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.

Teaching Materials

• Whiteboard and markers or blackboard and chalk
• Vocabulary cards, visual cards, sight words
• Concept Cards
• Lesson videos
• Cue cards

Student Handouts

• Handout 1: Communication card
• Handout 2: Yes or No Cards
• Handout 3: Worksheets

Print Preparation

The teacher will print, copy or laminate …

• Communication cards for students
• Vocabulary cards, visual cards, sight words,
• Worksheets
• Cue cards

Preparation of Activity:

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

Setting for the lesson transacting:

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

1. Song – I follow the rules

Asset Objective: Learners can follow the rules in a computer lab.

Children can learn and sing this song by watching the provided video. The teacher may discuss the rules in the music and drive home the importance of following the rules.

Obeying rules, sure I do,
At school and play and at home too
Respect parents and teachers; I do 
I care, I share, and be kind with friends, too 
Please and thank you, I always use
Being polite is what I do,
It makes me feel good
To follow these rules, at home, at school, and everywhere!

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.

2. Social Narrative – Attending computer class

A social narrative is a tool to help individuals with special needs, particularly those on the autism spectrum, better understand social situations and how to respond to them appropriately. Here is a social narrative about how to attend a computer lab. The videos can be shown in an inclusive classroom.

Attending Computer Class Video: Click here
Attending Computer Class pdf: Click here

3. Happy Schools Raise Happy Children

Asset Objective: Learners will be able to be helpful to their fellow mates

4. Do’s and Don’t with a computer

Asset Objective: Learners can follow the safety rules while using computers

1. Be safe/Careful
a. has many wires
b. works on electric power
c. do not pull
d. ask the teacher when you want to turn ON/OFF

2. Be Gentle
a. Keys should be pressed slowly, not hard
b. Do not pull wires

3. Keep it clean
a. Cover it when not in use
b. Do not eat/drink near the computer

4. Sit straight
a. You can see clearly if you sit straight
b. Fold your hands and use the mouse only when needed.

5. Share
a. Take turns while playing
b. Give Space to your friends

Follow-up activity
1. Why should we follow the rules in a computer lab?
Suggested Answer: Answers could vary
So that we..
– might not damage the computers
– might not dirty the computer area
– might not disturb others working on the system
– can protect ourselves from any accidents or injury
– can focus and concentrate on our work

2. What will happen if we don’t follow the rules?
Answers could vary
– might get a red card
– have to share computer time with many children
– damage the computers
– dirty the computer lab

3. What will happen if we follow the rules?
Suggested Answer
– Rewards
– Compliments
– Stickers
– Extra time

4. Do’s and Don’t Sorting Activity

Asset Objective: Using computers, learners can discriminate between the do’s and don’ts.

Prerequisite: Children should have seen the video on the Do’s and Don’ts of the computer.
Aim: To discriminate between the dos and Don’ts of a computer.
Resources required: Print the pictures, laminate them, and attach the Velcro.
Procedure: The teacher has to show the children what the picture is about and ask whether this is done.
Observation: Children will discriminate between what to do and what not to do while using a computer.
Conclusion: This activity will help the children to discriminate the dos and don’ts while using a computer.

5. Design a Computer Lab rules poster

Asset Objective: Learners can design a poster on computer lab rules.
Aim: To bring out students’ creative expression and gauge their knowledge on the topic – Computer Lab Rules Poster
Resources Required: Cutouts of the pictures, 5 Chart papers, glue, scissors, coloured pencils, papers, pencils, erasers, ruler.
Setting for the activity: Peer activity/Group activity
Type of Activity: Creation
Preparation of Activity: 
Divide the students into five groups.
Name the groups as Keyboard, Monitor, CPU, Mouse, Printer
All the printouts provided to students must be taken before the activity.
Chart paper, glue, scissors, coloured pencils, pencils, erasers, rulers, etc. must be provided.
Role of the Teacher: Facilitator
Procedure:
The teacher shows the poster to all the children.
The students can draw/cut and paste the pictures on the chart.
Children who are good at writing should be allowed to write on the chart.
Observation: Students will work in groups and understand the do’s and don’ts of computers by presenting and with discussions.
Conclusion: This activity will help students remember measures to take when handling computers.
Suggested Variation in Rules: 
Allow additional time to finish the projects for children with disabilities.

Suggested Scaffolds for Assistance and Practice:
1. Display the sample poster in the class.
2. The teacher has to tell the children to divide the chart into nine boxes with the ruler for alignment and organisation of the pictures.
3. The teacher must guide the children in thumbnail sketching.
4. Once they have sketched the outline, they could be allowed to colour the pictures of their choice.
5. Children who cannot draw must be given the printouts and allowed to paste them on the chart.
6. Tell the children how much space they must leave for the headings and the body text.
7. Help the children structure the information on the poster by breaking down the content into sections and deciding where to place which piece of data on the chart.
Discussion Questions:
1. What will happen if you sit very close to the computer?
Suggested Answers: Answers will vary. Eyes will get strained
2. What will happen if you bang on the keyboard?
Suggested Answer: Answers will vary It will be damaged. The keys will come out.
3. What will happen if you pull the mouse?
Suggested Answer: Answers will vary The mouse will get damaged.
4. What will happen if your friends refuse to share the computers with you?
Suggested Answer: You will be hurt and not get a chance to learn, practice, or work on computers.

Precautions:
Children have to be careful while handling the scissors.
Glue should not be spilled all over.

Cross-Curricular Connection: 
Art class

Notes to the teacher:
a. Adaptations for addressing learner variability; Make small groups for poster creation. (5 groups) 
b. Engage the students in a conversation about the do’s and don’ts with the computer.
c. Children with disabilities can participate in poster making by involving themselves with drawing/cutting /pasting for the write-up/ discussion.
d. Pencil grips are to be provided for children with delicate motor skill problems.
e. Adaptive scissors must be provided for children with CP, arthritis, and other special needs.

6. Assessment

Assessment Type: Summative assessment
Adaptations for addressing learner variability:
The worksheets are of different types to cater to different learning variabilities
a. Verbal and written directions have been given in the worksheet assignments.
b. Video with audio is provided so that students can replay them when necessary.
c. Students can express their answers orally to their peer buddy if they face writing difficulties.
d. Students can also drill aloud to themselves or other students.
e. Screen enlarger.
f. Screen reader for the visually impaired.
g. Slant boards for students with motor challenges.
h. Pencil grips also have to be provided to those who need it.
i. 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.
j. Audio recorder
Prerequisite:
i. Children know the meaning of Computer, Mouse, Keyboard, CPU, Monitor, do, don’t
ii. Children should be able to read the words.
Suggested Variation in Pace:
1. Students could take a few extra minutes to complete the worksheets.
Suggested Variation in Perceived Challenge:
i. Children could also record their responses or answers or use response cards to convey the answers to their peers.
ii. They may also be allowed to dictate their responses (especially students who have visual disabilities)
iii. Students may also be given additional time to complete the worksheet.
iv. Students could take the assessments using the word wall.
Suggested Scaffolds for Assistance and Practice:
a. The teacher could help the students while reading the words.
b. Teachers could activate the prior background knowledge of the students by showing the video again.
c. Teachers could break the task into smaller, more manageable parts. Students could also express themselves using gestures or visual aids.
d. Children who can draw a computer could be allowed to draw and the rest have to colour the picture.

1. Do’s and Don’ts of computer worksheet(Normal worksheet for neurotypicals, Hearing and visually impaired)
2. Do and don’ts of Computer- Yes or No Regular worksheet (For Children with ASD, Dyslexic, Learning difficulties locomotory challenges, visually impaired)
3. Dos and Dont word wall worksheet(for children with low vision)
4. Do’s and Don’ts of Computer(Normal worksheet for neurotypicals, Hearing and visually impaired)
5. Dos and Don’ts of Computer worksheet(for children with low vision)

Adaptations and Accessibility features 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 they also have unique motivations, interests, personalities, and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

Assistive Technologies

Assistive technologies

Assistive Technologies video: Click here

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.

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.