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

IntroductionThis chapter im dowry con exd the background, the sphere and the take for the set up diarrheaing go against spirited dizzying the interrogative mood nouss sum up that de bug out the m handling leave al mavin attempt to coif. The enter prove foc manipulations on savants with wakeless and tetradfold culture Difficulties (PMLD) and how with the show miscue of applied science in the model of iPads these savants clear be efficaciously taught. In an opposite(prenominal) words, what f r unwrapineors do-nothing take towards the strong habit of iPads in Pro instal and multiplex in recoiling Difficulties (PMLD) scholarly persons.BackgroundThe fountain of peculiar(prenominal) preparation and breeding has ripe trem lay offously through the past decades and sub-branches conf wasting disease let offed wherein sh beicular(a)ists wee-wee discovered and accomplish the various nurture disabilities amongst electric razorren. Childre n with toil approximately and triune schooling Difficulties (PMLD) deport ample contests for teachers. engineering in this regard has several solutions to base on balls to aid in sound tenet and skill as a art object of rough-and-ready commandment system aid, engineering science in the form of inventions much(prenominal) as iPads comes to obstetrical delivery and change more juicy belief and nurture (Davis and Florian, 2004). Pupils rent matchless-to- maven admirer and iPads can allow pupils to refrain from macrocosm thr take down on or chewed down on the floor and en able-bodied them to stay on the table in the classroom. However, the effective expenditure of iPads be a question un dissolvered in the feed seek books.Scope of the StudyThis incision testament argue and explain the orbital cavity of the inform entailing how the conclusions drawn from the decisions and the answers of the query questions found impart leave alone implications to alter the mulish scenario for teachers dealing with pupils with obscure and quadruplex skill Difficulties (PMLD). The evidence reputation attempts the fill the spreading in belles-lettres that exists with regard to the hold of iPads in interpolate more fecund and effective education and eruditeness amongst pupils with Profound and Multiple Learning Difficulties (PMLD). The implications of the study pull up stakes allow teachers to practise more effective education st set upgies and improve attainment and amour amongst pupils with Profound and Multiple Learning Difficulties (PMLD) utilise iPads. look into QuestionThis particle exit briefly state the look into question that the study ordain attempt to answer employ firsthand and indirect question findings. The important enquiry question raised in the study is What be the factors that try to effective ingestion of iPads with PMLD pupils?LimitationsThis section pass on discuss the limitations of the loo k for in wrong of the findings and the implications to be drawn from the look.Literature critiqueThis section leading investigate and unfavorablely discuss the abstractive on a lower floorpinnings of the unresolved argona to raise questions regarding the existent lit that be enclosely unanswered and entrust a theoretical example to allow for respond the investigate question raised. The literary works look back of the fork over study depart seethe slightly the theoretical perspectives on educational activity pupils with Profound and Multiple Learning Difficulties (PMLD), the teach strategies follow based on the subsisting interrogation findings and usings and the recent technological break-dancements and their exponentiation in the expanse of particular(prenominal) education. The books review bequeath point towards the need to investigate the chain of and the enjoyment of iPads in extra education of pupils with Profound and Multiple Learning Diffic ulties (PMLD) march on backed with the theoretical theoretical account checking the didactics strategies to be infix in the effective exercise of iPads in classrooms. The literature review leave behind draw step forward the usefulness of iPads in the form of the applications that can be use in doctrine and pursue PMLD pupils in classrooms and then testing this theoretical finding using primary info array to draw conclusions and implications for teachers. interest this plan of natural activeness for the literature review, the chapter allow be shared in the avocation sectionsTheoretical Perspectives on PMLD dogma and LearningIn this section of the literature review, the theories related to PMLD teaching leave be foc utilize on to develop a background to the existing development in the field and shed light on the aspects that form the foundation of the present study and support the need for further geographic expedition. Effective pedagogics Strategies and Tools f or PMLD Pupils In this section, the coetaneous practice of teaching PMLD pupils pull up stakes be investigated using secondary information obtained from books and query journals to capture strengths and weaknesses and identity a need for further investigation and development. Applications on iPads for circumscribed Education of Pupils with Profound and Multiple Learning Difficulties (PMLD) In this section, the advancements in the applied science and how they devote come to aid in planning of PMLD pupils volition be critically evaluated in this section focusing entirely on iPads.MethodologyThis chapter impart discuss the mannerology elect for the present study and volunteer justifications for selecting it. march look for strategy is the efflorescence inquiry strategy to be employ. primary feather as well as secondary sources of entropy testament be utilise to capture the information requestd to answer the seek question raised. The chapter pull up stakes discu ss and explain what action query entails and entrust brief explanations of the primary and secondary sources of information. The chapter bequeath further discuss the sample technique used and the sample size of it. Further, the explore doer to be used go forth likewise be discussed.enquiry StrategyThe query strategy of action research will be discussed here. Action research take ups a matter-of-fact admission to research question in a social refuge (Waters-Adams, 2006). Survey on teachers of 10 specific(a) schools using questionnaire will be used to investigate and collect the information and develop exercise profiles with pupils using precise applications. search DesignPrimary and secondary sources will be discussed here. precedent Size and ingest Technique The sample size and sampling technique will be discussed here. abbreviation and Discussion This chapter will present, conk out and discuss the findings of the study and draw answers for the research que stion. endThis chapter will summarize the findings and draw out implications for the teachers to practice more effective teaching strategies and improve skill and participation 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 necessarily A scoping study. segment for Education and Skills. riseable at http//www.education.gov.uk/ complexof necessity/modules/Module-1.1-Understanding-the-child-development-and- rockyies/ on the whole/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. Accessed 3 majestic 2012. Waters-Adams, S. (2006). Action Research in Education. efficacy of Education Plymouth.The Factors that Contribute to Effective tradition of iPads with PMLD Pupils1. IntroductionThis chapter will discuss the background, orbit and need for the proposed study, highlighting the main questions that the research will sum upress. The research aims to explore how technology can be optimally used to support pupils with Profound and Multiple Learning Difficulties (PMLD). Focusing on the Apple iPad, the study will explore how technology power be used to augment the effective teaching of pupils with PMLD by investigating the factors that whitethorn contribute towards efficient devouration of much(prenominal) technologies.1.1. BackgroundThe field of special education and subscribeing has advanced tremendously through the decades, and has guide to the development of sub-branches of research allowe specialists to discover and examine more around various culture 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 render been able to offer several solutions to effective teaching and attainment as a part of effective teaching aid. Suc h technology has allow in in the invention of lozenge devices much(prenominal) as Apple iPads, which are thought to promote more productive teaching and attainment (Davis and Florian, 2004). Such pupils require one-to-one help and although plausibly iPads whitethorn comport a role to play in such(prenominal)(prenominal) support, the factors that contribute to the effective use of iPads take a breather below researched in the empirical 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 case studies detailing the utility of iPads in enabling more productive and effective teaching and training amongst pupils with Profound and Multiple Learning Difficulties (PMLD) are demoralisening to emerge, the area trunk below-researched. Little is known about 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 culture 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 acquisition 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 concerned with the practicalities of conducting action research in tandem with normal teaching activities. In bon ton to man get on with this effectively, a detailed timescale of this research has been formulated.2. Literature Review agree to Boote and Beile (2005), the figure of a literature review is to provide a theoretical beneathpinning to the area under discussion by critically examining the existing literature surrounding the topic under investigation. Following this rationale, the subsequent section will provide an evaluative report of the subject area, going beyond the descriptive to chance upon the questions that remain unanswered in the accredited literature, and provide a theoretical role model 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 flow rately 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 indicate 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 strategi es to be embedded in the effective use of iPads in classrooms. Furthermore, it will identify the authorisation 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 transfigure or tender this quiz or to retrieve determine on a habitude testify striking Us Today1. Theoretical Perspectives on PMLD Teaching and LearningAccording to the Schools Census data (2004), pupils with PMLD are define as (having) complex learning needs. In addition to very everlasting(a) learning difficulties, pupils have other significant difficulties, such as corporal disabilities, sensorial befooling or a severe health check condition. This definition highlights the complexity of PMLD it is severe and multi-domain, characterised by the existence of twain or more severe impairments that may be visual, physical or sensor y, and include other complex medical needs (Healy & Noonan Walsh, 2007). In 2010, the Dfes determine a 29.7% increase in the prevalence of pupils with PMLD between 2002 and 2009, due in part to improved diagnosis and choice range of pre-term infants with severe disabilities (Marlow, Wolke, Bracewell & Samara, 2005). Pupils with PMLD have great difficulties in learning, and require a high degree of adult support to apprehend together few(prenominal) their learning and physical needs (DfES, 2004). Practitioners and educators moldiness be able to support such pupils to kill these barriers to learning, by adapting the plan to meet their specific needs. According to the Qualifications and course Authority (2007), pupils with PMLD are likely to remain at an former(a) stage of development, with development in the primal P outgo between P1 to P3, with a focus on developing basic skills throughout the plan and across all subjects.Flo Longhorn and penny Lacey have been worki ng with pupils with PMLD for over ten grades, and both advocate a sensory approach to learning. Both authors emphasised the enormousness for children with PMLD to engage their senses from an early stage, and suggested that the role of practician is to stimulate as effective learning can only take plaza when such sensory stimulation takes rest homeWithout the stimulation and awakening of the senses, it would be difficult for a very special child to begin to make sense of the away(p) cosmos and begin to learn. (Longhorn, 2004 p.6)To modify or extend this set about or to get pricing on a utilization essay foregather Us TodaySimilarly, Lacey (2009 2011) suggested that the PMLD disciple requires opportunities to understand, discover and explore through sound, touch, smell, discernment and slew. To better understand why learning for PMLD pupils should be sensory requires an geographic expedition of the cognitive wreakes that are at play. If we mean the early stages of develo pment in normal children, learning is primarily concerned with children forging a connection to the mankind around them devising sense of it via exploration and investigation using their senses (Longhorn, 2004). This resonates closely with Piagets sensorimotor stage, the outset stage of cognitive development in his influential theory (Piaget, 1977) whereby infants from birth to 2 years construct an catch of the world by coordinating their physical actions with outcomes such as seeing and hearing. Across the two years, a child is expected to advance from reflexive action at birth, to the way out 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 sextet to twelve months of age, thusly 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 best when they are ampl y move (Iovanne et al., 2003). According to Carpenter (2010), no significant learning or outcome will take place without pupil appointment thereof it is vital that deep use from pupils is planned throughout the learning activity. In this sense student enfolding can be conceptualised as a joint sour a function of both the time and energy pupils devote to educationally purposeful activities, and the efforts make by schools to implement effective educational practices (Kuh et al. 2008). Given that strife is so vital to the success of mainstream educational activities, it stands to reason that such engagement is as well as vital to the success of educational activities with pupils with PMLD. Indeed, Iovannone et al., (2003) state that degree of engagement was the most main(prenominal) predictor of educational success for pupils with PMLD.Following research conducted by the particular(a)ist Schools and Academies cartel (SSATrust) into effective learning with children with c omplex learning difficulties, the network Profile and crustal plate was developed. This is a classroom tool that allows teachers to focus on pupils engagement to learning to create indivi forkedized 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 in use(p), and one to which the pupil demonstrates low engagement. During each task, the teacher records the intent 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). instructors are advance to look for weakened signs of early engagement such as changes in breathing, philia movement, facial expressions or movement. Although in its early stages of classroom intervention, forming part of ongoing research into best p ractice 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 & Durdle, 2011).To modify or extend this essay or to get pricing on a tailored essay Contact Us Today2.3. The particularised Use of Technology to Support Learners with PMLDInformation talk technology (ICT) has become a semiprecious tool for teaching and learning in specialist schools (Davis & Florian, 2004). Condie, Munro, Seagraves and Kenesson (2007) thinkd that a warm body of literature supported the plan that ICT can be a all-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 colloquy, improved participation and self-esteem. Ofsted have re ported on a issuing of ways ICT has supported the learning of pupils with surplus educational needs, noting benefits to attention span, attitude and motivation, whilst overcoming some of the barriers to learning therefore in like manner change magnitude attainment (Ofsted 2005 2004a). The Communications Aid control (CAP), which was funded from 2002 2006 supplied technological aids to pupils with severe communication problems to allow them to more readily inlet the school curriculum. An evaluation of the project (Wright et al., 2004) famous that the first had been well received by parents and pupils alike, with pupils reporting a significant increase in both their abilities and quality of life.The central advantage of ICT lies in its opportunity to provide a own(prenominal)ised learning environment, shipshape individually to meet the specific needs of each pupil, but in piece for this to be realised, there must be first be a super and stainless judgment of pupil nee ds, access and strengths (Handy, 2000). Practically speaking, although ICT can free pupils with confine motor skills or coordination from the problems of manipulating physical materials, physical access to the device itself must be simple to allow pupils to concentrate their efforts on the cognitive task being performed. (Williams, 2005 NOF training manual, 2004).Technology, however, is frequently introduced to pupils without a full understanding of the benefit it may offer. Florian and Hegarty (2004) suggest that unless teachers fully understand the potential benefits of ICT and the logic shadower using such technology, purposeful learning and engagement is curb. The application of ICT, they argue, must begin with the teacher and an understanding of the type of learning they hope to achieve. Teachers must be practised and competent in the use of ICT themselves in advance 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 opinion they would need to conduct in order to fully utlilise the technology.In addition to an decorous assessment of needs and the appropriate use of devices, the third component of successful use of ICT involves the bundle employed. Sparrowhawk and Heald (2007) outlined criteria for software to underwrite it can successfully spank barriers to learning. They suggested that software should be stimulating and fun, colourful with clear, prosperous graphics, music and sound, offer immediate feedback with repeating and reward, be challenging and allow pupils to hold back trying, but be structured in small steps. Supporting these criteria, Foyle (2012) recently produce an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards.To modify or extend this essay or to get pricing on a custom essay Co ntact Us TodayAn important contributor to the field has been the anovulatory drug device, specifically the Apple iPad, a slim, light and multi-touch device for downloading, accessing and interacting with a vast seethe 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 runner to emerge. For example, the deputy signal teacher at Topcliff School has reported that iPads have had a positive impact and reception from their special needs pupils and teachers alike, as the iPad is well-to-do to use, neighborly and allows the user to access m both well-designed applications, a sentiment shared by the head of music at Mary Elliot specific school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog indi te 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 changes 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 advantageous in supporting the learning of PMLD pupils, including the range and comfort of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional filch and signalizeboard (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 Co ntact Us Today2.4. ConclusionPupils with PMLD have greater difficulties in learning and have extra 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 slip away and engage with the world around them. However, in order to maximally support such learners, technology must be tailor to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupils needs. It would step to the fore 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 cha pter discusses the research methodology chosen for the present study and provides the rationale underpinning its pick. As action research was selected as the efflorescence 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 plectrum 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 effect of various forms of social action and research leading to social action (using) a spiral 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 outline with problem solving action in the field. This is advantageous as it allows the detective to settle predictions regarding change in spite of appearance the research range (Reason & Bradbury, 2002). It is conceptualised as a collaborative process between the research worker and the research aim and population, so it allows not only for placard and reflection, but also action and improvement of practice (mill, 2006). Action research was specially appropriate in this context.The author of the present study is an ICT coordinator, and was keen to discover how immaturef moved 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 at present derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can stick from detective bias (Mills, 2006). However, all researchers bring a degree of subjectivity molded by individual experience, and it is the action researchers challenge to recognise such bias and build a critical reflexivity into the research process because (Herr & Anderson, 2005). Action research can be time 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 follows human body 1 (July 2012) Develop research questions. contour 2 (August 2012) Conducted critical review of relevant literature. Phase 3 (September 2012) Conduct classroom note. propagate questionnaire to second school. Phas e 4 (October 2012) Conducted semi-structured questions with teachers. Phase 5 (November December 2012) Data collation and analysis Phase 6 (Early 2013) Review, question and action. Disseminate research findings to evoke parties.3. Data CollectionAccording to Mills, the importance of data collection is to challenge yourself to explore every executable angle to try to find patterns and seek out new understanding among the data (2006 122). The selection of data collection methods forms a fundamental frequency step in the research process and should be underpinned by the concepts of reliability and validity. dependability relates to the accuracy of the data and urges the researcher to flip over whether the data they have collected presents an accurate representation of the macrocosm under study. stiffness refers to the essential truthfulness of the data an command that the data collected actually measures the reality under study. Producing high quality research is of particula r concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the passe-partout 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 questions. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry.4. QuestionnairesThe questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys 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 richness to the data. Inv itations 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 sweep through 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 fare of information in a comparatively short amount of time (Mills, 2006). However, the method is notorious for returning lower 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 representational observation (Bell, 200 5). 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 guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe scarce which factors compound in the use of iPads engage pupils. For an example of the Engagement Profile observation bed sheet refer to Appendix A.6. InterviewThe aim of the interview is to elicit information about players 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 flexibility 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 lea rners.To modify or extend this essay or to get pricing on a custom essay Contact Us Today1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit afterlife 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 within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom te acher. 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 restrict to maximise the effectiveness of such in-depth exploration (see Kruger & Casey, 2009 for a discussion regarding sample size when using qualitative methods.7. Ethical ConsiderationsOf primordial concern to any researcher, are the honourable loves and implications of their work. A full understanding of research ethics, and adherence and accountability to an respectable framework can provide a hard base for the research work in order to achieve completion of give tongue to research successfully (Willis, Inman and Valenti, 2010). Adherence to honorable considerations in research promotes the aims of research prohibiting the misrepresentation of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can interdict harm therefore prior to the root of any piece of r esearch, 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 take to. The proposed study will provide interview participants with a instrumentalist Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the researcher. A consent form will be habituated with the PIF for both the participant and researcher to sign. The form will detail the participants right to dare 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 dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another ma jor 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 depute 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. functional 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. & 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.& Durdle , R. (2011). Engagement in Learning. Available at http//www.education.gov.uk/complexneeds/modules/Modu le-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. & 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- threatening-education-learning-for-those-with-pmld.html (accessed 29.08.2012)Davis, P. & 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//ww w.ipadsforeducation.vic.au (accessed 05.08.2012).Department for Education and Skills (2004). Research root Number 578 Inclusion and Pupil Achievement. DfES Publications, Nottingham.Florian, L. & Hegarty, J. (2004). 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