=Paper=
{{Paper
|id=Vol-415/paper-6
|storemode=property
|title=Towards a methodology for educating students with special needs
|pdfUrl=https://ceur-ws.org/Vol-415/paper6.pdf
|volume=Vol-415
|dblpUrl=https://dblp.org/rec/conf/cvhi/CantonGMR07
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==Towards a methodology for educating students with special needs==
https://ceur-ws.org/Vol-415/paper6.pdf
Conference & Workshop on Assistive Technologies for People with Vision & Hearing Impairments
Assistive Technology for All Ages
CVHI 2007, M.A. Hersh (ed.)
TOWARDS A METHODOLOGY FOR EDUCATING STUDENTS WITH SPECIAL NEEDS
Paloma Cantón2, Ángel Lucas González1, Gonzalo Mariscal3, Carlos Ruiz3
1
Facultad de Informática, Universidad Politécnica de Madrid
Campus de Montegancedo, s/n. Boadilla del Monte - 28660, Madrid – Spain
Phone: +34 91 336 74 11 – Ext. 18. Fax: +34 91 352 63 88, Email: agonzalez@fi.upm.es
2
Consejería de Educación de la Comunidad de Madrid, Email: pcanton@educa.madrid.org
3
SETIAM – CETTICO, Fundación General UPM, Email: {gmariscal, cruiz}@cettico.fi.upm.es
Abstract: Educating people with special educational needs (SEN) is a hot topic these days. Many
multimedia educational tools have been generated with the support of ICT to assist children receiving
SEN education. Teaching supported by new technologies should guarantee contents accessibility.
However, these tools are not 100% suitable because the adaptation process they implement does not
take into account all pupils’ educational needs. In this article, we argue that SEN teaching can be
improved with a) better curriculum adaptations, and b) a better definition and use of accessible
multimedia tools. We also think that it would be interesting to use semi-automatic tools to help
educators to create or select adapted programmes of study for pupils with SEN. We present a
framework to support teachers and multimedia educational tools developers in educating SEN pupils
and its application to Proyecto Aprender (Learn Project).
Keywords: E-learning, web accessibility, software accessibility, education.
1. Introduction
Teaching pupils with SEN is a complex task. It involves implementing a teaching process and
providing access to materials suited to pupils’ skills. This depends on each individual’s educational
needs. For each pupil, this entails establishing a special-purpose and individualized programme of
competencies selected from the standard curriculum. This is called “curriculum adaptation”.
Additionally, pupils need to be given tools and materials adapted to their needs.
Curriculum adaptation does not focus exclusively on learning objectives and contents. It also sets out
all the access alterations required for curriculum development, like the environmental, material and
personal conditions that improve the teaching process. We refer to such alterations (environment
accessibility, materials, methodology, assessment, etc.) as “accessibility measures”, and they also
need to be considered as part of the teaching/learning process for amendment. Additionally,
remember that this adapted curriculum is sometimes far removed from the standard curriculum. It is a
statement of the minimum abilities and skills that a pupil should/can acquire, with the necessary
assistance, to be able to lead an autonomous life.
Curriculum adaptation, and consequently the education of people with SEN, clearly involves many
elements from the physical and social context. The integration of this context information would give
educators of SEN pupils a reference for designing curriculum adaptations and provide intelligent
systems with a source of reasoning, explanation and decision making for curriculum design. These
ideas have led to partial solutions in this field like (Alonso et al., 2001), (Cantón et al., 2006).
Digital media are a very useful tool for teachers to exploit in the classroom to educate SEN pupils.
They offer multiple representations and manners of interacting with the content. However, there are
few tools today that take into account all the factors involved in curriculum adaptation. Therefore,
P. Cantón, Á. L. González, G. Mariscal & C. Ruiz
many educators have elected to amend their own materials, whereas others have even carried on
teaching without accessible materials. This is an outmoded and costly situation in which educational
communities grow based on individual knowledge rather than collective and collaborative experience
(Stahl, 2005).
We believe that the best way of tackling and overcoming the numerous weaknesses present in SEN
pupils’ educational process is to take into account all the factors involved in the education of these
pupils and the interrelations between all the elements.
In this scenario, there are, from our experience-based viewpoint (Alonso et al., 1995), (Alonso et al.,
2001), (Cantón et al., 2006), (Frutos et al., 2000), (Fuertes et al., 2005), two major problems:
• Provide educators with tools for (1) guiding them through curriculum adaptation, (2) selecting
which materials to use, (3) which assistive technologies (hardware and software) to employ
and (4) how to go about teaching depending on the pupil’s characteristics and the skills and
the knowledge to be learnt.
• Provide software developers with a methodology to develop materials, tools and multimedia
applications to improve the skills and knowledge of the SEN community.
The first point targets educators and will consist of a knowledge-based system that will provide
recommendations and guidance for successfully undertaking the learning process with the pupil. The
second point obliges us to formulate a special-purpose methodology to achieve, through the use of
ICT, an overall and comprehensive improvement of the entire educational process for pupils with SEN.
This methodology will cover all the necessary steps from curriculum adaptation to the generation of
ICT tools to support curriculum development in the classroom.
In this article, we will give an overview of elements that are relevant for curriculum adaptation. This
way, we will be able to develop adapted resources that have a good chance of being successful. In
conclusion, we will explain the results of applying our development philosophy and how to use the
acquired knowledge to build an expert system designed to make recommendations for educators.
2. Related Work
Some solutions, ranging from curriculum adaptation to accessible hardware and software tools
selection, have been developed to support the teaching process. Up to now though, all of these
approaches are partial solutions. None of them connect the whole process or share knowledge from
one step to the next. They solve one or more (but not all) steps of the teaching process. All of these
tools work independently. This is the main problem facing education for people with SEN.
2.1. Curriculum adaptation
Curriculum adaptation is a key requirement for people with SEN to access education. For instance,
changes in how the higher education curriculum is designed in the United Kingdom are discussed in
(Stefani, 2002). Several research institutions and groups have worked on the "Teachability project", a
guide for academics specifying what aspects should be adapted to get an accessible curriculum for
students with disabilities that meets their learning needs.
2.2. Educators’ support tools
Proaci (Proaci, 2006) and Albor (Alonso et al., 2001) are prominent software tools related to this
subject matter. Proaci is a computer program aimed at helping teachers to design individual curriculum
adaptations and generate the necessary documentation (recording an argued proposal by the pupil’s
tutor, proceedings of the meeting to decide whether or not a curriculum adaptation should be devised,
the pupil’s level of curriculum competency, amended attainment targets, amended assessment
criteria, sequencing of amended contents and proposed activities).
Albor (Barrier-Free Computer Access) is an intelligent system that searches for assistive technology
solutions to give disabled people access to computers. Not only can it be used to evaluate how a SEN
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P. Cantón, Á. L. González, G. Mariscal & C. Ruiz
pupil’s physical, hearing, visual and cognitive abilities can affect computer use, but it also weighs up
and suggests which of the many assistive technologies are the best option, taking into account the
pupil’s computer access abilities.
3. ICT-based framework approach for improving the education of pupils with SEN
Ordinary curricula, materials and methods are evidently not directly applicable for teaching pupils with
SEN. To be able to teach SEN pupils, educators will need a curriculum adaptation, an amendment of
the methodology to be applied and an alteration of the materials to be used for teaching. Teachers
have need of assistance to decide on all the questions related to this process and assure that the
pupil’s educational process is all-inclusive. To do this, we first have to identify all the elements that are
involved in the process (see Figure 1). The conjunction of all elements defines a philosophy and/or
methodology for devising and modifying individual teaching for pupils with SEN. Let’s outline the
teaching process based on these elements.
First of all, we have to adapt the curriculum. This is when the learning objectives and methodology
best suited for achieving the stated objectives need to be selected. If the selected methodology uses
ICT for development, it will also be necessary to select the application or applications enabling the
pupil to use ICT. This modification of the teaching/learning process should be carried out for each
pupil individually and for all the process situations (specific activities, educational levels, etc.). Do not
forget that the cornerstone of our approach is the actual pupil and the skills to be developed.
Figure 1 Elements involved in the teaching process of SEN pupils using ICT
To be able to establish the criteria for selecting and combining each element involved in teaching, it is
necessary to establish a taxonomy to classify and correlate the different types of educational needs. In
the following sections, we describe each module in detail and then propose a taxonomy of SEN types.
3.1 Pupils with special educational needs
Pupils with SEN are defined as pupils that require, during a period of or throughout their entire
schooling and particularly as regards assessment, some specific educational support and assistance
because they have physical, mental or sensory disabilities or severe personality or behavioral
disorders. The education system will provide the resources required for pupils with temporary or
permanent special educational needs to attain the targets established generally for all pupils.
A method is a set of logically coordinated times and techniques that target pupil learning towards
certain objectives. The method is what unites all the teaching and learning steps, essentially as
regards the presentation and the preparation of the subject matter. Methods and techniques aim to
make learning management more efficient. Thanks to them, pupils can more easily build upon
knowledge, acquire the skills and internalize the ideals and attitudes that schools aim to transmit to
their pupils.
The methods for pupils with SEN and learning using ICT are delimited, specifically defined and
substantially conditioned in both directions.
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P. Cantón, Á. L. González, G. Mariscal & C. Ruiz
3.2 Teaching
After selecting the characteristics of a specific SEN community, we must adapt the curriculum and
learning objectives. We must also determine what learning objectives can or cannot be aimed at
depending on each pupil’s (dis)abilities. To do this, it is important to establish relations between
specific needs and adaptations to these needs by defining a SEN taxonomy. The proposed SEN
taxonomy is described later.
3.2.1 Curriculum: Curriculum is a structured programme of subject contents. It is a structured series
of learning objectives that are to be attained. The curriculum prescribes (or at least anticipates) the
outcome of instruction. We will need to define different ways of structuring a curriculum in order to
ease selection and later adaptation depending on the pupil’s characteristics. The most important point
is to determine what can be taught, what cannot be taught and what can be taught with curriculum
adaptations depending on the characteristics of each individual pupil. This decision will be founded on
the SEN taxonomy and expert knowledge.
3.2.2 Learning objectives: Learning objectives are separate, self-contained, reusable parts of
content for instructional purposes. These blocks are fitted together to build an adequate teaching
process.
3.3. ICT (information and communications technologies)
ICT are what will implement and instrument the teaching method defined for the learning objectives
required to achieve the selected targets in the programme of study. The incorporation of ICT will
provide a set of applications that will serve as tools to support learning. The pupil will require assistive
technologies (AT) to be able to use these applications properly. The application-assistive technologies
mix will only be available on a particular set of platforms. Therefore, a process needs to be set up for
selecting the best assistive technologies for each particular situation.
3.3.1 Assistive technologies: To be able to use ICT as a teaching aid, pupil-system interaction will
need to be adapted. This adaptation will depend on the pupil’s abilities, the platform’s possibilities and
the defined teaching methodology. Assistive technology refers to all those technological elements that
aim to improve the abilities of people whose performance is, for any reason whatsoever, below
average for the population of the same age and sex as a whole. Within the framework of ICT use by
pupils with SEN, these assistive technologies are defined as tools that enable and/or improve the use
of ICT by pupils for the purpose of learning. They can be hardware or software technologies and be
just as wide-ranging and diverse as pupils’ needs and levels, and applications are. The selection of
the best technology calls for a thorough and complex decision-making process to assure proper and
effective use by each pupil.
3.3.2. Application: An application or system will be devised for use as a tool to improve or ease the
learning of one or more attainment targets associated with a curriculum (Cantón et al., 2006). These
applications should have been developed in compliance with recognized accessibility and ergonomics
standards (ISO, 2002). This way assistive technologies can be customized for an individual pupil.
3.3.3. Platform: The platform model describes all the computer systems that can run a user interface.
The platform model contains information about the capabilities, constraints and limitations of the target
platform (Menkhaus et al., 2003). When developing applications for disabled people, not only must the
application be ISO/TS 16071 compliant (ISO, 2002), but it should also provide special-purpose
interaction techniques in order to be better able to meet the needs of a specific group of people. For
instance, children with cognitive problems or autism perform better using a conceptual keyboard. In
this case, keyboard combinations need to be provided for every element of the user interface.
3.4. SEN (special educational needs)
The curriculum will specify what to teach and what cannot be taught depending on the pupil’s
characteristics. It will also establish the prerequisites for embarking on certain learning objectives.
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P. Cantón, Á. L. González, G. Mariscal & C. Ruiz
3.4.1. Curriculum adaptation: To be able to use a curriculum properly, it is necessary to establish
“how” the “whats” defined in the curriculum are to be attained. This process is what is referred to as
curriculum adaptation, and its goal is to define the best teaching method for a SEN pupil’s innate
characteristics.
3.4.2. Teaching method: It is not the aim of this paper to define the applicable teaching methods.
Teaching methods are the different techniques that make up the resources required to conduct the
teaching process in an ordered, methodical and adequate manner. These methods should be used to
make learning more efficient. Therefore, their inclusion in the curriculum adaptation is a must.
Disabling environment
Temporary disabilities
Deafblind Elderly
Multiple disabilities
SEN
Physical Visual Cognitive Hearing
Other
impairment impairment Impairment impairment
Hearing
Blind Low vision Deaf
loss
pre- post- A conductive A sensory-
lingually lingually loss neural loss
mental Seizure Communication Significant Emotional or Other
Autism Dementia Dyslexia
retardation Disorders disorders developmental behavioral learning
delay disorders difficulties
Language Speech
impairment impairment
Figure 2 Proposed SEN taxonomy
Figure 3 Proyecto Aprender screenshots
3.5. Taxonomy of SEN types
A number of authors (ISO, 2002), (Tiresias.org, 2007), (Jackson, 2005) have classified the SEN that
can influence a pupil’s teaching and learning. We propose our own taxonomy (Figure 2) based on the
classifications put forward by the above authors and on our experience in developing tutoring software
systems targeting people with SEN. Our aim is to cover all users with some disability and to neither
over-generalize nor over-specialize by assuring that group members are similar enough as regards
the curriculum adaptation that users require. The specific types of disabilities identified as relevant for
building a curriculum adaptation are suspended from the SEN box. All user groups that have a
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P. Cantón, Á. L. González, G. Mariscal & C. Ruiz
combination of two or more disabilities (multiple disabilities) or do not have any specified disability
(temporary disabilities and disabling environment) have been placed apart at the top of the figure.
4. Case Study: Proyecto Aprender (Learn Project)
Based on the philosophy described in this paper, we have developed Proyecto Aprender (Cantón et
al., 2006). Proyecto Aprender is an educational resource targeting children with learning difficulties.
This case study was developed by taking into account the pupil’s needs to customize the resource
(see Figure 3). Also, a methodology for creating multimedia resources was defined and applied to the
Proyecto Aprender. This project was developed for the Spanish Ministry of Education and Science. It
involved developing an accessible online resource targeting children with special educational needs. It
includes an alternative curriculum adapted to learners’ needs.
This project involves developing an accessible website targeting teachers and the public (parents,
families, researchers…) generally, and learners in particular. The whole process of design,
preparation and construction was conceived to meet learners’ special educational needs.
5. Conclusions
Educating people with SEN is a complex task even for experts and educators. Each pupil’s education
should be individualized depending on his or her characteristics and abilities. This would enable a
more effective use of platforms and software tools built for educating people with SEN. Unfortunately,
none of previous works connect the whole teaching process or share knowledge from one step to the
next.
In this article we have identified the elements and relations that denote the educational needs of SEN
pupils. The philosophy and ideas described here are based on previous research (Alonso et al., 1995),
(Alonso et al., 2001) and have been applied to develop several projects aimed at educating people
with SEN, Proyecto Aprender (Cantón et al., 2006) and its continuation Internet in the Classroom
(Internet, 2007). As part of these projects we are creating a formal methodology for developing
accessible applications that materialize the ideas defined in this paper. A model like this would give
research institutions and groups a common framework covering all the elements and relations
between them that are part of the context information for educating people with SEN.
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