This presentation will explore the issues encountered when using eye-gaze technology in school for a range of pupils at different cognitive levels and with different speech, language and communication needs. We will explore the impact eye-gaze technology had on our assessment of speech, language and communication needs and the potential benefits the technology has had within school: at sensory/exploratory level; for choosing and turntaking; for communication; and for computer access & distance communication.
The authors used a case study approach to explore aspects of communication skill development at different levels within the Eye-Gaze Learning Curve. Eye-gaze technology was first introduced within Lancasterian School in April 2012. Potential pupils who may benefit from this technology were identified through SLT assessment and ongoing liaison with teaching staff.
The use of eye-gaze technology within Lancasterian School has shown benefits to pupils across the eye-control learning curve. Initially, the eye-gaze technology was identified as potential means of alternative access to voice output for pupil D, but our increased awareness, as clinicians of the Eye-Gaze Learning Curve Pathway, has allowed us to demonstrate its wider application. It allows us to use a wide range of software/activities which may not always be available for switch access.
We continue to use eye-gaze across the school. Important issues are: portability; training re equipment.