This issue focuses on:
NRA
Guidance
Record AcheivementIn this isssue of SEN we show you how this software package was used with youngsters with learning difficulties.

Set out clearly the methodologies employed and how the package fits into several curricular areas

Identify other resources used in this area look at next steps and progressions

SEN SUPPORT SOFTWARE - a whole new world
The SEN support software is aimed principally at the 14+ age group with moderate learning difficulties. Most of these pupils will be found in the special education sector and through the Learning Support systems in mainstream schools.

The software has been designed to fit into several curricular areas. In Hollybrook it is used in Computing, English, PSD, Careers and Guidance. It was not devised to be used as a complete package to produce a student's National Record of Achievement but could be used for that purpose if a package were produced to support it in a specific curricular area.

From a staff point of view the software has a versatility which allows any school to incorporate details of the residential or PSD activities which contribute so much to those pages which refer to the student's personal achievements. For students whose academic achievements appear small by 'normal' standards, these pages can represent the most important part of the National Record of Achievement.

The software was developed by a team consisting of Ivan Mykytyn, who was responsible for the technical development, Maureen McGeever (Special Needs Educational Development Officer, Strathclyde Region), who was responsible for the package's integration into the school curriculum, and Willie Hamilton, a Development Officer from Glasgow TVEI Unit. The software will be distributed by TVEI.

The software takes the form of two HyperCard stacks. It is Mac based and will operate under system 6 or 7 with HyperCard 2.0 or greater. Ivan Mykytyn entered teaching in 1991, having worked in industry and commerce. He has spent the last few years using that experience to develop an IT Department in Hollybrook School, Glasgow which caters for secondary age pupils with moderate learning difficulties. Ivan is a long-time HyperCard developer and can be contacted at the following eMail address .

SETTING THE SCENE
A description of the situation within which the software was used to support learning. All pupils undergoing secondary education must leave school in possession of a completed set of National Record of Achievement documents. The standard NRA consists of several sheets of paper which have to be filled with detailed information concerning personal details, qualifications and in-school and out-of-school achievements etc.The problem for many pupils is that the exercise entails the accurate collection of information, and the representation of that information in written form and according to a layout with which they are unfamiliar. The exercise of completing NRA documents is basically one of form filling which not only presents pupils with technical barriers, but also places them in a position (not of their own choosing) where a frustrating experience is likely to occur. The identified need was to provide a situation through which:

the technical barriers within the task could be overcome
and
the task could be integrated into a pupil's positive learning experience.

The software described aims to simplify data processing by providing pupils with a supportive framework that automates many of the processes involved.

USING THE SOFTWARE
The software produced consisted of two HyperCard stacks - the NRA Stack and the NRA Record Collector. The NRA Stack is the main part of the software and it divides into two work areas - the Pupil Work Area and the Editor.

NRA stack - the pupil work area
The main features of the Pupil Work Area are:
all onscreen text can be read aloud
clicking on the text allows it to be re-read
mistakes are reversible
choices are displayed in text and are spoken
the cursor is placed automatically on text screens
extra spaces are removed automatically
standard items are inserted automatically
feedback loops lead pupils through a correction process
words are automatically set to upper or lower case
names are capitalised and postcodes formatted
there is a consistent screen layout throughout
consistent language is used throughout
the screen layouts are uncluttered and use large text large buttons enable the use of a touchscreen.

NRA stack - the editor
The Editor's main functions are to allow teachers to:
create, delete and amend records
individualise the Pupil's Work Area stack to suit pupil's individual needs
import data from other NRA stacks
manage the creation of reports.

NRA record collector
This stack allows teachers to collect records from copies of the NRA stack and store them on a single floppy disc. The aim is to provide teachers with a:
means of making back-up copies of data collected
means of moving data between NRA stacks.

METHODOLOGIES AND STRATEGIES
STAFF GUIDELINES

NRA is an ongoing process from S1.
NRA should provide a whole-school focus for pupils' achievements.
NRA process should allow pupils to participate as fully as possible.

The main focus of the software as used in Hollybrook was S4 to S6 but it has been devised for use at different stages of the secondary school. The specific example cited here shows how the software has been integrated into the production of the National Record of Achievement. However, the software should be able to be used to support the production of any written statements of achievement or the production of any personal statement.

The first two of these factors, although presenting organisational and resource problems, were not contradictory to the general educational processes which have been developed in a SEN school like Hollybrook and were, therefore, relatively easy to achieve with support from the TVEI Unit and with staff goodwill.

Greatest Challenge
The area which presented us with the greatest challenge was in providing students with the opportunity for fullest participation in the construction of the document. When guidelines were implemented we found ourselves in the strange position of producing full and interesting NRAs whose basis lay in a system of comprehensive interviews rather than a participation process. The difficulty lay in the prescribed language and structure of the NRA, resulting in access rather than participation. The ownership of the NRA remained one step removed from the student.

With the issue of a commission from TVEI, a developmental timetable was worked out to enable the delivery of the software package. There were a variety of elements within the timetable which allowed for testing with pupils of different ages, abilities and levels of maturity. This led to a robust, user-friendly program which responded well in full trialling.

MISSING LINK
This software product is the missing link in NRA for Hollybrook. The software is in use this session and although other concerns exist for NRA after the departure of TVEI, we are confident that the NRA as developed in Holybrook should continue to provide a personal focus for students, one in which they will play the major role in the shaping of their own final NRA.

NEXT STEPS AND PROGRESSIONS
Within the Hollybrook setting there is ample opportunity for extension of use of the package in a cross-curricular way. Recording of achievement goes on in all subjects. To support that end, there are plans to extract some of the features to be found in the stacks and to develop them further as free-standing modules. There are also talks taking place with a view to producing a version suitable for use with severe learning difficulty students. This will mean a radical overhaul of the stacks but that always leads to new ideas and developments.

DELIVERED BY STAFF AND STUDENTS
Integrating the software with the school's NRA and Guidance activities followed a prescribed plan, the details of which are outlined below. In addition, the software is integrated into SCOTVEC modular work as an example of a working database.

NRA Personal Details Page
was carried out in S1 and S2. It involved pupils, Computing and Guidance Staff.

The pupil record is opened via a S1/S2 computer skills course. The completed Personal Details Page is then sent to the pupil's Guidance teacher who opens the pupil's NRA folder. Any changes in personal circumstances are thereafter entered by the pupil and an updated page sent to their Guidance teacher.

School Achievements Page
is ongoing in all year groups. It involves pupils, Computing, Guidance and any other appropriate staff (teaching or non-teaching).

The software is used to support pupils in adding to the page as and when they participate in events or workshops. On entering a new item, an updated page is sent to the pupil's Guidance teacher for inclusion in his or her NRA folder.

Qualifications and Credits Page
is carried out from S4 onwards. It involves pupils, Computing, Careers and Guidance staff.

The Qualifications and Credits Page is opened up as part of the school's careers programme and updated each session. A copy of the page is sent to the pupil's Guidance teacher for inclusion in his or her NRA folder.

Achievements and Experiences Page
is ongoing in all year groups. It involves pupils, Computing, Guidance and appropriate staff.

On returning from a residential stay, pupils use the software to support their recording of the event. On entering a new item, an updated page is sent to the pupil's Guidance teacher for inclusion in his or her NRA folder.

Personal Statement Page
is developed from S3 onwards. It involves pupils, Computing, Guidance and Englishstaff.

Pupils use the software to develop their personal statement by producingand developing an outline statement during English/Computer co-operative teachingtime. Pupils' work towards the finished statement forms a part of their S3word-processing module (SCOTVEC - Using A Keyboard). On completion the page issent to the pupil's Guidance teacher for inclusion in his or her NRA folder.Pupils are then supported via Guidance, English and Computing to develop theirstatement further.

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This page was last updated: 11/3/96