils would be in the severe range of learning disability. I would get them to make choices in the way described above with the weather, making song choices where they would choose the weather for the day or the visual for the song before it is played. I will continue this approach with the IPad with the pupils I will have for the forthcoming 2016/17 school year and maybe add some new ideas.

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Re: Module 1 - Discussion Forumby Sean Starkie - Thursday, 18 August 2016, 9:34 PM I have used and will continue to use the IPad for choice making, communication and literacy/ language with my pupils. In the 2015/16 school year I used an IPad with all of the pupils with special needs and it became an essential part of my daily literacy/language programme. The pupils would be shown photos of themselves and their classmates based on attendance for example and they would choose their own photo  as the IPad was passed to them in turn. All of the pupils would be in the severe range of learning disability. I would get them to make choices in the way described above with the weather, making song choices where they would choose the weather for the day or the visual for the song before it is played. I will continue this approach with the IPad with the pupils I will have for the forthcoming 2016/17 school year and maybe add some new ideas.

# data[].attributes.subject
Re: Module 1 - Discussion Forumby Sean Starkie - Thursday, 18 August 2016, 9:34 PM I have used and will continue to use the IPad for choice making, communication and literacy/ language with my pupils. In the 2015/16 school year I used an IPad with all of the pupils with special needs and it became an essential part of my daily literacy/language programme. The pupils would be shown photos of themselves and their classmates based on attendance for example and they would choose their own photo  as the IPad was passed to them in turn. All of the pupils would be in the severe range of learning disability. I would get them to make choices in the way described above with the weather, making song choices where they would choose the weather for the day or the visual for the song before it is played. I will continue this approach with the IPad with the pupils I will have for the forthcoming 2016/17 school year and maybe add some new ideas.

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Module 5 - Discussion Forum

by Sean Starkie - Tuesday, 23 August 2016, 3:39 PM

Like Carina I have used the cause and effect sensory box and the pupils have responded in different ways, it certainly has a soothing effect and is great as a calming link between activities. I am going to look into Cookie doodle and bubble wrap which I hadn't heard of before and also more social stories on the IWB that are relevant to each pupils needs. Dexterity would also be beneficial to my pupils and I will investigate that also.

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The key learning points of the course for me have been;

1) How I can develop on what I already know about the Ipad to enhance learning in my area of special needs.

2) Apply all that I have learnt about other apps, resources, ideas approaches etc to my teaching and learning for the coming school year.

3) Remember important points made during the course about educating using technology, for example, technology(whether using tablets, computers, whiteboards) is a tool it does not replace the teacher and being careful around downloading being aware of copyright and internet safety.

Well, I think I will continue what I am doing with the I pads but also look into things that came up.on the course which seem so simple but would be very effective for me which I didn't know about such as the accessibility function on the IPad. Teachers in mainstream were making me think about my own teaching when watching the videos such as station teaching and using not just tablets but a variety of media to support learning which I intend to try in September.

I will have better internet access in September in the classroom so I will be able to investigate much more how to integrate all the resources I learnt about into my teaching; instant access in other words. I will be more selective in what I download and will make sure that the access to IWBS, I pads, laptops is measured and that the pupils get the most effective use from them.

My main challenges around tablets teaching in this area of special needs are that the pupils may obsess on certain apps and that they know that the IPad time is over.This can happen and can lead to challenging behaviours. So it is important that the pupils know that Ipad/tablet time is finished. This can be done through visuals, distractions, etc but can be challenging for staff and pupils. So this intervention needs to be prepared before any IPad activity takes place. Another, is that the IPad is protected; through, cases, protective screens, staff support, correct placement of IPad on table and so on. This is to prevent damage to the tablet which can occur by pupils throwing the tablet due to challenging behaviour. These are some of the challenges I may encounter.

# data[].attributes.body
The key learning points of the course for me have been;

1) How I can develop on what I already know about the Ipad to enhance learning in my area of special needs.

2) Apply all that I have learnt about other apps, resources, ideas approaches etc to my teaching and learning for the coming school year.

3) Remember important points made during the course about educating using technology, for example, technology(whether using tablets, computers, whiteboards) is a tool it does not replace the teacher and being careful around downloading being aware of copyright and internet safety.

Well, I think I will continue what I am doing with the I pads but also look into things that came up.on the course which seem so simple but would be very effective for me which I didn't know about such as the accessibility function on the IPad. Teachers in mainstream were making me think about my own teaching when watching the videos such as station teaching and using not just tablets but a variety of media to support learning which I intend to try in September.

I will have better internet access in September in the classroom so I will be able to investigate much more how to integrate all the resources I learnt about into my teaching; instant access in other words. I will be more selective in what I download and will make sure that the access to IWBS, I pads, laptops is measured and that the pupils get the most effective use from them.

My main challenges around tablets teaching in this area of special needs are that the pupils may obsess on certain apps and that they know that the IPad time is over.This can happen and can lead to challenging behaviours. So it is important that the pupils know that Ipad/tablet time is finished. This can be done through visuals, distractions, etc but can be challenging for staff and pupils. So this intervention needs to be prepared before any IPad activity takes place. Another, is that the IPad is protected; through, cases, protective screens, staff support, correct placement of IPad on table and so on. This is to prevent damage to the tablet which can occur by pupils throwing the tablet due to challenging behaviour. These are some of the challenges I may encounter.

# data[].attributes.body
The key learning points of the course for me have been;

1) How I can develop on what I already know about the Ipad to enhance learning in my area of special needs.

2) Apply all that I have learnt about other apps, resources, ideas approaches etc to my teaching and learning for the coming school year.

3) Remember important points made during the course about educating using technology, for example, technology(whether using tablets, computers, whiteboards) is a tool it does not replace the teacher and being careful around downloading being aware of copyright and internet safety.

Well, I think I will continue what I am doing with the I pads but also look into things that came up.on the course which seem so simple but would be very effective for me which I didn't know about such as the accessibility function on the IPad. Teachers in mainstream were making me think about my own teaching when watching the videos such as station teaching and using not just tablets but a variety of media to support learning which I intend to try in September.

I will have better internet access in September in the classroom so I will be able to investigate much more how to integrate all the resources I learnt about into my teaching; instant access in other words. I will be more selective in what I download and will make sure that the access to IWBS, I pads, laptops is measured and that the pupils get the most effective use from them.

My main challenges around tablets teaching in this area of special needs are that the pupils may obsess on certain apps and that they know that the IPad time is over.This can happen and can lead to challenging behaviours. So it is important that the pupils know that Ipad/tablet time is finished. This can be done through visuals, distractions, etc but can be challenging for staff and pupils. So this intervention needs to be prepared before any IPad activity takes place. Another, is that the IPad is protected; through, cases, protective screens, staff support, correct placement of IPad on table and so on. This is to prevent damage to the tablet which can occur by pupils throwing the tablet due to challenging behaviour. These are some of the challenges I may encounter.

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I liked that the teachers working together were able to give more time to the pupils and that a variety of media was used and alsonplayback of the pupils work.
I use the IPad to record the children in the classroom, the sounds they make, activities completed

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We have a number of I pads in the school. Some bought by the school and others bought by parents for the pupils. We usually download the apps that are suitable for that pupil's needs and don't pay the full amount; we use the trial versions. Other apps are purchased fully by parents or the school and used in class daily.