Clicker Success Stories

Ewing Foundation

Joyce Sewell-Rutter.

I am an education consultant for the Ewing Foundation and Burwood Park Foundation, supporting professionals who work with deaf children with additional learning needs (deaf+). I have been working alongside a number of teachers and TAs to implement the use of Clicker with their pupils. Success has come with a range of pupils in different contexts. Here are their stories.

I worked with a boy who has moderate learning difficulties in addition to his deafness. In class he had poor concentration, his language was delayed and he was behind his peers, resulting in him being completely turned off literacy. I introduced him and his TA to Clicker so that he could write using whole words supported by pictures and he was soon motivated to do more. Working with his TA, he also created Clicker books to support his work in science. Use of Clicker gave him the opportunity to produce work he was really proud of and improved his self confidence. He is now reading and is much more motivated since he achieved success using Clicker.

Clicker allows the children to work on their own and take ownership of their learning.

Another girl has dyspraxia as well as profound deafness. She wears a cochlear implant and a personal FM system and has direct input of sound from the computer through her FM receiver. She was very excited when we introduced her to Clicker, especially the sound recording option. It’s really easy to use the pop up sound recorder in Clicker and she was quickly able to record for herself. We began with recording the sound of a bell, and then progressed to recording other items that made a noise. She explored the classroom to find things and recorded them too. She even simulated the opening of a fizzy drink can using her voice. It was great to see her delight in sound making. She then began reading back her own work, which encouraged her to use her voice with greater intensity and generated feelings of ownership and self-confidence.

One girl I have supported was diagnosed relatively late with her deafness. She attends a mainstream school but was struggling to keep up with her peers. She has individual sessions with the teacher of the deaf using Clicker to support and supplement her reading and writing skills, and is gaining in confidence all the time.

Use of Clicker gave him the opportunity to produce work he was really proud of.

Such success stories triggered a recent training event using Clicker to support deaf children’s language and literacy. Sheila Powderly (Wandsworth) and I showed how to create grids to support and extend language development as well as help pupils to write texts they can be proud of in class. Clicker is also great for big books and making resources which can be shared with families. One of the focus areas was to produce grids to help children talk about their school experiences, especially so that they can express themselves in the statutory Annual Review meeting or have their views represented there in a form they understand. This has really helped the children to express themselves and feel more confident in speaking, reading and writing.

We are often overprotective of children with a hearing loss and in danger of lowering our expectations of them. Clicker allows the children to work on their own and take ownership of their learning. It’s easy and so flexible to use, a really great motivator and, above all, provides fantastic learning support to the pupils I work with.

Ewing Foundation       and Burwood Park Foundation