Using mobile technologies to support the acquisition of basic mathematics with children with Special Educational Needs and Disabilities

Professor Nicola Pitchford

University of Nottingham, UK

Background

• To support the SDG4, mobile technologies should enhance inclusive learning to enable all groups of learners, everywhere, to reach their full potential.
• It is currently unclear how mobile technologies can support the learning of children with SEND and engender inclusive learning in primary schools in different contexts around the world.
• As countries such as Malawi are starting to roll out mobile technologies in all primary schools nationwide to support the learning of foundational skills, it is critical to consider how these technologies might benefit children with SEND.

onecourse technology

Studies

Pitchford et al., 2018

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33 children with SEND attending 2 resource centres attached to primary schools in Malawi.

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Observational study of children’s disabilities in relation to their interactions with onecourse.

Layachi et al.,

2023

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11 neurodivergent children with ADHD, ASD & LD at Hopeview Resource Centre, Malawi.

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Observational study of children’s disabilities in relation to their interactions with onecourse.

Gulliford et al.,

2021

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4 children with Down Syndrome in UK mainstream primary schools

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Single case experimental study to investigate learning of maths with onecourse & engagement with the learning process.

Pitchford & Lurvink, 2023

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20 primary schools in two marginalized districts in Sierra Leone.

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Focus groups and interviews to explore teacher and community perspectives of using onecourse with children with SEND.

Results

Pitchford et al., 2018

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All children with SEND could interact with onecourse.

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Child’s progress in learning maths with onecourse was associated with their attention to task and extent of disability, especially sensory & language difficulties.

Layachi et al.,

2023

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Children with emotional problems (SDQ) paid high attention to task when interacting with onecourse.

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Hyperactive children (SDQ) required a lot of external teacher support to interact with onecourse.

Gulliford et al.,

2021

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Learning:

1-3m increase in maths scores, for 3 of the 4 cases of children with Down Syndrome.

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Engagement:

Visual analysis showed 3 of the 4 cases engaged well with onecourse.

Pitchford & Lurvink, 2023

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Hurdles:

Some children with physical difficulties struggled with using the tablets.

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Inclusive learning:

onecourse empowered a sense of belonging and learning of maths by children with SEND.

Results

Pitchford & Lurvink, 2023

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Hurdles:

Some children with physical difficulties struggled with using the tablets.

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Inclusive learning:

onecourse empowered a sense of belonging and learning of maths by children with SEND.

BUT teachers & community members thought children with SEND needed to be taught in separate onecourse classes, as these children required special attention and encouragement to learn with the technology that could not be easily met in a regular class environment that included non-SEND learners.

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Whilst this may conflict with inclusion education policy, creating a safe and supportive learning environment where children with SEND can engage with onecourse aligns with the right to quality education and the right to respect participation in the learning environment.

Technical Review

• 10 SEND experts reviewed onetab and onecourse.
• Identified changes that could be made to improve accessibility and engagement for children with SEND.
• Suggested how teachers and caregivers can enhance the learning experience of children with SEND with this technology by providing additional pedagogical support.
• Recommended assistive devices that would enable interaction with this technology for children with specific difficulties.

Conclusion

• Mobile technologies are accessible to children with SEND in different contexts globally and can improve learning of basic maths, but adaptations are needed to enhance accessibility for all children with SEND.

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• Teachers need to be supported when introducing these technologies into primary schools to provide high-quality maths education for children with SEND and to promote an inclusive learning environment for all children, everywhere.