ICT is now an everyday part of the classroom to tackle educational issues, create different and interactive activities and support pupils based on their unique needs. In this mixed-methods study, therefore, the role of ICT in supporting social and academic skills development of pupils with behavioural problems (e.g. Autism, ADHD, EBD or general educational behavioural problems) in mainstream KS2 classrooms is explored. 140 KS2 teachers from the UK participated in the survey, 7 KS2 teachers and 5 SENCOs from the UK were interviewed to dig deeper and cross-reference the themes that emerged from the survey such as how teachers make meaning of technology to support pupils with and without SEND. The findings demonstrate that ICT is essential for teaching and learning, and teachers associate the use of technology with creativity, effectiveness and engagement. ICT is found as a ‘hook’ for pupils (e.g. SEND), however, there is a lack of knowledge, skills and resources for effective implementation of ICT. Having access to everything create the issue of age-inappropriate content when personalised learning is understood as giving the device to pupils and they will find a way to learn. The pedagogy of technology is visual, and it is related to the increase in the use of visual features that technology provides. Educational websites which provide visual resources such as BBC, Mathletics, Twinkle and TES are being praised by teachers in a sense that they make their job easier.
I completed my Master’s at the University of Nottingham on inclusive education and specifically the use of technology in supporting pupils with special needs. I did my PhD at UCL on the use of technology in the classroom and its implications on behaviour. Now I am working as a researcher at Akdeniz University, Antalya, Turkey