​Why Computer-Based Teaching Tools Aren’t Always the Best for Children with Additional Learning Needs

Technology in education is on the rise, and for good reason. Digital literacy is important in our society. However, when it comes to children with additional learning needs (ALN), computer-based teaching tools aren’t always the best fit for learning everything. While digital tools can be fun and occupying, they don’t always meet the unique needs of these learners. Here’s why:

1. Too Much Stimulation

Learners with ADHD or sensory sensitivities can easily become overwhelmed by the pace, flashing screens, sounds, and constant movement on digital platforms. Instead of helping them focus, all this stimulation can lead to frustration and make learning harder. There can also be a ‘meltdown’ after digital exposure because of sensory overload.

2. Not Enough Personalisation

Many computer programmes follow a standard format, which doesn’t always work for learners who need more tailored support. Unlike a teacher who can adjust lessons based on a child’s needs, digital tools often offer a one-size-fits-all approach, which might not be the best for learners with ALN. You can’t beat the human touch for adapting teaching and providing scaffolding for the nuanced needs of learners.

3. Lack of Social and Emotional Interaction

Humans need connection and learning is not just about academics—it’s also about building social skills. For learners with ALN, face-to-face interactions with teachers and peers are key to developing these skills. We should also consider the amount of screentime the average child has at home. Do we need to add to this in school?

4. Physical Challenges

For learners with physical disabilities, using a computer for long periods can be tough. Fine motor difficulties or problems with hand-eye coordination can make it hard to navigate digital tools. A human teacher can monitor children’s changing needs in real time, such as the need for movement breaks or physical support.  Plus, too much screen time can lead to dry eyes, eye strain, fatigue and ‘I-posture’.

5. Missing Emotional Support

When a child is struggling, the encouragement and emotional support from a teacher can make a big difference. Genuine positive feedback from a human teacher can’t be replaced. Digital tools can’t provide that kind of connection. Without a teacher or peer to offer support, learners with ALN might feel isolated or discouraged when they hit a roadblock. Equally, sharing successes with a teacher or peer is a real boost for self-esteem.

6. Not Everyone Has Access

Not all families have the same level of access to technology, especially in low-income or rural areas. For learners with ALN, this can mean missing out on valuable learning opportunities that others might have, creating an unfair advantage for some learners over others.

7. Risk of Over-Reliance on Technology

If learners with ALN rely too heavily on tech, they might miss out on developing important life skills like problem-solving or social communication. Plus, too much screen time can lead to its own set of issues, from digital addiction to negative impacts on physical and mental health.

8. Lack of Multi-sensory Learning

The ability to think abstractly, such as mental maths, does not typically develop until around the age of 8-12 years of age. It can be later for learners with ALN, who may need the support of physical objects in maths into secondary school and beyond. Digital maths platforms are great for the children who have abstract thinking skills, but for others it can be more confusing. Multi-sensory teaching is tried and tested for learners with specific learning differences such as dyscalculia and dyslexia. Having physical resources allows learners with ALN to secure the neural pathways that help them learn new skills.

Conclusion

While technology can be a great tool for learning, it’s not always the best option for learners with additional learning needs. It’s important to find a balance, using tech to support learning while recognising that multi-sensory learning is best practice for those with specific learning differences.  It is important not to replace the crucial human interaction and personalised attention that these learners need to thrive. Ultimately, the best approach combines both selected digital tools and traditional teaching methods that adapt to the individual needs of each child.