An investigation into the use of I.C.T. in teaching and learning In special schools in Munster

We live in an ever increasingly technologically dependent world. It is essential therefore that our young people are educated to appreciate the uses and the potential of I.C.T. in enhancing all our lives. This investigation looks at the use of I.C.T. in special schools in Munster, examining teacher‘s attitudes towards I.C.T. and how they already implement I.C.T. in their classrooms today. It also sets out to find what, if any, barriers are now in place which prevent or hinder that use. Thirty-three special schools were identified in Munster and all teachers in these schools were sent a postal questionnaire. Two teachers were observed using I.C.T. in their classes and two interviews were conducted with teachers in special schools. The resulting data were then gathered together and examined. The investigation identified a number of barriers to the successful implementation of I.C.T. in teaching and learning which exist in our special schools, namely: inadequate teacher training in the area of I.C.T.; inadequate resources appropriate to learners with S.E.N.; access to professional support in the area of assistive technology; access to professional support in the form of National I.T. & Special Needs Advisory Service and the Regional I.C.T. Advisory Service; inadequate technical support; inadequate funding for special schools. This study suggest that special schools should be looked at in a different light to mainstream schools when it comes to resourcing as the needs of a special school are more diverse and specialised, therefore needing a more individualised approach to resourcing. It would also suggest that special schools should be afforded specialised training within their own schools so the best possible outcome can be achieved for learners with S.E.N.