Date | May 2018 | Marks available | 3 | Reference code | 18M.3.HL.TZ0.2 |
Level | HL | Paper | 3 (model questions) | Time zone | no time zone |
Command term | Explain | Question number | 2 | Adapted from | N/A |
Question
Students should be provided with the pre-release document ahead of the May 2018 HL paper 3 examination, this can be found under the "Your tests" tab > supplemental materials > May 2018 HL paper 3 pre-release document: Accessibility.
Improving the accessibility to the curriculum for children with special educational needs and disabilities (SEND)
Source 1: Tayton School
Tayton School is a primary school that teaches 500 children aged between 5 and 12. There are three classes in each year group, with a maximum of 24 students in each class. The school’s motto is “Education for Everyone”, and inclusion is at the heart of the school’s mission.
The school’s Inclusion Department consists of five full-time staff, led by Sandra, and 10 learning support assistants who are active in working with the children. Sandra has recently produced a report on the students with special educational needs and disabilities (SEND) in the school, in which she found that the increasing numbers of students, and the types of SEND, means that the schools needs to invest in expanding the amount of support for the students (see Table 1).
Table 1: SEND at Tayton School
Sandra’s report argues that, next year, the work of the Inclusion Department would be more effective if the school purchased educational digital technologies, such as social robots and assistive technologies.
Source 2: Social robots in education
Sandra researched social robots and came back to the department meeting with this information:
In 2020, a report on the use of social robots in education was published by a prestigious university professor, who concluded that social robots have the potential to be a key player in education in the way textbooks and whiteboards have been in the past. A social robot has the potential to support students in ways that could never have been envisaged 20 years ago. However, there are significant technical limitations, particularly linked to the social robot’s ability to interact with students, that will restrict their usability for the next few years
Source 3: Mary sees the positives
Mary, one of the learning assistants at Tayton School, says:
“As a parent of two school-age children, I think the potential introduction of social robots has both advantages and disadvantages. My children thought the idea of having a robot that sits with them very exciting, and I think they would do what the robot asks without questioning it. The robot will also be much more patient while they are learning their times tables!” (See Figure 1).
Figure 1: Students interacting with a social robot
[Source: pexels.com]
Source 4: James has doubts
James, another learning assistant at Tayton School, is wary of the overuse of digital technology in schools for children with special needs based on his experiences in other schools. He has found some research that supports his ideas.
[Source: pexels.com]
An assistive technology app and a social robot can help a student with the same lesson.
Explain one interactive feature of a social robot that will help a student with the same lesson that an app would not be able to do.
Explain one action that needs to be taken by the school so that the students can benefit from any assisted technology that is purchased.
Markscheme
Answers may include:
- Activities that involve movement…
- the robot can move with the child…
- whereas an app would show the robot moving on the screen only.
- Input devices to interact with the child…
- the robot can have a wide range of sensors to interact with the child…
- whereas an app will depend on the mobile device, e.g., touch screen and microphone.
- Output devices to interact with the child…
- a robot can respond in different ways when the child is interacting, e.g., 3D facial expressions, movement…
- whereas an app can only output visuals that are 2D on the screen.
Award [1] for the social robot feature and [1] for the description of the feature, and [1] for an explanation of why it is different from the app up to [3] max.
Answers may include:
- Research the needs of the children that the assisted technology is being purchased for…
- assisted technologies are wide and varied and not general…
- so specific learning needs need to be identified before suitable assisted technology can be purchased for use by the individuals to help with their learning.
- Installation or setting up of the assisted technology…
- assisted technology may need to be set up or configured to each user…
- this is required so that the assisted technology can effectively assist the student’s access to learning in the classroom.
- Provide suitable training for staff…
- introducing staff to working with assisted technology and setting it up for a student takes time…
- training ensures that assisted technology is used appropriately with the student and that the benefits the technology can provide can be maximized.
- Provide time for staff to plan for the integration of the assisted technology in the lessons…
- different technologies will need to be planned for in each lesson; with students with a variety of needs, this can be time-consuming on a day-to-day basis…
- with effective planning and integration of assisted technology, students can access their learning better.
Award [1] for the action identified, [1] for a description of the action, and [1] for an explanation of how the children benefit from the action up to [3] max.