AT for children with learning difficulties

Creating pathways of opportunity from the classroom to the boardroom

Introduction

In schools, children with special education needs and disabilities are too often penalised by systems designed for their non-disabled and neurotypical classmates.

Without proper support, and through no fault of their own, large numbers of these young people are leaving education without qualifications and without the self-confidence they need to succeed in employment and adulthood. In light of this, it is no coincidence that in the UK 60-70% of the prison population is neurodivergent.

My Company, Microlink promotes the use of Assistive Technology (AT) in mainstream classrooms. We understand, from 30 years of providing AT to the disabled, the power it has to reduce their day-to-day barriers.

By introducing AT into schools, we can create a more level playing field for neuro-diverse learners with difficulties around, for example, communication, numeracy and literacy. This frees educators to develop students’ diverse talents, help them flourish and build up their self-confidence for life at school and beyond.

The Wider Picture

One in 10 children worldwide live with disabilities

According to UNICEF, in 2021 “nearly 240 million children worldwide, or one in 10, live with disabilities and experience deprivation in indicators such as health, education and protection”. (UN News, Nov 2021)

From the judgements of more extreme societies to the underlying, suptler discrimination of “advanced” cultures, disability has long been a problem for educators.

Young persons with disabilities are more likely to miss out on school than other children. Globally, approximately one in three out-of-school children have a disability.

Taking extremes to their extreme, less than 10% of disabled African children enjoy a primary education.

And without an education, most young people's prospects of security, fulfilment and happiness are undermined.

Within this huge demographic, my project addresses disabled children in UK education and how awareness of the issues facing them and some of the best solutions can be fostered amongst the educational establishment and the children’s parents.

Whatever solutions are adopted though, no organisation can sustainably afford to venture far beyond what are legally termed “reasonable adjustments”, as enshrined in the Equality Act 2010. (Lesley Mifsud, “The Headteacher”, 2019)

Our strategy aims though to encourage “the system” to pursue the best realistically achievable outcomes for children rather than those designed to meet the Laws minimum standards.

Common Learning Difficulties

These key conditions and their solutions would be addressed first in my development of the Live project.

Dyslexia

Though the range of symptoms is very large, these are most commonly found.

Repositioning of letters
Poor reading comprehension
Difficulty with grammar and new vocabulary
Visual processing manifesting, for example, with difficulty in understanding directions and spatial confusion at night (BDA, 2096)

Dyscalculia

Measuring time and space is often a problem
Understanding how to go about solving mathematical problems
Difficulty in following the correct sequences of procedures
Basic counting and number grouping is not easy. (Dyslexia Association 2016)

ADHD

Fidgetty
Poor memory and organisational skills
Poor powers of sustained concentration
Often demotivated
Rapid changes in mood and unpredictable emotions (Mayo Clinic 2019)

Dyspraxia

Dyspraxia generally manifests as poor hand-eye coordination and affects people in unique rather than predictable ways.

That said, a poor sense of balance is very common. (Pietrangelo, 2019)

Dysgraphia

Untidy handwriting
Slow writing speeds
Holding pens and pencils in abnormal ways
Poor grammar and sentence structure

A tendency to speak words aloud when writing (Miller, 2016)

Campaign Objectives

Given those budgetary strains, however, my approach is to offer a one-stop shop that informs parents, teachers and children about the benefits and affordability of AT, without overwhelming them. It aims to:

Maximise financial budgets
Detail purchasing strategies for both families and Schools
Promote awareness of the issues & solutions, especially through the development of storytelling
Focus on practical, individually-tailored solutions
Explain jargon in easy to understand, real-life, examples
Provide effective product training by utilising Microlink’s expertise in remote software training
Monetise aspects its service such as training and product supply and installation (where needed).
Offering other elements at zero cost, such as free 1:1 interviews with AT experts, cost-benefit analysis and best-purchasing strategies, free subscription service and a mixture of free and pay-per-view webinars.

Facts & Figures from a (still) Wealthy Country

What are the issues that young disabled people face in UK education?

“Dry” statistics can leave us underwhelmed. Two graphs from the Office for National Statistics (2019) nevertheless help to illustrate the extent of the problems disabled children face in UK schools.

In the first chart, failure for disabled people appears markedly toward the lower and higher ends of the academic spectrum. Both these stages of their educational lives are revealed as potential “forks in the road” of a life, where failure has perhaps its most far-reaching effects.

The second graph goes some way to communicating the wider extent of the conditions themselves and the impact they have upon young peoples’ success in education before and beyond comprehensive education.

It clearly shows that those with “learning difficulties” account for a disproportionate number of educational failures.

But where the statistics end, our human story will begin…

Sasha & Ali

A story woven into the fabric of a Transmedia campaign

Through my work at Microlink, I am familiar with effective AT.

Whilst it is necessary to describe some of those products in detail for this Trans-Media campaign, I have chosen to personalise their application and relevance primarily through the eyes of two young families and their childrens’ teachers.

By helping to broaden an often 2-Dimensional technical monologue with a realistic human narrative, it is hoped that the key message of the work will better engage peoples’ imaginations and affect change.

The story will appear in regular instalments. Using Social Media platforms, a website and videos, each part of the emerging narrative will end with an interesting development or turn of events to encourage the audience’s further participation.

Story

The children - Sasha and Ali - are both 9 years old and pupils at a Junior School in Hampshire. They and their parents are friends and neighbours - both children having known each other since they were babies.

Ali was positively assessed a couple of years ago for dyslexia - a word he’d never heard of til then, and one that even now he has difficulty in spelling unaided.

Sasha meanwhile has inherited a degenerative eye condition from her mother and struggles with a blurred and narrowing field of vision.

The difficulties that both experience in School has, if anything, brought them even closer together. They are surely “Soul Mates”. Yet Ali has lost some of the vivacity he had when younger.

The other children in the class think he’s slow-witted because of his poor literacy and the way he struggles to follow the Teacher’s instructions. Several of the boys are giving him a hard time.

The children - Sasha and Ali - are both 9 years old and pupils at a Junior School in Hampshire. They and their parents are friends and neighbours - both children have known each other since they were babies.

Ali was positively assessed a couple of years ago for dyslexia - a word he’d never heard of till then, and one that even now he has difficulty in spelling unaided.

Sasha meanwhile has inherited a degenerative eye condition from her mother and struggles with a blurred and narrowing field of vision.

The difficulties that both experiences in School have, if anything, brought them even closer together. They are sure “Soul Mates”. Yet Ali has lost some of the vivacity he had when younger.

The other children in the class think he’s slow-witted because of his poor literacy and the way he struggles to follow the Teacher’s instructions. Several of the boys are giving him a hard time.

His verbal fluency remains - and he still entertains Sasha with his clever stories and observations - but his confidence in the widening world has diminished and the future seems to become darker for him as time goes by.

Each of them has an above average intelligence, yet Sasha is especially bright. Although there are some occasional snide remarks about her having to squint at the whiteboard (even though her teacher has seated her at the front of the room) her disability is more easily recognised and understood by her classmates than Ali’s “hidden” dyslexia - and no one could ever accuse her of being dim, as she often helps them with their homework.

One day though, concerned at the youngsters' increasing difficulties, Mehrnoosh decides to investigate AT and along the way discovers my website. The solutions that subsequently emerge from their engagement with my website (and through it the 1:1 interviews and training sessions) transform both children’s experiences in and out of school.

So impressed with the results were they that Mehrnoosh and Sasha’s mother( Rose) - decide to join the school’s PTA, with an agenda to help persuade the rather “prickly” Mrs Harman (the Head Mistress) to embrace the technologies now available on behalf of the children in her school who are suffering from disabilities and learning difficulties.

Their arguments, as well as their own children’s experiences, will, in the end, break through her initially dogged resistance, as the costs are shown to be within the scope of “realistic adjustments” and the life benefits for the young people in her care too significant to be ignored any longer.

Mrs Harman finally persuaded to “see the light”, embraces the technology that previously she had feared for its range and complexity. Given the human angle and well-explained, accurately costed advice, she now has the confidence she once lacked to move forward and improve the opportunities for her pupils’.

Delving Deeper

Support for Ali & Sasha as examples of what AT can really do

Dyslexia manifests itself in many ways - in Ali’s case words seem to move around on the page, with a life of their own, like figures in a game of Hide & Seek. The Headmistress’s deputy, Miss Milne - their teacher - prefers to give her instructions verbally rather than using the whiteboard.

Furthermore, she tends to avoid 1:1 engagement in favour of addressing the pupils as a whole. Whilst this does not negatively impact on Sasha, he finds that approach difficult to follow and tends to cover up his lack of understanding by re-interpreting the messages in his own way.

When Rose and Mehrnoosh researched solutions for Ali they reached first my Website and through it my Social Media Postings. Encouraged by the condition-specific, practical information contained in them, they moved on to participation in my Webinars before eventually “taking the controls” for themselves and taking part in remote training sessions in which they and Ali had the opportunity to interact with the relevant software.

The Transmedia campaign will contain up to date, costed solutions for Microlink’s (and others’) best value for money software & equipment both for individual purchases as well as for institutional ones.

In Ali’s case for example a combination of Mind-Mapping software ………..and TextHelp’s “Read & Write Gold”…………….were the best all-round fit for him.

In Sasha’s case an iPad………..and ZoomText. ………………proved the key technological resources for her.

During classes Sasha lent her iPad to Ali to enable him to video the lessons and work back through Miss Milne’s instructions.

Website

This, for most people, will be where they begin their journey through my campaign to the positive outcomes that await them.

The central message in its landing page will be:

That real, practical help is available for (their) disabled children, including an overview of the typical issues faced by them.
Our experts advice is available free of charge through 1 to 1 online interviews. where the child’s specific conditions and issues are central to the solution, rather than the dispensing of “lazy”, generic pointers.
That their advice will determine which solutions will work best and provide a range of purchasing options designed to offer best value for money for both private and institutional buyers Wherever possible options to purchase technologies through charity organisations will be promoted.
Publicise our remote product training sessions and Webinars.
Encourage them to watch our regular Social Media posts.

Selected Network for Parents

Social Media

The target audience for this campaign are parents, teachers and children. The children will be of primary and secondary school age

Consideration has been given to which platforms would best suit each of those demographics.

(Social Media Templates Rectangle Size)

(Social Media Templates Square Size)

Selected Network for Educators

LinkedIn markets itself as “the world’s largest professional network” with over 740 Million users as of March 2019 with a healthy 43% of global users being women (Statista, 2019)

This is relevant, given that in 2019 over three-quarters of UK teachers were women. Furthermore, although only two-thirds of Head Teachers were women this is still an impressive tally.(“Missing from English Schools”, 2021)

As I am trying, ultimately, to reach Senior educators whose power to approve AT purchases is critical for many children of low-earning parents, that a quarter of all LinkedIn users are senior-level influencers is also a key statistic.

Avocado Social, 2021)

The sheer scale of Facebook’s user numbers alone - especially amongst the mature/parental age bracket of 35-44 years - makes this a great network for reaching children’s mums and dads.

51.3 million people in the UK were Facebook users at the end of 2021.

The Facebook growth rate has exceeded all expectations by reaching Statista’s predicted number of Facebook monthly active users for 2026, at the beginning of 2021. (Statista2021)

Furthermore, the “Metaverse” of Facebook’s parent company, which includes WhatsApp, Instagram and YouTube further extends its coverage - and hence - hopefully - awareness of my own message - to approximately 2.8 Billion people worldwide.

Facebook also has the same percentage of women users as LinkedIn (43%) and is therefore well-placed for visibility amongst professional educators as well as my parental target audience.

(Hoogsuite/Statista, 2022)

Selected Networks for the children

TikTok

Since its arrival on the western scene in 2017, TikTok has witnessed huge growth.

In terms of its European downloads during 2021 its success - as the following graphic clearly illustrates - has been truly astonishing.

TikTok also has a huge reach among the school-age demographic. which, at 41%, is now the most popular Social Media app in the world for those in the 4 - 15 year old age bracket.

(Qustodio Annual Report on Children's Digital Habits, 2021)

The same report goes on to confirm that globally those children spent on average of around 75 minutes on TikTok every day (whilst American children spent 87 minutes watching TikTok videos).

Children between the ages of 10 - 19 also represented the largest age demographic in the US at 25%.

Distribution of TikTok users in the United States of September 2021, by age group

(Aslam. S, 2022)

Nearer to home, TikTok more than doubled its UK user base between 2020 and 2021, going up in the space of 1 year from 6 to 13 million while its percentage of younger age groups remained similar to the US statistics.

Statista (2022)

Quite why TikTok is so loved by its younger users is no secret as it was originally designed to be primarily for that generation.

TikTok's creators and developers went out of their way to understand how young people respond to Social Media and what was needed to engage them. In fact, their initial target demographic was those 18 years and under. Though its demographics have broadened across the wider age groups it still has huge global traction amongst young people, making it an ideal network to use for my TransMedia project.

Instagram

Facebook and Instagram officially ban children under the age of 13 due to the misuse and abuse experienced in recent years. And yet. Over 40% are already using the app and experiencing abuse.

(Canales K, 2021)

Why then would I being using this platform to raise awareness of AT solutions amongst school children?

The answer is that Instagram is already well established in UK schools as a means of communicating with pupils, parents and teachers.

School accounts are set up by the establishments themselves via the Department of Education and are for the subscribers to use.

The content is controlled by the teachers themselves, so that its young uses are not at risk of the often appalling abuses so often highlighted in the media. Within this protective shield its uses are manifold, from showcasing students work and progress, to sharing reading recommendations and specific course work. In fact anything that helps the children and the school family can be included on it. In my case, a school might publicise my campaign with it.

Instagram is considered by many to be the largest teachers resource in the world, with access to thousands of teaching ideas, from photos showing how classrooms can be managed, through bulletin board and as a way of communicating with a school’s wider fraternity.

(TechHub 2019)

Webinars

Regular Webinars would be broadcast approximately twice weekly to publicise both existing solutions as well as for new technologies that are currently in test / being researched.

Upcoming webinars would be advertised on the Website and through Social Media posts.

There would be a subscriber facility tailored to each participant’s specific areas of interest, enabling notices of up-coming, relevant Webinars to be sent to them by email or Social Media

It is envisaged that other topics might include:

Individuals and Educational bodies AT experiences / testimonials
Presentations by guest speakers from the technology sector
Changes to relevant Government procurement policies

Branding

Colour Palette

As Microlink are the sponsor of the live project, whose staff and expertise are essential for its operational success, the colour palette is their own.

Logo

As with the selection of the colour palette, it is a requirement that my Company’s logo is displayed wherever relevant during the Live project, as they are supplying many of the products, expertise and resources. Their huge buying power in the AT sector enables them to offer cost savings not ordinarily available to individual organisations or private persons.

Microlink’s Education sector of the business carries a colour modification of the standard Company logo by replacing the red triangle with a turquoise one. This Education logo is therefore selected along with its several variations.

Variations on that simple amendment are employed, each retaining the emblematic turquoise element, synonymous with the Company with all education related material.

Branding for Social Media

Microlink’s Education sector has designed the following logos specifically for Social Media content, which I will employ in my posts.

As with the website branding, its Social Media counterparts retain the Microlink Education sector logos and Company colour palette.

Animation

The theme of my animation is designed to illustrate both the interconnectedness of the campaign elements together with those characters from the storytelling methodology which will be central to the approachable, unintimidating delivery of the service.

1/1

skates

The principal elements of my branding comprise:

Colour palette
logos
Animation

Training

This will be available to parents, teachers as well as the children themselves following product purchases and conducted by qualified AT staff in order to instruct them how best to maximise the relevant features of the equipment/software.

Training would take place remotely and be followed up with the supply of video recordings of the sessions together with fully transcribed downloadable versions including all relevant screenshots. We recognise at Microlink that people learn in different ways, so it is important to present learning material in video, graphic, audio and written versions wherever possible.

Microlink frequently comes across users of such solutions who are only accessing a fraction of the helpful features available, simply because they were never made aware of them when the equipment/software was originally supplied and maybe lacked confidence in venturing too far away from the limited features they had gotten used to.

Training will be tailored to the specific requirements though of each user in order to maximise the value-for-money element of the service.

Conclusion

This campaign is a proto-type or dry run for what I eventually hope will become a key element in my own future business aspirations.

Having seen at first hand what AT can do for children’s confidence and success, Assistive Technology genuinely moves and fascinates me.

This blueprint therefore combines as many opportunities for future commercial monetisation as it does in publicising the capabilities of AT to a wider audience and enabling positive changes to childrens’ lives.

More specifically, in terms of my own learning process, it has also given me the opportunity of exploring new styles of animation and graphical themes.

Link to my gantt chart

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