The effective integration of ICT into the classroom has become the ambition of teachers, educators and practitioners across the curriculum, including within SEN.
However, installing hardware and ICT to do traditional tasks in different ways will not in itself lead pupils and teachers to take full advantage of the knowledge society. Schools and teachers have to learn to change the ways of studying if the potential of ICT is to be realised (Information Technology in SEN, 2001).
According to Department of Education statistics, it is estimated that 2.8 per cent of students in England have identified SEN and a further 17 per cent have unidentified learning impairments. ICT has a pivotal role to play in meeting the needs of SEN students, allowing greater access to learning resources and engaging them in higher level learning.
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