A SELF-REVIEW FRAMEWORK: INFORMATION AND COMMUNICATION TECHNOLOGY IN A SCHOOL FOR LEARNERS WITH SPECIAL EDUCATIONAL NEEDS

Many learners with special educational needs experience learning difficulties at some stage during their schooling. Their learning disabilities can be better accommodated by well-trained teachers in exploiting the affordances of Information and Communication Technology (ICT) in their teaching and learning practice, making a significant difference to their learners with special educational needs (LSEN) experiences. The aim of the research is to undertake a baseline study to determine the use of ICT tools in a school for LSEN in Gauteng Province West District. LSEN at school range from the Severe Mentally Handicapped to the Mild Mentally Handicapped, terms that emanate from medical reports which learners bring to the school as an admission requirement. The school is well equipped with assistive ICT devices to enable learners to overcome their barriers in the learning process and to improve the quality of teaching and learning. The baseline study used a self-review framework developed by the British Educational Communication and Technology Agency (Becta) as a theoretical lens to evaluate how eight teachers out of 15 used ICT affordances in their teaching practice. A qualitative case study research design is used and the discussion in this paper is based on the qualitative data collected through interviews, observation and documentary sources. The data was analysed inductively through the interpretative theoretical lens of Becta’s self-review framework. Results show that the school leadership and management structure do not implement ICT policies or encourage ICT use for teaching and learning. Therefore, teachers on an ad hoc basis adapt ICT services to the level of individual learners’ needs. Teachers confirmed that they need professional development to use ICT effectively to support learners. The time table structure of the school limited teachers’ access to the use of ICT resources for teaching and learning. On the other hand, learning with ICT tools, learners had positive outcomes in the learning process irrespective of their levels of differences. Teachers with their limited ICT skills enabled learners to complete learning activities and improved learners’ attitudes towards learning. This is evident that the use of a self-review framework can ensure that a school’s investment in ICT achieves fitness for purpose and also optimises the use of finite resources by teachers in supporting LSEN and inclusion.