ABSTRACT
The following are ideas from different schools:
School One: Allocated a classroom assistant the task of maintaining the SEN database on the computer.
School Two: The SENCO and IT coordinator planned a joint training day for staff to become familiar with software and devices that may be useful within IEPs.
School Three: The SENCO used part of the SEN budget to purchase a number of inexpensive word processors that could be targeted within IEPs for children with writing difficulties.
School Four: The SENCO together with the IT coordinator identified a small number of flexible pieces of software from those generally available within the school which could be configured relatively easily to meet targets within a number of children’s IEPs and which could be used by classroom assistants.
