Abstract
Many learners with special educational needs experience learning difficulties at some stage during
their schooling. Their learning disabilities can be better accommodated by well-trained teachers in
exploiting the benefits of Information and Communication Technology (ICT) in their teaching and
learning practice, making a significant difference to their learners with special educational needs
(LSEN) experiences. The aim of the research is to undertake a baseline study to determine the use of
ICT tools in a school for LSEN in Gauteng Province, West District. LSEN at school range from the
Severe Mentally Handicapped to the Mild Mentally Handicapped, terms that emanate from medical
reports which learners bring to the school as an admission requirement. The school is well equipped
with assistive ICT devices to enable learners to overcome their barriers in the learning process and to
improve the quality of teaching and learning. The baseline study used a self-review framework
developed by the British Educational Communication and Technology Agency (Becta) as a theoretical
lens to evaluate how six teachers out of 15 used ICT benefits in their teaching practice. A qualitative
case study research design is used and the discussion in this paper is based on data collected
through, observation, interviews and documentary sources. The data was analysed inductively
through the interpretative theoretical lens of Becta’s self-review framework. Results show that the
school leadership and management structure do not implement ICT policies or encourage ICT use for
teaching and learning. Therefore, teachers on an ad hoc basis adapt ICT services to the level of
individual learners’ needs. Teachers confirmed that they need professional development to use ICT
effectively to support learners. The time table structure of the school limited teachers’ access to the
use of ICT resources for teaching and learning. On the other hand, learning with ICT tools, learners
had positive outcomes in the learning process irrespective of their levels of differences. Teachers with
their limited ICT skills enabled learners to complete learning activities and improved learners’ attitudes
towards learning. This is evident that the use of a self-review framework can ensure that a school’s
investment in ICT achieves fitness for purpose and also optimises the use of finite resources by
teachers in supporting LSEN and inclusion.