The Apple iPad is fast becoming one of the most popular learning interfaces in our school. It's easy to use touch screen, rugged construction and our cherry-picked selection of apps, make it the perfect tool for many of our children and young people to access technology. Each class has its own iPad and we have a central set of iPads and Chromebooks which can be booked by classes for use during the school day. They come with a variety of protective cases to suit a wide range of needs. 

The ICT Team have selected a set of apps for use with the children and young people. These range from popular books to interactive puzzles, fun image-editing apps to communication aids. The set also includes problem solving apps, creative apps, and apps linked to subject areas such as Maths and Literacy. We have many sensory apps which support children and young people's understanding of basic cause and effect, as well as providing relaxing and soothing content. There are also lots of great apps which support creativity in music, sound and art. 

Alongside the core app collection, teachers carefully research and select specific apps, which will support learning in the half-termly topic or a targeted area of learning for individual children and young people. These are continually updated. 

Rowan Wood uses a Sonos sound system to support audio enhancement which allows a digital music collection to be easily controlled from many devices, including iPads, class PCs and tablets. 

Each class has a speaker which is linked to their class iPad, and we have a large centrally-stored audio library that is easy to access and search by artist, track, album, genre – just as you would expect of a digital library. This is updated half-termly as teachers select new audio resources to support children and young people's learning. 

Sonos is also in our shared areas and specialist learning environments, meaning that we have access to the same wide range of high-quality audio resources everywhere within school.  

We use a range of auditory resources to support learning across the school, including: 

• Auditory cues to support children and young people in transitions to cue them into something about to happen like tidying up, dinner or home time. 

• The use of music to enhance the environment at key times, such as breaks and self-care sessions. 

• The consistent use of the music aspect of a sensory calendar, which has a different genre of music for each day and complements other sensory markers including tactile and olfactory. 

• The use of music to support sensory processing sessions, where children and young people are encouraged to develop a greater awareness of their bodies and how they feel. 

• The use of audiobooks, enabling children and young people to access stories independently. 

• The use of music to complement learning opportunities, such as Write Dance or art. 

• The consistent use of music resources, for example in assemblies and PE sessions. 

Rowan Wood recognises the significant potential offered by eye-gaze technology to support children and young people’s learning and communication.

Through using eye gaze to access a computer, children and young people work through a progression of awareness, control and skills, which starts with sensory awareness, then progresses onto early eye-tracking, exploration and choosing, then on to more advanced skills of turn-taking and communication. 

At every stage, the aim is for learning to be fun and personalised for children and young people’s individual motivations and ability. Eye Control and Gaze Interaction are taught in a structured way, in order to support children and young people to learn the practical and cognitive skills needed to reach the level of ability required to actively make choices. 

We are committed to evolving and enhancing the learning landscape for all children and young people. Eye-gaze technology has the potential to provide some of our children and young people a unique way of independently exploring and engaging, and have fun doing it. 

We are constantly expanding our repertoire of eye-gaze software. Our favourite titles include: 

• Sensory Eye-FX 2 

• Look to Learn  

• Scenes and Sounds  

• Clicker 8 

AAC stands for Augmentative and Alternative Communication. This is the term used to describe methods of communication that can support people to communicate. It may include unaided systems such as giving consistent responses or signing, or aided techniques that use objects or symbols to represent things (such as PECS), right through to sophisticated computer technologies. 

We work closely with speech and language therapists (SaLT) and occupational therapists to ensure we are enabling children and young people to communicate effectively, through the most appropriate high and low tech communication systems. These systems are highly personalised and reflect children and young people’s communicative strengths and needs, aiming to develop and expand their communication skills. 

When we use technology-based systems, we always aim for children and young people to have a low-tech system that runs alongside it. Developing skills with low-tech systems is often the most appropriate starting point, before looking at technology-based solutions. Class teams meet regularly with a member of the SaLT team to discuss the communication priorities for children in their class. We have a Communication Referral System that is accessed internally through SharePoint, where staff can identify children who are in need of specialist AAC provision. 

We also run termly AAC Clinics to assess and explore identified children and young people’s AAC needs. The purpose of Rowan Wood’s AAC Clinic is to support children and young people with a short-term trial of an iPad communication app where their communication profile suggests they may benefit from exploring a technology-based AAC system.  

We provide enhanced support to help children and young people develop and evidence the skills needed to apply to a long-term loan for a communication device. The referral for a long-term loan will be completed by Speech and Language Therapist (SaLT) and this will be to either, GOSH (Great Ormond Street Hospital) or CENMAC (AAC Hub) as decided by the managing therapist.