The inclusive ICT room has facilities, resources and systems in place that ensure that pupils can:
■ access the classroom;
■ use suitable furniture;
■ access the physical resources;
■ see and hear the teacher presentations;
■ access a computer workstation;
■ read and understand the teaching materials/software;
■ experience an appropriate curriculum.
The first step is perhaps not a step at all – but the turn of a wheel. It is considering whether the room is accessible by a wheelchair user. There is a need for a clear route from outside the building to the computer room door and then an easy route to a workstation. For a visually impaired pupil, the same route would need to be free from hazards
such as coat hooks or work surfaces jutting out into the walkway. Pupils using walking aids and crutches will need clear passageways – there is a need for rules about where coats and bags are placed and tidy habits (such as always pushing chairs under surfaces when they are not in use).
The furniture available in the computer room can have a bearing upon successful teaching and learning. For sustained work where study at the computer can be in excess of an hour, adjustable height chairs would be preferred. In rooms where fixed height chairs are in use, then a range of different-sized chairs should be available for the larger or shorter child. Alternatively, pupils will be happy to use booster seats or cushions if it makes their time at the computer more comfortable. The availability of a good working surface adjacent to the computer is also important, especially when working with pupils who are particularly disruptive when they move about the room – those who are clumsy and those who need extra support paperwork.
Mobility.
The location of the physical resources around the classroom is an important consideration as they have to be easily accessible by pupils with mobility difficulties. At the same time, of course, our mobility as teachers should not be impaired. If we have to regularly service the printer, scanner or other specialist hardware, we need easy access. If we have pupils who require immediate attention, we need to be able to navigate around the room quickly and easily. The inclusive classroom has clear passageways free of obstructions. An inclusive computer room will have equipment and systems that ensure that no pupils are disadvantaged because of the provision.
A ceiling-mounted projector is essential to ensure maximum visibility by the pupils watching. There should not be competition for good seats and there should not be any opportunity for less engaged pupils to take up a position where they cannot see. The teacher needs to be aware of those pupils with hearing or visual impairment. There should be sufficient space so they can take a position either to see the screen clearly or be able to see the teacher speaking. The hearing-impaired child is really disadvantaged if we turn to the board or screen when we are giving instructions or making explanations. They need to be able to see our lips when we are talking.
