IT is crucial for SEN support internationally, says Nathaniel Comer.
I was first diagnosed with ADHD at the age of 39, and I have experienced first-hand how unaddressed neurodiversity and learning differences can wreck relationships, put careers at risk, ruin schooling, and leave you feeling ashamed. Being neurodivergent is nothing to be ashamed of, but external factors can often make us feel like we are not ‘good enough’ or ‘smart enough’ to achieve success.
I am living proof of why this type of thinking is outdated and simply untrue. Despite not being diagnosed with ADHD earlier in life, there is something that helped me get to where I am today. Unknowingly, having access to IT saved me. I’m now the Founder of an Education Charity, CEO of a business, and have had many successful years in International Management.
A switch of focus opened up a new world
Access to IT saved my A-level results, which enabled the rest of my career. I was failing badly at traditional Music A-level. A wise and kind teacher suggested I move to Music Technology instead. The format and medium in which I was working went from the 1000-year-old written composition format, to recording, sequencing and editing—all on screen. I flew, and IT unlocked a world of possibility for me, as well as a life-long passion for writing and recording music.
We hear so many examples of students (again, regardless of SEN label or type) who fail traditional exam subjects, but then go on to dazzling success in coding, gaming, or creative arts. This goes to show that the role of IT and EdTech in SEN, Neurodiversity and Learning Differences has never been more valid. Nor more important for unlocking the futures for those in areas of economic need throughout the world. Comparatively, the UK has a strong approach to SEN, and with increased Governmental funding now coming through. I hope this will only continue. I’ve witnessed first-hand that people with SEN in other nations are not so lucky.
Clearing paths and opening gates
I’m one of these lucky ones, I have a successful international career, thanks to tech-access as simple as a diary, workflow planners, reminders, timers. These give people the ‘table stakes’ to enter employment and find their strengths, as IT can clear the path and open the gate for those with SEN to find their footing. Without IT, traditional teaching, spoken, written, or practical formats can be barriers to what is otherwise a wide spectrum of choices and possibilities. SEN inclusivity and equity will NEVER be all about Technology, but the best examples are when traditional teaching has evolved to include IT, and a revolution in schools is already underway.
It is essential that EdTech Innovation is shared and promoted, especially in areas of economic need. In nations with weaker GDP and Government stability, the opportunity to improve lives via IT is vast. From specific needs-based physical devices to novel spatial formats for traditional subjects, IT enables people with SEN to access a wider variety of choices including design, music, audio, animation, video editing, mathematical gamification, the list is endless. Importantly, EdTech allows for the individual to work at their own pace, often without drawing as much attention to their needs in comparison to their classmates. IT in this instance is the open door for creativity to flow, in whichever medium the SEN individual finds to their advantage.
Worsening the digital divide
This is why those delivering IT education must ensure content is diverse and relevant. While children under 2 in the UK know how to use tablets, many school leavers in areas of economic need don’t. For the nations of West Africa, for example, the traditional IT charity model of ‘here’s an old PC we no longer want’ has not only caused a huge toxic E-Waste problem, but has worsened the digital divide. This has created a façade of having enabled digital access, with further funding and donations being channelled elsewhere due to the misconception that there were many computers already being sent to Africa already. In reality, the computers that were meant to be enabling, educating, and offering employment opportunities to children were instead being dumped, and burned for scrap metals. One could argue that IT access in the majority of West African nations is approximately where the UK was 35 years ago.
The IT curriculum leads to school exams being prepared for using wall posters of a keyboard and mice—and as we know, for people with SEN especially, theoretical learning without practice is one of the most challenging environments.
West African nations, and other areas of economic need—are seeing an increase in digitally skilled employment and this trend will only increase. This makes it even more important for people with SEN not to be left behind in these nations, but to be enabled to flourish in their own style, format, and pace.
Author: Nathaniel Comer
Nathaniel Comer
Nathaniel Comer is founder of Sun Screen IT Foundation Charity. The Foundation aims to combat environmental damage from the IT industry and create life-changing outcomes for young people in areas of economic need.
Website: www.SunScreenITFoundation.org
LinkedIn: Nathaniel Comer
Twitter: @it_sunscreen / @SunScreenIT
