Time for digital inclusion at scale

The data collected in this phase of the study consists of three focus groups and one semi structured interview. Focus groups were conducted across three schools and were attended by 11 participants made up in each school of a combination of Upper Key Stage 2 teachers, teaching assistants and in one school a deputy head teacher. Chosen schools were from one multi academy trust (MAT) and were representative of an inner city school, urban school and a school in a rural location. An additional semi structured interview was conducted with the learning and development director of the MAT to explore teacher responses in more depth regarding the wider school context and environment in relation to teachers’ professional development and centralised curriculum planning needs. During focus group conversations teachers repeatedly referred to school curriculum and information related to supporting their needs being centrally planned and controlled and therefore did not always feel they could make an...

 Explain study: Rationale for school to address retrofit  Lit rev for curriculum components and explore teaching current practices and teachers knowledge. Also looking at learning age to introduce topic. Outcome was an exploratory study of 3 phases: Scoping review of school teachers knowledge - and this identified gaps in subject matter knowledge and little pedagogical experiences (teaching of it/being taught about it) - led to putting specific support mechanisms in place to be able to discuss the teaching of it - these were an e-learning course to offer teachers some baseline learning in the components identified from the lit review- ENABED handout you were given. Also a pedagogical guide matrix table CoRe to identify and discuss elements of pedagogical practice e.g. structured conversations using PCKg 4 areas.- handouts of findings. My research questions are; Prior knowledge and experience of school teachers (literature only really explores HE for the teaching of DA Identify...

Subject matter knowledge  PCK-S Disabilities  Accessibility  Anticipatory design  Digital accessibility barriers and content evaluation  Legal context and guidance frameworks  Digital skills  Pedagogical knowledge  PCK-P Identifying classroom and curriculum opportunities  Pedagogical approaches Wider learning connections  Using and identifying suitable resources  Learner knowledge  PCK-L Learner response  Learner capability  Wider school context  PCK-W Logistics and capacity  Curriculum guidance  Knowledgeable others and collaboration  List of codes: Pupils in class Own experiences  Training SEND accommodations Accessible by design  Barrier identification  Checkers and ally tools Equality act Web regs Technical guidelines  Bitesize  General IT skills  Device settings  Content creation  Replace swap out Unit reframe Integration  App PSHE curriculum  ...

 Be as descriptive in your answers as possible  Questions: Subject matter knowledge  Pedagogical knowledge and experience Learner knowledge  Wider school context Support needs 1: Subject matter 1, What disability or assistive technology training do teachers get to be able to meet a diverse set of SEND needs? What is their current knowledge and how far does it extend? 1, What is the current knowledge and training related to UDL, the social model of disability and the Equality Act? 1, What knowledge do teachers have about assistive technologies such as switches, speech navigation, mouse alternatives? 1, Assistive technologies can support SEND learners, but what do teachers know about making learning materials more accessible? Who might have this knowledge in schools? 1, How would you describe teachers general IT and digital skills? 1, How would you describe teachers current skills related to making content accessible e.g. SCULPT, would they know how to identify or crea...

 Dis/Proff support toolkit - Proff dev/ped/wider infrastructure guidance and support- something to present to schools  Teachers/academy leads - using this toolkit how could that work and be implemented in practice Where schools and teachers are now How dis Proff could support future implementation and any gaps Present back to teachers/MAT leads a model to refine Coproduction of knowledge and input between teachers, diss and Proff  Discussion: Implications of findings - where school teachers are now and the potential for inclusion on the curriculum- answer research sub question part a Support needs of teachers part b - and findings to take forward to stakeholder focus groups  What would Proff/dis like kids to know - how might that impact their lived experience- how might it impact future industry practices. Findings table for final FGs: colour code Literature rev findings / Teacher knowledge /curriculum ideas / support needs / stakeholders proposed supporting input/ P...

 The preliminary teacher questionnaire identified that subject matter knowledge maybe lacking, therefore an e-learning package was developed to underpin basic awareness and understanding of the core components of DA awareness as identified in the literature review. The e-learning provided knowledge in relation to ENABLED. In addition, as the questionnaire exposed most UKS2 teachers lacked any classroom teaching experience related to DA, focus group discussion topics were scaffolded by the use of the core matrix, a means for teachers to identify pedagogical content knowledge in relation to teaching the subject matter of DA. Transcripts and notes made on the matrix document during discussions have been used to draw up matrix profiles for each school (Appendix 1-3) and then combined to illustrate the collective findings of the teacher focus groups: Matrix table. Taking each aspect of PCKg the findings of the initial teacher focus groups are now presented in turn. The chapter will then...