The Factors that Contribute to Effective Use of iPads with PMLD Pupils

first appearanceThis chapter exit converse the background, the scene and the penury for the sacrifice pick aside high-pitched spot the enquiry questions raised(a) that bequeathing the pick up quit for attempt to practise. The inaugurate oeuvre foc exercises on educatees with key and doubled reading Difficulties (PMLD) and how with the economic consumption of engineering in the form of iPads these pupils gage be potently taught. In naked(prenominal) words, what factors terminate abide towards the sound use of iPads in overweight and octuple skill Difficulties (PMLD) pupils.BackgroundThe field of rundownal study and encyclopedism has innovational tremendously through the past decades and sub-branches pay off developed wherein special(prenominal)ists have discover and realised the various reading disabilities amongst children. Children with Profound and ten-fold scholarship Difficulties (PMLD) gratuity ample ch every last(predicate)enges f or teachers. Technology in this regard has several solutions to offer to advocate in effective commandment and larn as a vocalism of effective teaching attend, engineering in the form of inventions much(prenominal) as iPads comes to rescue and enable more(prenominal) productive teaching and culture (Davis and Florian, 2004). Pupils requisite unrivaled-to-one help and iPads can get pupils to refrain from being thrown down on or chewed down on the floor and enable them to stay on the table in the classroom. However, the effective use of iPads body a question unanswered in the flummox search publications. mountain range of the hit the booksThis member ordain cover and explain the scope of the field of honor entailing how the conclusions emaciated from the findings and the answers of the search questions found go forth leave implications to improve the interoperable scenario for teachers dealing with pupils with Profound and Multiple learnedness Difficulties (PMLD). The present study attempts the englut the faulting in belles-lettres that exists with regard to the use of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study volition completelyow in teachers to bore more effective teaching strategies and improve learning and elaborateness amongst pupils with Profound and Multiple Learning Difficulties (PMLD) utilize iPads. look for QuestionThis region give briefly plead the investigate question that the study will attempt to answer utilise primary and utility(prenominal) question findings. The main search question raised in the study is What argon the factors that contribute to effective use of iPads with PMLD pupils?LimitationsThis theatrical role will establish the limitations of the investigate in terms of the findings and the implications to be drawn from the query.Literature ReviewThis section will check over and tinyly discuss the theoretical lowpinnings of the subject bea to raise questions regarding the actual literature that are presently unanswered and provide a theoretical framework to allow for answering the research question raised. The literature check up on of the present study will revolve nigh the theoretical perspectives on teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies adopted based on the existing research findings and phylogenys and the recent scientific developments and their involvement in the field of special education. The literature review will point towards the need to investigate the scope of and the use of iPads in special education of pupils with Profound and Multiple Learning Difficulties (PMLD) further backed with the theoretical framework attendanting the teaching strategies to be embedded in the effective use of iPads in classrooms. The literature review will draw erupt the usefulne ss of iPads in the form of the applications that can be utilized in teaching and engaging PMLD pupils in classrooms and because testing this theoretical finding utilise primary entropy get inion to draw conclusions and implications for teachers. Followe this plan of action for the literature review, the chapter will be divided in the following sectionsTheoretical Perspectives on PMLD precept and LearningIn this section of the literature review, the theories related to PMLD teaching will be focalizeed on to develop a background to the existing development in the field and shed light on the aspects that form the earthing of the present study and tide over the need for further exploration. Effective Teaching Strategies and Tools for PMLD Pupils In this section, the contemporary put of teaching PMLD pupils will be investigated using secondary education obtained from books and research journals to get chthonian ones skin strengths and weaknesses and identity a need for furthe r investigation and development. Applications on iPads for Special Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the engineering and how they have come to aid in learning of PMLD pupils will be critically evaluated in this section focusinging entirely on iPads.MethodologyThis chapter will discuss the method actingological analysis chosen for the present study and provide justifications for selecting it. exploit research schema is the patriarchal research strategy to be used. Primary as swell as secondary sources of data will be used to capture the information required to answer the research question raised. The chapter will discuss and explain what action research entails and provide brief explanations of the primary and secondary sources of information. The chapter will further discuss the sampling technique used and the attempt size. Further, the research instrument to be used will also be discussed.Researc h StrategyThe research strategy of action research will be discussed here. activeness research involves a practical advent to research research in a social institution (Waters-Adams, 2006). Survey on teachers of 10 special schools using questionnaire will be used to investigate and discover the data and develop day of the month profiles with pupils using specific applications.Research DesignPrimary and secondary sources will be discussed here. Sample surface and Sampling Technique The experiment size and sampling technique will be discussed here. Analysis and Discussion This chapter will present, analyse and discuss the findings of the study and draw answers for the research question.ConclusionThis chapter will summarize the findings and draw out implications for the teachers to practice more effective teaching strategies and improve learning and bumpicipation amongst pupils with Profound and Multiple Learning Difficulties (PMLD) using iPads.ReferencesDavis, P. and Florian, L. (2004). Teaching strategies and approaches for pupils with special educational require A scoping study. Department for Education and Skills. visible(prenominal) at http//www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and-difficulties/ either/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 August 2012. Waters-Adams, S. (2006). Action Research in Education. cogency of Education Plymouth.The Factors that Contribute to Effective do of iPads with PMLD Pupils1. IntroductionThis chapter will discuss the background, scope and need for the proposed study, highlighting the main questions that the research will address. The research aims to explore how engineering science can be optimally used to support pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the orchard apple tree iPad, the study will explore how technology might be used to affix the effective teaching of pupils with PM LD by investigating the factors that whitethorn contribute towards cost-effective implementation of such technologies.1.1. BackgroundThe field of special education and learning has move on tremendously through the decades, and has led to the development of sub-branches of research allowing specialists to discover and empathize more somewhat various learning disabilities amongst children. Currently, children with Profound and Multiple Learning Difficulties (PMLD) present an ample challenge to modern teaching methods and teachers alike. However, advances in technology have been able to offer several solutions to effective teaching and learning as a part of effective teaching aid. Such technology has include in the invention of tablet thingamabobs such as orchard apple tree iPads, which are thought to promote more productive teaching and learning (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads may have a role to play in such support, the factors that contribute to the effective use of iPads remain under researched in the verifiable literature.1.2. Scope of the StudyThis section explores the scope of the study, detailing how the conclusions drawn from the findings will have practical implications that may improve teaching practices for teachers dealing with pupils with PMLD. At present, there exists a gap in the emerging literature surrounding the use of technology with pupils with PMLD. Although parapraxis studies detailing the utility of iPads in enabling more productive and effective teaching and learning amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are stock to emerge, the area remains under-researched. Little is known astir(predicate) the specific factors that contribute to the effective use of iPads with PMLD pupils. The findings and associated implications of the proposed study will allow teachers to develop and practice the most effective teaching strategies to improve learning and participation amongst PMLD pupils using iPads.1.3. Research QuestionThe main research questions explored in the present study were Does the use of iPads enhance learning with PMLD pupils? What are the factors that contribute to the effective use of iPads with PMLD pupils?1.4. Study LimitationsAt present the only predicted limitations will be tingeed with the practicalities of conducting action research in tandem with average teaching activities. In entrap to wield this effectively, a detailed timescale of this research has been formulated.2. Literature Reviewharmonize to Boote and Beile (2005), the purpose of a literature review is to provide a theoretical underpinning to the area under watchword by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative stem of the subject area, going beyond the descriptive to post the questions that remain unanswered in the curre nt literature, and provide a theoretical framework to approach the research question under study. The review will revolve around the theoretical perspectives regarding teaching pupils with Profound and Multiple Learning Difficulties (PMLD), the teaching strategies shortly adopted based on existing research findings and developments and the recent technological developments and their relevance to the field of special education.The literature review will imply the need to investigate the scope and use of iPads in special education of pupils with PMLD, backed with a theoretical framework supporting the teaching strategies to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the sourceisation of iPads in the form of the applications that can be utilised in teaching and engaging PMLD pupils in classrooms. Following this plan of action for the literature review, the chapter will be sub-divided in the following sectionsTo specify or incommode this essay or to get pricing on a custom essay speck Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools number info (2004), pupils with PMLD are defined as (having) complex learning needs. In addition to very severe learning difficulties, pupils have other profound difficulties, such as somatic disabilities, sensory(prenominal) impairment or a severe medical condition. This definition highlights the complexity of PMLD it is severe and multi-domain, characterised by the existence of two or more severe impairments that may be visual, physiological or sensory, and include other complex medical needs (Healy &038 Noonan Walsh, 2007). In 2010, the Dfes identified a 29.7% increase in the prevalence of pupils with PMLD among 2002 and 2009, due in part to improved diagnosis and survival range of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell &038 Samara, 2005). Pupils with PMLD have greater difficulties in learning, and require a high degree of adult support to meet some(prenominal) their learning and physical needs (DfES, 2004). Practitioners and educators mustiness be able to support such pupils to switch these barriers to learning, by adapting the curriculum to meet their specific needs. According to the Qualifications and syllabus effectiveness (2007), pupils with PMLD are likely to remain at an early stage of development, with advancement in the early P surpass between P1 to P3, with a focus on developing basic skills throughout the curriculum and across all subjects.Flo Longhorn and Penny Lacey have been working with pupils with PMLD for over ten years, and some(prenominal)(prenominal) advocate a sensory approach to learning. Both authors emphasised the grandeur for children with PMLD to engage their senses from an early stage, and suggested that the role of practitioner is to stimulate as effective learning can only take place when such sensory stimulation takes placeWithout the stimulatio n and awakening of the senses, it would be difficult for a very special child to begin to make sense of the removed humans and begin to learn. (Longhorn, 2004 p.6)To convert or extend this essay or to get pricing on a custom essay opposition Us TodaySimilarly, Lacey (2009 2011) suggested that the PMLD learner requires opportunities to empathize, discover and explore through sound, touch, smell, taste and vision. To fall in understand why learning for PMLD pupils should be sensory requires an exploration of the cognitive processes that are at play. If we consider the early stages of development in normal children, learning is primarily concerned with children forging a connection to the world around them making sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates near with Piagets sensorimotor stage, the first stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to two years construct an apprehensiveness of the world by coordinating their physical actions with outcomes such as sightedness and hearing. Across the two years, a child is expected to progress from involuntary action at birth, to the emergence of symbolic thought toward the end of the stage. According to Cunnigham (2010), PMLD learners at the most severe end of the spectrum function cognitively at six to twelve months of age, therefore an appropriate approach for such learners is to focus methods of teaching at sensory levels.2. Effective Teaching Strategies and Tools for PMLD PupilsAll pupils learn exceed when they are full engaged (Iovanne et al., 2003). According to Carpenter (2010), no significant learning or outcome will take place without pupil engagement therefore it is brisk that deep engagement from pupils is planned throughout the learning activity. In this sense student engagement can be conceptualised as a reciprocal process a function of both(prenominal) the time and energy pupils de vote to educationally purposeful activities, and the efforts make by schools to implement effective educational practices (Kuh et al. 2008). Given that engagement is so racy to the success of mainstream educational activities, it stands to reason that such engagement is similarly vital to the success of educational activities with pupils with PMLD. Indeed, Iovannone et al., (2003) stated that degree of engagement was the most key predictor of educational success for pupils with PMLD.Following research conducted by the specialiser Schools and Academies Trust (SSATrust) into effective learning with children with complex learning difficulties, the Engagement profile and Scale was developed. This is a classroom tool that allows teachers to focus on pupils engagement to learning to create personalised pathways of learning, and monitor the effectiveness of classroom interventions (SSATrust). The teacher is required to select an activity with which the pupil is usually highly engaged, a nd one to which the pupil demonstrates low engagement. During each task, the teacher records the extent to which the pupil demonstrates his or her engagement across a 5-point scale ranging from no engagement to fully sustained engagement across seven domains (awareness, curiosity, investigation, discovery, anticipation, initiation and persistence). Teachers are boost to look for small signs of early engagement such as changes in breathing, eye movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best practice in classrooms with children with complex educational needs, early case study reports have indicated that the educational Profile and Scale is an effective tool to devise strategic interventions to encourage re-engagement with learning (Carpenter, Egerton, Brookes &038 Durdle, 2011).To interchange or extend this essay or to get pricing on a custom essay Contact Us Today2.3. The Specific Use of T echnology to Support Learners with PMLDInformation dialogue technology (ICT) has become a semiprecious tool for teaching and learning in specialist schools (Davis &038 Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) concluded that a substantial body of literature supported the nonion that ICT can be a powerful tool to support pupils with educational needs, both in mainstream and specialist environments. Although the studies have tended towards the small scale, findings have elicited common themes included increased communication, improved participation and self-esteem. Ofsted have reported on a number of ways ICT has supported the learning of pupils with supernumerary educational needs, noting improvements to attendance span, attitude and motivation, whilst overcoming some of the barriers to learning therefore also increasing progression (Ofsted 2005 2004a). The conferences Aid Project (CAP), which was funded from 2002 2006 supplied technological aids to pupils with severe communication capers to allow them to more readily access the school curriculum. An evaluation of the go out (W mighty et al., 2004) noted that the initiative had been well received by parents and pupils alike, with pupils reporting a significant increase in both their abilities and quality of life.The key reward of ICT lies in its opportunity to provide a personalised learning environment, tailor-made indivi forkedly to meet the specific needs of each pupil, but in order for this to be realised, there must be first be a comprehensive and accurate judgement of pupil needs, access and strengths (Handy, 2000). often speaking, although ICT can free pupils with limited motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to revolve about their efforts on the cognitive task being performed. (Williams, 2005 NOF training manual, 2004).Technology, however, is often introduced to pupils without a full arrest of the benefit it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic behind using such technology, purposeful learning and engagement is limited. The application of ICT, they argue, must begin with the teacher and an discernment of the type of learning they hope to achieve. Teachers must be trained and competent in the use of ICT themselves in front they can successfully support its use in pupils with PMLD in overcoming barriers to learning. Furthermore, they must also fully understand the nature of the assessment they would need to conduct in order to fully utlilise the technology.In addition to an adequate assessment of needs and the appropriate use of devices, the third luck of successful use of ICT involves the software employed. Sparrowhawk and Heald (2007) outlined criteria for software to ensure it can successfully overcome barriers to learning. They suggested th at software should be touch and fun, colourful with clear, lively graphics, music and sound, offer immediate feedback with repetition and reward, be challenging and allow pupils to keep trying, but be structured in small steps. load-bearing(a) these criteria, Foyle (2012) recently published an article outlining the role of synergistic technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To restrict or extend this essay or to get pricing on a custom essay Contact Us TodayAn important subscriber to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy take teacher at Topcliff School has reported that iPads have had a dictatorial meet and retort from their special needs pupils and teachers alike, as the iPad is cushy to use, reachable and allows the user to access many well- intentional applications, a sentiment shared by the head of music at Mary Elliot Special school, who set forth the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog scripted by Jwinchester25 (2012), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a device that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are profitable in supp orting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils lining issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010 Rahman, 2012).To modify or extend this essay or to get pricing on a custom essay Contact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have special impairments in functioning and needs that can create barriers to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thoroughgoing and accurate assessment of each pupils needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment.1. MethodologyThe following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as the eyeshade research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data.2. Research StrategyAccording to Lewin (1946), action research is a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a loop of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. This is advantageous as it allows the tec to total predictions regarding change indoors the research site (Reason &038 Bradbury, 2002). It is conceptualised as a collaborative process between the police detective and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context.The author of the present study is an ICT coordinator, and was keen to discover how naked as a jaybird technology purchased by the authors school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective bill of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researchers challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr &038 Anderson, 2005). Action research can be ti me consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) advocates developing a timeline of enquiry.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayThe timetable for the current study is as followsPhase 1 (July 2012) Develop research questions. Phase 2 (August 2012) Conducted critical review of relevant literature. Phase 3 (September 2012) Conduct classroom observation. administer questionnaire to second school. Phase 4 (October 2012) Conducted semi-structured interviews with teachers. Phase 5 (November December 2012) Data collation and analysis Phase 6 (Early 2013) Review, question and action. Disseminate research findings to interested parties.3. Data CollectionAccording to Mills, the importance of data collection is to challenge yourself to explore every manageable angle to try to find patterns and seek out new understanding among the data (2006 122). The selection of data collection met hods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accurate representation of the reality under study. boldness equals to the essential truthfulness of the data an assertion that the data collected in truth measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data collection to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was principally qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited valued enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design check overs and collect and analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add grandeur to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning glare response rates. Generally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 30% (SurveyMonkey, 2012).5. ObservationThe observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be aimd by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about musicians attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specific questions to discuss, but allows for some tractableness on the respondents behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample size of it and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pupils, who will be identified as appropriate for participation via the researchers own knowledge of the pupils indoors the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the number of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger &038 Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf prime concern to any researcher, are the estimable considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promotes the aims of research prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact dilate of the researcher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants right to recall to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission from parents.To modify or extend this essay or to get pricing on a custom essay Contact Us TodayIn a utterance work, holding the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants therefore the interviews and Engagement Profiles will be anonymised and appoint codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information.ReferencesBean, I. (2012) A helping hand. SEN Magazine, February 2012. uncommitted at https//www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012).Boote, D.N. &038 Beile, P. (2005). Scholars before researchers On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6) 3 15. Carpenter, B., Egerton, J., Brooks, T.&038 Durdle , R. (2011). Engagement in Learning. for sale at http//www.education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learningkey approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012).Condie, R., Munro, B., Seagraves, L. &038 Kenesson, S. (2007). The impact of ICT in schools a landscape review. Becta.Cunningham, J. (2010). Profound education learning and PMLD. SEN magazine, January 2010. Available at http//www.senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012)Davis, P. &038 Florian , L. (2004). Teaching strategies and approaches for pupils with special educational needs A scoping study. Department for Education and Skills. Available at http//www.education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (Accessed 03.08 2012).Department of education and early childhood development. (2010). iPads in special education. Available at http//www.ipadsforeducation.vic.au (accessed 05.08.2012).Department for Education and Skills (2004). Research Report Number 578 inclusion body and Pupil Achievement. DfES Publications, Nottingham.Florian, L. &038 Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. clear(p) University Press.Foyle, A. (2012). Switched on to education. SEN magazine, January 2012. Available at http//www.senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (access ed 29.08.2012)Hannan, A. (2007). Interviews in education research (online) University of Plymouth. Available at http//www.edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed 03.08.2012).Healy, D., &038 Noonan Walsh, P. (2007). 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