Student learning outcomes

Accessibility and the impact on student learning outcomes

At the Sir Eric Woodward School (SEWS) teaching and learning is personalised to accommodate the needs of students with physical and intellectual disabilities, complex health conditions, high support needs, sensory impairment and/or autism spectrum disorder. 

Integrating digital programs into the school means that the students could engage with learning in ways not previously imagined. For some of the students it even means finding their voice for the very first time. This was achieved through using programs such as Eye Gaze and Canva to create interactive books for non-verbal students. Students could use pre-recorded sounds and pictures to independently learn with the story, something they might not have been able to accomplish without these digital tools.

With a focus on accessibility tools, such as Eye Gaze, Speech to Text, BigBlu Keyboard and so many more, allows for students to increase their learning ability and achieve individual learning programs due to them having greater access to the curriculum. These tools also allow for autonomy and independence which encourages lifelong learnings. For some students the accessibility tools and programs allow them to communicate in ways that they can’t elsewhere, allowing for positive interactions and outcomes.

Communication devices are made available for both face-to-face and distance education students. This allows for the students enrolled in distance education to still be able to partake in some classes with the students that are F2F. The school has found that through increased student participation, students have shown improved confidence sally and emotionally, with a direct decrease in anxiety.

SEWS even has access to an onsite therapy dog – Ziggy! Ziggy attends the weekly distance education social club, and despite the distance Ziggy can interact online with the students by using the red BIGmack switch. With a pre-recorded message or sounds, it is activated by touch. Ziggy can greet students, introduce the topic of the week and participate in conversations as well as the social club – all through a verbal cue.

Ziggy’s presence in the classroom and in distance education immediately lifts the engagement of the students as well as improves their wellbeing. The continuous social interaction builds the students confidence and development for overwhelmingly positive learning outcomes.

Code Jumper has been another digital tool that classes at SEWS have been able to see fantastic results with. This was trialed in a high-needs class, for French, music, maths and technology subject areas. This kit has meant that students have found the ability for independent learning that otherwise would not be possible. Easy to use, clear direction, and visual prompts also allowed for collaborative sharing between students and meaningful engagement and participation.

This trial was nothing short of a success and the potential possibilities that Code Jumper can bring into schools for any students with special needs is endless

Listen to Kiri’s presentation to hear more about the digital successes of improved accessibility and assistive technologies in the school.