Indepedent Specialist Colleges aim to offer an inclusive curriculum for the widest range of learners with learning difficulties and disabilities. They are often small and focus on particular types of student intake.
Almost all of the colleges offer extended curricula and have a high proportion of residential students, some of whom require very high levels of care. They are diverse institutions, having markedly different organisational cultures and management structures, and are reliant on multiple funding sources for the provision and development of the wide range of services they provide.

In 2004 both the Learning and Skills Council (LSC) England and the Joint Information Systems Committee (JISC) via its committee for Organisational Support allocated funding for a programme of developments to improve the experience and use of Information and Learning Technologies (ILT) in Indepedent Specialist Colleges, and to encourage the sharing of the expertise with students built up in the sector.
The management of the project was provided by JISC TechDis from October 2004 onwards. TechDis is an advisory service of JISC, the Joint Information Systems Committee. Colleges were asked to bid for support in three broad areas:

A total of 27 projects, based in 22 Colleges, were awarded funding ranging from around £2,500 to over £11,000, with an average of around £8,500 going to each institution involved in the projects. All projects were completed in July 2006.

A large number of colleges are using technology to support RARPA (Recognising And Recording Progress and Achievement) initiatives by providing compelling evidence of competence. The development of communication systems to meet the needs of different staff groups and varying student needs and abilities is also highlighted as a key driver for improving the technical infrastructure of the colleges. While a number of colleges have developed inhouse database systems for managing student information, several colleges have implemented the same proprietary MIS (Management Information Systems) product. There is increasing interest in the further development of this product and use of its potential functionality, including technical integration with other college systems. There is also growing interest in the use of VLEs (Virtual Learning Environments), particularly open source platforms such as Moodle.
The work of the projects indicates that there are considerable opportunities for further development work to facilitate the integration of systems and platforms and their use to enhance teaching, learning, assessment and reporting. Some key outcomes reported by the participating colleges are: Increased confidence, enthusiasm and motivation in learners as a key benefit of the introduction of technology to the curriculum.
Improved communication and group working skills in learners with complex disabilities, including some particularly challenging groups.
Multimedia environments can stimulate positive responses in the interaction of sound, image and sensation.
Introducing an element of fun through learning with technology has helped to build individual confidence and forge social relationships.
In some contexts, the use of technological solutions is also providing opportunities for a more differentiated learning experience taking account of individual needs in a group setting.

The focus of many projects has been on the opportunities presented by relatively simple tools and technologies to help to develop skills for independent living. Several have also enhanced their provision for developing vocational skills and expertise in real-world contexts including retail and administration. Projects have focused on encouraging independence as part of an overall context of lifelong learning, as an integral entitlement that both empowers students and promotes equality of opportunity.
Several projects have resulted from student-led initiatives and suggestions, some highly imaginative. There are indications that the use of technology in the funded project has in several colleges led to a demand from students for its expansion to other areas of the college’s activity.
There are a number of examples of the positive role of JISC TechDis part-funded technicians in helping to shape, drive and support the work of the projects and their wider influence on the development of ILT across institutions. The projects have also highlighted the extent of partnership working in the Independent Specialist College sector. Colleges have developed important relationships with software developers, and with organisations such as the JISC Regional Support Centres and JISC TechDis as well as charitable trusts and foundations. Many have also developed collaborative relationships with local schools, colleges and higher education institutions which are of benefit to students in transition. There may be further opportunities for collaboration with Further Education colleges, schools and other agencies to facilitate technical implementation and systems development, the development of age-appropriate resources for online delivery, and the sharing of expertise and experience.
The Indepedent Specialist College Innovation Fund projects have served to highlight that relatively small amounts of funding, carefully disbursed and with appropriate support in place, can result in almost disproportionately effective outcomes and developments in the use of technology to support the work of these institutions.

The projects covered a wide range of technologies in four main areas: increasing infrastructure, embedding multimedia, content creation and college platforms.

National Star College provided staff development materials and training sessions covering various aspects of ILT, including the use of Moodle.
Oakwood Court College created a college website and are investigating the use of a staff intranet and VLE.
Treloar College created a template for storing course information electronically and used the Databridge™ MIS system to monitor student progress and set learning targets.

Dilston College  used portable devices with Global Positioning Software to provide a practical way for students to explore the relationship between a map and the physical world.
Lindeth & Arden College worked with software developers Propeller Multimedia to redevelop the React™ software application for use in college, particularly for the teaching of independent living and communication skills.
Linkage College responded to a lack of age appropriate learning resources for students with learning difficulties by creating their own materials based on staff suggestions.
SENSE East provided better access to learning objects to students by purchasing new switches, switch connectors and a laptop for use with simple cause and effect software.
Treloar College  used Clicker 4 extensively with its students; however the software lacked age-appropriate materials. Following the launch of Clicker 5, which allows new grids to be created, their project aimed to create a resource bank of suitable resources for staff and students at the College, and share these with Crick Software.

Derwen College responded to the increased demand placed on the existing wireless network, using fibre optic cabling to extend the network to the most heavily used areas of the College and the new learning centre. This led to a significant reduction in system downtime.
Two projects at Dilston College have improved network access from remote areas of the college. A tablet computer has provided a mobile networked solution for staff and students across the college and its residential units. Providing the Horticulture department with PCs and a connection to the college network allowed the college to research relevant issues from the department and brings the College’s vegetable box scheme online.
The Innovation Fund allowed The ESPA Colleges to replace outdated equipment at their biggest college, providing them with new PCs, a laser printer, a server and an interactive whiteboard, allowing the college to make full use of the JANET connection.
Foxes Academy replaced their existing network with more reliable connections across the College and to residential areas.
Homefield College have provided a laptop computer and wireless network connection to their garden, allowing staff and students to access the internet while working in the garden and giving staff access to student records.
Pennine Camphill Community built on existing capacity by installing a server, thin clients, and terminals in remote areas of the college to increase the use of the college intranet and IT resources throughout the College.
Ruskin Mill College have used Microsoft® Sharepoint Services to provide network access to their Horticulture department, and plan to provide network access to all remote sites and residential areas.

Bridge College have installed interactive whiteboards throughout the college, following a demonstration which was met with great enthusiasm by the students.
The  David Lewis Centre noted the benefits to students of using audio and video resources and built a new media suite enabling students to create their own multimedia resources and allowed the College to build links with Cosgrove Hall animation studio.
Hinwick Hall built a mobile cabinet for multimedia equipment to allow students to share music and video files and to provide access to multimedia resources from anywhere in the College.
The Minstead Training Project used the Innovation Fund to provide presentation equipment and software for use by both staff and students.
The Orpheus Centre created digital Individual Learning Plans for students, who used video cameras to create a record of their time at the centre.
Queen Alexandra College purchased interactive whiteboards and classroom management software to encourage new methods of teaching and learning, particularly the use of multimedia resources.
RNIB College Loughborough project worked with the supplier and a software manufacturer adapt the DAISY player Ease Reader for educational use with a footpedal , and is converting the College’s resources to DAISY format.
Thornbeck College provided multimedia equipment for a new music room, enabling its staff to create learning resources using a combination of sound and images, and students to keep a digital record of their progress.