Computer Skills – Inclusive Education

Objective:

Pre-requisite:

Goal:

Materials required:

Technology

An Internet- and audio-enabled computer, smartboard projector, and screen.
All student devices like laptops, tablets, and desktop computers have accessibility features enabled.
Screen readers like Jaws, NVDA, Large keyboards, Built-in screen magnifiers, Hearing aids, text-to-speech, speech-to-text, voice recognition software like Siri, Windows Speech recognition, headsets, etc.
Student writing or typing tools.

Teacher Materials

Whiteboard and markers or blackboard and chalk
Vocabulary cards, visual cards, sight words
Lesson videos

Student Handouts

Handout 1: Wh cards
Handout 2: Vocab card
Handout 4: Trace and Learn Card
Handout 5: Yes or No Cards
Handout 6: Thumbs Up and Down Card
Handout 7: Worksheets

Print Preparation

The teacher will print, copy or laminate …

Wh cards for students
Trace ‘n’ Learn Cards for students
Vocab cards for students
Thumbs Up and Down Card
Yes or No Cards
Vocabulary cards, visual cards, sight words,
Worksheets

Preparation of Activity:

All the learning and teaching materials needed for this lesson plan must be ready before the lesson begins.
Ensure that there are enough copies for all children. Multiple copies can be made by photocopying too.
Please have the assistive technologies and accessibility features ready for your inclusive classroom.

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal.

Setting for the lesson transacting:

This topic must be taught in the classroom or a computer lab.

Instruction to the Teacher:
Begin the topic with a pre-assessment worksheet and Pre-teach the vocabulary.

1. Expected Prior Knowledge:

Awareness of the extent of student’s prior knowledge of the topic will help the teacher plan and deliver the lesson appropriately. This could be assessed through the provided worksheet.

Worksheets, Vocabulary Cards, Sight Words:

2. Warm-Up

1. Write the sentence ‘Parts of the computer’ on the board.
2. Ask students to write down the first word that comes to mind when thinking of the parts of the computer.

Possible Answers: monitor, keyboard, mouse, headphones, CPU, speakers

DIFFERENTIATION

Students can write down answers in their notebook or a Post-it to stick on the board.
Students can choose to write their answers or share their words using a verbal response with a friend.
Students can draw the word or have the students point to a Wh Card (a Wh card handout should be provided)

Call on students and have each student state the word they chose during the warm-up.

DIFFERENTIATION

Students can give a verbal response explaining their experience.
Students can just give a verbal response.
Students can show the drawing or Wh card (a Wh card handout should be provided).
The teacher should immediately praise the student with his/her name and reward the child.

2. Which part of the computer is used for listening to music?

Possible Answers: headphones, earpods, speakers,

DIFFERENTIATION

Students can write down answers in their notebook or a Post-it to stick on the board.
Students can choose to write their answers or share their words using a verbal response with a friend.
Students can draw the word or have the students point to a Wh card (a Wh card handout should be provided)

Call on students and have each student state the word they chose during the warm-up.

DIFFERENTIATION

Students can give a verbal response explaining their experience.
Students can just give a verbal response.
Students can show the drawing or Wh card (a Wh card handout should be provided).
The teacher should immediately praise the student with his/her name and reward the child.

3. What do you do with a keyboard?

Possible Answers: type, write, play

DIFFERENTIATION

Students can write down answers in their notebook or a Post-it to stick on the board.
Students can choose to write their answers or share their words using a verbal response with a friend.
Students can draw the word or have students point to a Wh card (a Wh card handout should be provided)

Call on students and have each student state the word they chose during the warm-up.

DIFFERENTIATION

Students can give a verbal response explaining their experience.
Students can just give a verbal response.
Students can show the drawing or Wh card (a Wh card handout should be provided).
The teacher should immediately praise the student with his/her name and reward the child.

Worksheets and Communication Cards:

3. My Friend – The Computer

Oh, my dear friend, the computer,
You are a smart machine,
You have the CPU, monitor and keyboard.
The mouse is my favourite.
You make my work much easier and faster.
Drawing and gaming are fun,
So here is a hug to my computer,
Truly, you are a wonder machine.

Video

Notes to the Teacher:
The teacher could play the video and make all the students listen to the music and do the appropriate actions, as shown in the video.

Adaptations to address variability in an inclusive classroom:

The Variability of an Inclusive Environment needs to address the processing and attention differences of the learners. An inclusive environment may have learners with Visual Impairment, Hearing Impairment, Loco-Motor Impairment and Cognitive Differences. Learners not only learn in different ways but also have unique motivations, interests, personalities, and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

4. Parts of the computer

Asset objective: Students will learn the computer parts and their functions.

The main parts of the computer are the Monitor, CPU, Keyboard, and mouse. We also connect a Printer and a Speaker to a computer. All these parts are put together to make our computer system.

Poster

Guided Watching

Bring attention to the screen, “Let’s watch this video.
Ask students to give a thumbs up whenever they hear where a monitor, keyboard, mouse, CPU, speaker, headphone, webcam, or microphone is used in the video.

Play Videos

When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL)

CPU

CPU stands for Central Processing Unit. It is the most important part of the computer.

Monitor

The computer monitor looks exactly like our television.
It shows us text, photos and movies.
It is also called a screen.

Keyboard

The Keyboard has many keys with numbers and letters.
It is used to write on the computer.

Mouse

The mouse is a pointing device. It is used to point at items shown on the monitor.

Other devices Connected to a Computer.

Printer: A printer is used to print on paper.

Speaker: Speakers are used to listening to music.

Microphone: Microphones are used to record sounds.

Headphones: Headphones are used to listen to music without disturbing others.

INFORMAL ASSESSMENT (AFTER PLAYING VIDEO)

Ask, “What are the parts of the computer?”
Structure prompting to get students to come up with parts from the video.

EXAMPLE: “The Monitor, Keyboard, Mouse, CPU, Speaker, Headphone, Webcam etc.
Write the term and definition on the board after the students respond.
2. Ask, “Have you seen the parts of the computer?” (The answer is yes)
3. Ask, “Is the keyboard used for typing and piano the same?” (The answer is no)

DIFFERENTIATION

Verbal response
Verbal response or holds up YES/NO card
Holds up or points to YES/NO card

Notes to the teacher:

The teacher has to play the video as per the children’s needs.
Play the revised version of the video first and teach the fundamentals of the computer well.
Once the children are clear and if the child’s learning potential is good, then the next video could be played.

Suggested Variation in Rules and Pace:

When working with special children, adapting the rules and pace to their specific needs is important. Here are some suggestions:

Vary the rules: You can adapt the rules for this topic depending on the child’s abilities. This lesson plan contains different ways of student-teacher interaction worksheets like the Wh cards, Trace and Learn cards, Vocab cards, Yes or No cards, etc. Choose the appropriate worksheet based on the needs of the children. Different ways of teaching the parts of computer are provided throughout the lesson plan, the teacher can choose the appropriate ones.
Vary the pace: Some children may need more time to complete the tasks than others. It may be helpful to break up the task into smaller parts, providing regular breaks or alternate activities to avoid frustration or fatigue. You can also use a timer to help the children pace themselves and feel accomplished as they work towards completing the task.
Provide additional support: You can provide adaptive tools such as pencil grips for children with fine motor difficulties.
Positive feedback: Providing positive feedback throughout to build the child’s confidence and motivation is essential. Be specific and provide feedback for effort, progress, and quality of work.

Adaptations to address variability in an inclusive classroom:

5. I Spy Computer Parts

Asset Objective: Learners will be able to identify the parts of the computer.
Aim: To recognise the parts of the computer through fun and also develop oral skills.
Resources required: Printouts of ‘I Spy Computer parts’ worksheet
Setting for the activity: Group activity/Indoor
Type of Activity: Games
Preparation of Activity: Printouts necessary for the game must be taken before the activity. The class has to be divided into six groups. Each student should be provided with the printouts. Each group has to have a peer buddy.
Role of the Teacher: Observer
Role of a peer buddy: The peer buddy should encourage the learners with disabilities to come up with answers and share their responses with the class or among the group. Peer buddies could also record the responses or help them write and fill in the worksheet.
Procedure:

One player among the group chooses an object that they can see and says, “I spy with my little eye something beginning with …” naming the first letter of the object’s name.
Other players must guess the chosen object until someone guesses correctly.

Observation:

‘I Spy’ is a turn-taking game. It helps to develop a child’s social skills. Students are seen learning how to cooperate with others. This game is great for learning vocabulary, which helps them remember the parts of the computer.

Conclusion: This game will help the students recognise a computer’s parts.

Suggested Variation in Rules:

The children could count the number of each computer part. Note down in the appropriate boxes individually without playing it as a game.

Activity Worksheet:

Notes to the teacher:

Adapting the ‘I Spy game’ for children of different ages or with diverse abilities.
I spy with my little eyes that make a click click sound’.

If children cannot recall the parts of the computer, they could also say, ‘I spy with my little eyes something in red’ or ‘I spy with my little eyes something that looks like a mouse’.

6. Colour the Computer Parts:

Asset Objective: Learners will be able to recognise the parts of the computers and colour them.

7. Who am I?

Asset Objective: Learners will be able to elucidate the parts of computers by communicating among themselves till they arrive at the right answers.

Who am I? is a gamified activity in which children have to guess the parts of the computer on the card placed behind their back or on their foreheads.
This game can be played indoors or outdoors.

“Who am I ?” game rules

Take the printouts of the printables provided and make them into cards.
Use a piece of tape or glue them to the back of each child so they cannot see what is written/drawn on it. Cards could also be put on their foreheads using bands.

Children will have to walk around the room and ask their classmates questions to collect clues to help them guess the right answer.
Children have to ask questions based on the functions of the parts of the computer and not direct questions.
If the child asks direct questions, for example: Am I a Monitor, the child loses one point.
Children must ask questions, but yes or no answers can only be formulated. When the child has guessed the correct word written on his back, he scores 1 point.

Video and Printables:

Notes to the Teacher:
Discipline has to be maintained in the classroom all throughout the game.

8. Craft a Laptop

Aim: To craft a laptop using available materials.
Materials required: Two pieces of cardboard, an A4 sheet of paper, glue, a sketch pen etc
Procedure: A detailed explanation of crafting the laptop is shown in the video

9. Craft Computer and its Parts:

Aim: To craft a computer and its parts using available materials.
Materials required: cardboard, A4 sheet of paper, glue, sketch pen, etc.
Procedure: A detailed explanation of crafting the laptop is shown in the video

10. Assessment

Prerequisite:

Children know the meaning of Computer, Mouse, Keyboard, CPU, and Monitor.
Children should be able to read the words.

Suggested Variation in Pace:

Students could take a few extra minutes to complete the worksheets.

Suggested Variation in Perceived Challenge:

Children could also record their responses or answers or use response cards to convey the answers to their peers
They may also be allowed to dictate their responses (especially students with visual disabilities)
Students may also be given additional time to complete the worksheet.
Students could take the assessments using the word wall.

Suggested Scaffolds for Assistance and Practice:

The teacher could help the students while reading the words.
Teachers could activate the students’ prior background knowledge by showing the video again.
Teacher could break the task into smaller, more manageable parts. Students could also express themselves using gestures or visual aids.
Children who can draw a computer can be allowed to draw, and the rest must colour the picture.
Video with audio is provided so that students can replay them when needed.
Students can express their answers orally to their peer buddy if they face writing difficulties.
Screen enlarger and Screen reader for visually impaired
Slant boards for students with motor challenges
Pencil grips also have to be provided for those who need them.
The Avaz app or any other AAC app or AAC device could also be provided, or children who have communication difficulties can respond by gestures, eye pointing or response cards.
Audio recorder

Assessment and Wordwall activities

Worksheet

Match Computer Parts Worksheet: Click here

Worksheet

Parts of Computer- Yes or No worksheet: Click here
Parts of Computer- Yes or No large font worksheet: Click here

Worksheet

Label the parts of the computer: Click here

Worksheet

Match the parts of the computer to its functions in a large font. Click here
Match the parts of the computer to its functions: Click here

Worksheet

Who am I worksheet: Click here
Who am I Worksheet large font:Click here

Worksheet

Parts of computer word search: Click here

Assistive Technologies

Click here to download the PDF of this Teacher Resource Document

Source and Attribution of images
All images used in the above Assets and Aids are originally created.
https://pixabay.com/illustrations/computer-keyboard-cpu-monitor-5675047/By Felixmh

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.

Worksheet	Pre-Assessment Worksheet: Click here Colour the Sight Words Worksheet: Click here
Flashcards	Vocabulary Sight Words: Click here Vocabulary Sight Words with pictures: Click here

Worksheet	Vocab Worksheet: Click here Trace and Learn Worksheet: Click here
Salient Practices	Thumbs up and Down Card: Click here
Wh Card	Wh cards: Click here
Response Card	Yes No Cards: Click here