interactive whiteboard
Accommodating learners with special needs
A key benefit of using interactive whiteboards to accommodate diverse student populations is the
fact that students do not need to be able to use all the features of the interactive whiteboard to
unlock its educational potential. The technology enables multiple means of expression, benefiting
students of all ages and abilities.
Fine motor delay
Younger students and those with fine-motor challenges can operate interactive whiteboards by using special pens, a finger or fist, or any object, such as a tennis ball, depending on the type of board used. Those who cannot type or write can still benefit from lessons and participate in activities using drag-and-drop techniques on the board. Even students with severely limited movement who are able to use switch systems to control their computers can use the same systems to operate interactive whiteboards. The sense of accomplishment and mastery for students with physical challenges boosts selfesteem while increasing their engagement in the lesson. Becta noted, for example, that “young children who have not yet acquired writing skills, and older pupils with special educational needs, are highly motivated by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the interactive whiteboard” (Somekh, et al., 2007, p. 7).
A key benefit of using interactive whiteboards to accommodate diverse student populations is the
fact that students do not need to be able to use all the features of the interactive whiteboard to
unlock its educational potential. The technology enables multiple means of expression, benefiting
students of all ages and abilities.
Fine motor delay
Younger students and those with fine-motor challenges can operate interactive whiteboards by using special pens, a finger or fist, or any object, such as a tennis ball, depending on the type of board used. Those who cannot type or write can still benefit from lessons and participate in activities using drag-and-drop techniques on the board. Even students with severely limited movement who are able to use switch systems to control their computers can use the same systems to operate interactive whiteboards. The sense of accomplishment and mastery for students with physical challenges boosts selfesteem while increasing their engagement in the lesson. Becta noted, for example, that “young children who have not yet acquired writing skills, and older pupils with special educational needs, are highly motivated by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the interactive whiteboard” (Somekh, et al., 2007, p. 7).