This case study outlines a continuing curriculum project, from 2009 to the present, now exploring "Scratch 3" to support the sequencing skills of young adults with learning difficulties (LLDD), at Lambeth College, south London. Student support files, in "Scratch 3" block coding, and in "Sibelius" music software, were created by a secondary school pupil, aged 12, and developed for use by the students at the Further Education College, as part of an on-going educational collaboration. While it has proved to be the most problematic and frustrating teaching and learning project of the learning series to date, nonetheless it has had very positive student outcomes.

PurposeInteractive whiteboards (IWB) have become a common tool in education. The purpose of this paper is to look at some of the ways that this tool has been successfully used to engage and motivate teenage student learners with learning disabilities and difficulties (LLDD).Design/methodology/approachThe author draws upon his teaching practice to look at how IWBs have been used to engage and motivate teenage student learners with LLDD. The article compares the author's experiences with other teaching ideas identified, in order to reflect in more depth on teaching practice.FindingsThe author concludes that interactive white boards are an effective tool for the engagement and motivation of students with learning difficulties and disabilities, despite there being very little research evidence for their use with this group in further education settings.Originality/valueUse of the interactive white board has enabled the author to deliver ideas in a different style of teaching, developing more interactive and engaging lessons for students with learning difficulties and disabilities.

This paper is a collaborative report on a visual learning project that utilised a range of information and communication technology (ICT) tools to draw together several different agencies within the Kingston local community. This was achieved by devising a series of practical activities through which all participants could share and develop their different knowledge and expertise. The focus of the project was on resources for healthy eating skills produced for and by people with learning disabilities. The paper gives the detailed aims and objectives of the project, an outline of the practical activities that were undertaken, and an indication of how the project model may be developed in the future.

The project described here is the third in a series of cross‐agency (now called community cohesion) explorations involving the development of resources for, and by, people with learning disabilities. (See Healthy eating, Journal of Assistive Technologies Volume 3. Issue 1. March 2008, and Keeping safe, Journal of Assistive Technologies Volume 4. Issue 2. June 2010.) Year 7 students at the Holy Cross secondary girls' school devised a series of simple educational games, for use on an interactive whiteboard, to support the learning of young adult students. The completed resources were then further developed at Lambeth College, and were finally made available for use both by Lambeth College and NHS Kingston's Occupational Therapy Service for people with learning disabilities.