Additional Educational Needs (AEN)
Pupils with additional learning needs, particularly whose first language was not English or Welsh, seemed to gain from clearer visual material. They appeared to be more engaged in whole class teaching using the IWB, but this may only have been at a superficial level. Slow learners sometimes missed out during whole-class teaching with or without ICT because they appeared to be engaged and their difficulties were obscured, but working in pairs or individually orally and with ICT enabled them to participate more. Differentiation of activity was often achieved effectively though use of an ICT room with sufficient computers for individual use. When using appropriate software in small groups, however, AEN pupils seemed more able to operate independently of the teacher and support staff, and could achieve learning beyond what was expected using traditional media. There was a feeling that pupils with learning difficulties were stimulated and encouraged, and for one teacher, seeing what they could do with ICT had changed her perception of many pupils’ ability.
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