Case study: 2

As you read the case study consider:

• What was the pupil need being addressed?
• What assistive technology was used to address this?
• How did the teacher effectively implement the assistive technology?

In my classroom, I supported a pupil with cerebral palsy who experienced significant motor challenges that limited their ability to access written work and participate verbally in classroom learning. Despite these barriers, the pupil showed strong curiosity, excellent visual engagement, and a clear motivation to communicate with peers and adults.

Following discussions with the SENCO, our Speech and Language Therapist (SaLT) and the Local Authority’s Assistive Technology advisory teacher, we identified that an augmentative and alternative communication (AAC) device with eye‑gaze capability would best meet the pupil’s communication and learning needs. With their guidance, I learned how to navigate and use the software, model language effectively, and integrate the device into everyday classroom routines. For example, I’d preload curriculum‑specific vocabulary, build in opportunities for the pupil to contribute using the device, and ensure tasks allowed them to demonstrate understanding without relying on handwriting or speech. After initial oversight by the SENCO, the oversight and support in school was led by our teaching and learning lead and the pastoral team.

Implementing the technology successfully required close collaboration with our Occupational Therapist (OT). The OT supported me in ensuring the pupil was positioned correctly so the eye‑gaze camera could track their movements reliably. Together, we trialled different seating systems, adjusted the height and angle of the device, and monitored how fatigue affected access throughout the day. The OT also helped me understand how the pupil’s physical presentation may vary, which influenced how I paced activities and when I provided movement or rest breaks. This partnership ensured that the device was not only available but physically accessible and comfortable for the pupil to use.

Alongside the OT, I worked closely with the SaLT to refine vocabulary sets, adjust communication pathways, and ensure the language available on the device aligns with both curriculum content and the pupil’s communication goals. The assistive technology advisory teacher provided ongoing support with troubleshooting, device setup, and training with the pupil themselves. Through this coordinated approach the pupil became increasingly confident in using the device to express ideas, participate in group work, and demonstrate their learning. The collaboration between specialists and myself was essential in creating an accessible, empowering learning environment where the pupil could thrive.

Once you’ve reflected on the questions above, expand the sections below to explore possible responses.

Possible responses

What was the pupil need being addressed?

• Significant motor challenges
• Difficulties communicating through writing and speech

What assistive technology was used to address this?

• AAC device with eye-gaze (e.g. Tobii Dynavox)

How did the teacher effectively implement the assistive technology?

• The teacher worked collaboratively with external specialists at all stages to ensure effective implementation of the assistive technology.
• The teacher ensured themselves and the pupil were trained on how to use the device effectively.
• The teacher and specialists worked together to review the effectiveness of the device e.g. through trialling the impact of different heights/angels and seating arrangements.

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