SEN Module 1- Introduction to ICT & Assistive Technologies

This module gave me a valuable introduction to ICT for SEN pupils. Having worked in SET for a few years , I felt I needed to upskill in ICT this year for my summer course. I found the Digital Learning Framework useful in that it can be used as a planning tool by individual teachers as outlined in the introduction on page 3. In domain 1 a learner outcome states that pupils demonstrate the knowledge, skills and understanding required by the primary curriculum. Here ICT is a very effective tool to achieve this.
The SETT framework is another useful tool to gather and organise information relating to assistive technology assessment for our special needs pupils. Infromation is sought under 4 headings student, environment, task and tools to guide decisionmaking and planning for our pupils. It will be a good starting point for me as the start of the academic year to highlight where ICT might be useful to develop the knowlledge,  skills and understanding mentioned in the Digital Learning Framework.

I have already been using some ICT in the teaching of special needs pupils but I needed to update and upskill my knowledge. I am hoping to learn about the latest apps or maybe some useful websites to help my teaching. We use TTRS which is a touch typing app for all of the pupils in our school. Time is spent each week learning how to type in class. Typing is a very useful skill for all of our students not just for our pupils with special eduction needs so I think that this is time well spent in our school.  We also use WORDSHARK for our pupils spelling skills.  It teaches reading and spelling words through games online.A lot of our students enjoy it. It also is very helpful for pupils with reading difficultes and dyslexia.

I really enjoyed the first module it has given me the opportunity to reflect on how assistive technology can support pupils in a practical and meaningful way especially from a SET prospective. One aspect I found particularly useful was learning about the different levels of technology integration – low, medium and high tech. It highlighted that effective assistive technology is not always about using the newest or most advanced devices, but about choosing the most appropriate support to meet a pupil’s individual needs. Sometimes simple, low-tech strategies can have just as much impact as more sophisticated digital tools.

I also found the SETT framework (Student, Environment, Tasks and Tools) to be an excellent way of thinking through decisions about assistive technology. It provides a clear, structured approach that keeps the pupil at the centre of the decision-making process. Rather than focusing on the technology itself, it encourages us to consider the learner, the learning environment and the tasks they need to complete before selecting the most appropriate support.

This module also reminded me just how many digital tools are available to enhance teaching and learning. While having access to these resources is important, it is equally important that they are introduced thoughtfully and used consistently. The Digital Learning Framework provides a valuable structure to help schools evaluate current practice and identify areas for development. Through the School Self-Evaluation process, schools can identify priorities for assistive technology, plan staff professional learning and monitor the impact these supports have on pupils’ learning and independence.

Overall, this module has reinforced that assistive technology is about removing barriers and providing pupils with the best opportunity to succeed. It has encouraged me to reflect on my own practice and to think more carefully about how technology can be embedded into everyday teaching to support inclusion and improve outcomes for all learners.

I agree. As a SET teacher, this module has encouraged me to look beyond the individual child and think more about the bigger picture. While it’s important to identify the right support for each pupil, it has also made me reflect on how assistive technology can be embedded across the whole school. Taking this whole-school approach through the School Self-Evaluation process can help ensure that digital supports are used consistently and benefit all learners.

The potential of assistive technologies is good, I have seen my students progress and enjoy using AT. Given that we have short sessions with our students in the SEN setting, their use is under fairly strict limits. We use Maths games and Spellings programmes and apps mainly. There are built-in assesments, which the children love to engage with. We find them useful.

Many of the various practical options outlined in this have been considered when we initially introduced AT. We looked at availability, staff training, the needs of the student and the environment. But I understand the need to update some of our practices and maybe tweak them to better suit the needs of some of our pupils, particularly looking at how this can impact on the school self-evaluation process. We could update our ‘Looking at our school’ by including all the AT we use at present and identify our strengths and see where improvements could be made. I feel this is important, as our SEN student list changes each year.

Standard from the Digital Learning Framework: Pupils engage purposefully in meaningful learning activities
-Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge creation.

I would like to get our students to do the pupil questionnaire and let that inform our planning going forward.

This module highlighted how assistive technologies can transform teaching and learning by ensuring that all pupils can access the curriculum and participate fully in classroom activities. Technological tools and apps can reduce barriers for pupils with additional educational needs while also benefiting many other learners through inclusive teaching practices. These technologies promote independence, confidence, and active engagement, allowing pupils to demonstrate their knowledge in different ways.

From a school self-evaluation perspective, the effective use of assistive technologies provides valuable opportunities to review and improve inclusive practice. During the SSE process, schools can gather evidence on how digital tools support pupil participation, achievement, and wellbeing. Feedback from teachers, pupils, and parents can help identify strengths, areas for development, and priorities for future planning. The findings can inform targeted professional learning, investment in appropriate technologies, and the development of consistent approaches across the school.

The use of assistive technologies strongly supports Domain 3: Teachers’ Individual Practice within the Digital Learning Framework. In particular, it reflects the standards relating to teachers’ use of digital technologies to enhance teaching, learning, and assessment. By integrating assistive technologies into everyday practice, teachers can differentiate instruction, provide multiple ways for pupils to access learning, and use digital tools to assess understanding in ways that meet individual needs. These technologies also encourage teachers to reflect on and adapt their teaching strategies, ensuring that all pupils have equitable opportunities to succeed. As teachers develop confidence in selecting and using appropriate assistive technologies, they strengthen their own professional practice while creating more inclusive, engaging, and learner-centered classroom experiences.

I feel strongly about the importance of a well-structured SETT framework as a starting point for our new school year. Having worked in SET for over ten years now, I’ve seen how assistive technology (AT) has evolved from an add-on in lessons to an absolute cornerstone of inclusive education. Upskilling in ICT is a continuous journey, and pairing the SETT framework with the Digital Learning Framework (DLF) offers a brilliant, structured way to approach our School Self-Evaluation (SSE) process.

When our staff looked at the SSE process with regards to inclusion, AT completely changes the game for how we gather evidence of pupil engagement and learner outcomes. For me, looking at Learner Outcomes and specifically the standard around pupils possessing the required skills and understanding, AT is the bridge that allows our SEN pupils to actually demonstrate that knowledge. Whether it’s speech-to-text software for a child with severe dysgraphia or tailored literacy software for structured reading support, these tools don’t just help them finish a task—they unlock their ability to participate on equal terms with their peers.

In terms of the Digital Learning Standards, I also find myself looking closely at Learner Experiences. When we get the “Tools” part of the SETT framework right, we see a massive shift in pupil confidence. A student who can independently navigate a tablet to access a text or use mind-mapping tools to plan a story becomes an active participant in their own learning, rather than relying constantly on an adult for withdrawal or extra support.

Bringing this into our SSE focus for the coming year allows us to move away from looking at ICT as just a “reward” and instead evaluate how deeply it is embedded into our individual student support plans. It’s shows that effective planning at the start of September saves us massive time and ensures our support is genuinely impactful.

I have enjoyed Module one of this course. Working in SET this year and again next year, I wanted to improve my knowledge and understanding of how digital technologies can be used more effectively in SEN. So far the course has highlighted the significant role that assistive technologies can play in creating a more inclusive and supportive learning environment for not just children with SEN but for all students. Before beginning the course I associated assistive technology with supporting students who have identified additional educational needs. However, I can now see that a lot of AT tools can benefit all children in school by providing multiple ways to access information, demonstrate understanding, and engage with learning – low, medium and high tech.
The SETT framework is also something that I will be using in my own practice. It is a very useful tool in selecting the most appropriate AT for children in our schools. It can be difficult to make these decisions and there are a lot of considerations. I think that this framework will help me and others in my school when selecting AT for students.
Assistive technologies can definitely become part of the school self-evaluation process. Evaluating the current use of accessibility features, identifying areas for improvement, and gathering feedback from students and staff could help inform future planning. Our school recently had a maths subject inspection and one of the recommendation was to use more collaboration and improving assessment monitoring and practices. It was suggested that we do this through digital technology. We are now looking at the digital learning framework and understanding how this could help. One of our focus points is on the first standard of the leadership and management dimension. Where “a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”. School leaders play a key role in developing a shared vision for inclusive digital practice, providing appropriate professional learning opportunities, and ensuring that suitable technologies are available to staff and students.

I also completely agree! Once we realise that assistive technology benefits every child, not just those with a diagnosis, it can act as a total game changer in our classrooms. The SETT framework is brilliant for taking the guesswork out of choosing the right tools for a staff. It’s also fantastic how you’ve already incorporated this into your maths inspection recommendations and the Digital Learning Framework. Getting leadership on board to support that collaborative digital culture will hopefully make a massive difference for you next year.

As a SET teacher with 5th / 6th Classes I wanted to upskill in the area of  technology  this year as I feel  competence in  assistive technology  is essential for all learners. I initially used some aspects with the pupils in my support class but as we became familiar with apps such as Seeing AI and the free accessibility tools on tablets and IPads  , I was very eager that all pupils in the classes could use  the same . We live in a world where technology is everywhere and being able to  effectively use even the phones we all have , is an essential life skill.

Module One has been very informative for me. I am teaching in an Autism Class and a number of my students use some form of assistive technology in their day to day school life and others don’t use anything yet. I am not the most tech minded person myself and so felt the need to up-skill in the area of Technology and school.
The stand out point to me in this module is that the technology must be suited to the child. I would have been guilty of selecting a product I thought was suitable and just assuming the child/children could manage it or figure it out. My approach in future will be different.
I found the SETT framework an excellent tool for making decisions around technology in my classroom and in the school in general. It provides very clear structured approach, keeping the child at the centre. It is so much more than the piece of technology, it is the child, the environment, the task(s) being asked of the child. It ensures the child is receiving the best support from that piece of technology and given the opportunity to succeed.
The Digital Learning Framework is also a valuable piece of documentation for the school. It provides a valuable structure that will help schools to evaluate current practices and plan for future development. At times, I must admit, I have been guilty of bringing a piece of technology into a classroom and using it frequently or not at all but I have never reflected on this and made a plan for the future so I will certainly be engaging more with the Digital Learning Framework going forward.

Module 1 provided a great introduction to using Assistive Technology for pupils with SEN. Having worked as a Special Education Teacher for a few years, I felt it was time to upskill through this course to ensure I was using digital technology as effectively as possible in my daily practice.

Although I would be quite confident using technology, I have often struggled choosing a suitable tool for use in the classroom environment. Selecting the correct AT for a student can often feel overwhelming given the sheer volume of available options.This module has made me reflect on the importance of choosing a tool that works best for the student.

The SETT framework- Student, Environment, Tasks and Tools- has given me a structured starting point while looking at AT. Using the four areas of the framework keeps the needs of the child central at all times. It reminds us of the importance of matching the tool to the specific child, their learning environment, and the exact task they are being asked to do.

Working in a large primary school, Domain 4 of the Digital Learning Framework is vital. Our best resource for getting better with digital technology is the wealth of knowledge that we share between staff members.  It is important that we actively make time to share what’s working and what has not been so successful. This wealth of knowledge that is readily available in many schools helps improve the confidence of those teachers who may feel that the use of AT is overwhelming.

• This reply was modified 3 months, 3 weeks ago by Michelle.

This module has deepened my understanding of how assistive technologies can support inclusion and improve teaching and learning in an Irish primary school. Before completing the module, I tended to think of assistive technology mainly as a support for pupils with identified additional educational needs. However, I now recognise that many accessibility features and digital tools can benefit all pupils by providing multiple ways to access learning, communicate their understanding, and participate fully in classroom activities.
As a primary teacher, I can see the value of incorporating tools such as text-to-speech, speech-to-text, immersive readers, visual supports, and audio recording into everyday teaching. These technologies can help pupils who experience literacy, language, or communication difficulties while also supporting reluctant readers, English as an Additional Language (EAL) learners, and pupils who learn best through different approaches. Integrating these tools into normal classroom practice helps to create an inclusive environment where every child has the opportunity to succeed and develop confidence as an independent learner.
The module has also prompted me to reflect on how assistive technologies can contribute to the School Self-Evaluation (SSE) process. As schools strive to improve teaching and learning, reviewing the use of assistive technologies could form part of evaluating how effectively we are meeting the diverse needs of our pupils. Evidence gathered through teacher observations, pupil voice, parent feedback, and assessment data could help identify strengths and areas for development. Setting realistic targets for increasing staff confidence, improving access to digital tools, and embedding inclusive practices would support ongoing school improvement.
The Digital Learning Framework provides a useful guide for this work. In particular, the standards relating to Learner Experiences are highly relevant, as they encourage pupils to use digital technologies to support their learning, collaborate with others, and become confident, responsible users of technology. The standards for Teachers’ Individual Practice are equally important, as they promote the effective use of digital technologies to differentiate learning, assess pupil progress, and meet the needs of all learners. Finally, the Leadership and Management standards highlight the importance of creating a shared vision for digital learning, ensuring appropriate professional learning for staff, and making informed decisions about investing in suitable technologies.</p>
Overall, this module has reinforced that assistive technology is not simply an additional support but an important part of inclusive teaching and learning in the primary classroom. Going forward, I hope to build my confidence in using these tools more consistently and to share good practice with colleagues so that all pupils can benefit from a more accessible and engaging learning environment.

• This reply was modified 3 months, 3 weeks ago by Dolores Killian. Reason: typo

This has been a very informative module. I have found assistive technology to be a valuable support for my students, helping them to enhance their learning. I have used text to speech, read write gold, typing club, reading eggs and educational apps, many of which include built-in assessment features. The students enjoy completing these activities, and the assessment data provides useful insights into their progress and helps to inform our teaching.</p>
Support plan reviews are really important to how we use these tools to ensure they continue to meet the evolving needs of our pupils. This is especially important when considering the role of assistive technology within the School Self-Evaluation (SSE) process.

As part of our SSE, we could update the Looking at Our School framework by recording the assistive technologies currently in use, recognising areas where our practice is effective, and identifying opportunities for further improvement. Regular reflection is essential, as the needs and profiles of students receiving SEN support change from year to year.

• This reply was modified 3 months, 2 weeks ago by Shelley Tuohy.

This module has been very informative. From my experience working in an SEN setting, I have seen how valuable assistive technology can be in supporting both teaching and learning. Some pupils fall behind because of cognitive challenges, and tools such as the C-Pen Reader 2 or 3 could significantly improve their reading experience. I have also seen the difficulties that arise in mixed-ability classrooms when pupils with SEN go undiagnosed. With limited resources, these pupils may become frustrated, which can sometimes lead to disruptive behaviour.

Nevertheless, it is good to know that there are different tech tools to support teaching and learning. This means that not every school will have medium- or high-tech tools to support the teaching and learning experience. Even with no tech tools, schools are still endeavouring to support all learners to meet their full potential. Thus, it is encouraging to know that SSE allows schools to evaluate their practices and ethos, and make informed decisions for the betterment of their students and staff. Still, it is necessary for schools to balance their internal affairs with national requirements, and to know when to insist on governmental support.

In fact the digital age demands that  no child should slip through the cracks because of his or her  inability to read, physical ability or cognitive ability. With assistive technology, it is great to know that every SEN learner should feel more belonged in any classroom.

For me, the greatest reflection from this module is that assistive technology is not about replacing good teaching—it enhances it. In a special school setting, success is often measured through increased communication, improved engagement, greater independence, or a pupil making a choice for the first time. Assistive technology can make these achievements possible. Embedding its use within the School Self-Evaluation process ensures that it becomes part of a whole-school commitment to providing every pupil with the opportunity to communicate, participate, and achieve their individual potential.
Working in a special school with pupils who have severe and profound learning needs has reinforced for me how valuable assistive technology can be in supporting communication, engagement, and independence.
Many of our pupils have complex communication, sensory, physical, and medical needs, so there is no single solution that works for everyone. The practical examples in this module reminded me of the importance of selecting technology that is personalised to each child’s strengths and needs. Augmentative and Alternative Communication (AAC) devices, switch-accessible activities, eye-gaze technology, visual supports, and sensory apps all have the potential to increase engagement and give pupils more opportunities to make choices, express themselves, and interact with others. Seeing technology as a tool to remove barriers, rather than simply an additional resource, has been a key takeaway for me.

• This reply was modified 3 months, 2 weeks ago by Lisa Buckley.

I agree that this Module has been most helpful in  consolidating all the official refernce documents for Digital Learning . It  has provided all the material needed to make an informed start in our SSE process in September and  while I  was previously daunted by the idea of technology , I see that the inclusivity features on the devices we already have are  certainly a good place to start .

Assistive Technologies were defined in this module as  “any device, software or equipment that helps people work around challenges so they can learn, communicate and function better.” When I think of assistive technologies the concept of “scaffolding” comes to mind as I believe that these aids are scaffolds that  have the potential to support communication, participation and engagement in school.

Working within SET I see every daily how assistive technology can reduce the barriers that stand in the way of SEN pupils growing as confident, self-reliant and independent learners. Accessibility features such as Speech-to text and Immersive Reader are powerful tools with enormous potential to support children who struggle with literacy. Not only can these features help students to complete tasks but  they  offer them an entryway to the world of learning. If we embed technologies such as these we ensure that all learners have opportunity to thrive.

In his poem “Scaffolding” Seamus Heany opens with the image of the mason who:

“when they start upon a building,

Are careful to test out the scaffolding”

In the same way teachers must be careful to choose the right AT for pupils.  The SETT framework helps us do this by putting the student front and centre. The framework asks us to consider the pupil in context; to look at the environment in which they are work, the tasks being undertaken, the ease of use of the tools available to them and the universality of same. When we do this we make informed decisions.

I think the SETT framework also lends itself naturally to the SSE process as the framework involves observation, gathering evidence, reflection and decision-making; all of which are central to the SSE cycle.

Within our last SSE cycle our school looked at the area of assessment and one of the more important decisions to come out of this was that we decided to start using digital portfolios as a means of assessment. This ties in with Domain 1: Learner Outcomes and specifically with the Standard that “Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum”.  It is anticipated that in embedding the use of digital portfolios we will enable pupils, “in collaboration with their teacher……..to follow their individual learning needs and preferences, with the aid of appropriate digital technologies.”

This first module has proven to be a good introduction to the use of ICT in the classroom. In collaboration with the SENO, Ed Psych and/or Clinical Psychologists, equipment is recommended for optimum access to the curriculum for each individual child. With classrooms presenting with more and more individuals allocated laptops/communication devices, I found the Digital Planning Tool a great starting point to ensuring ALL individual needs are catered for. SET can provide more time to use the resources available like child questionnaires, teacher questionnaires and parent questionnaires as an information gathering resource for effective individual planning.  From my experience to date of introducing individuals to their new device, much time needs to be set aside for the development of typing if the laptop is to somewhat replace the pencil for some individuals.  Children can be keen to drop the pen and move towards speech to text, omitting the very important need for the touch typing skill development.  Planning in this area has proven key for me to ensure each child is engaged in their learning and response to learning when communicating through a laptop. We can’t underestimate the importance of touch typing and it’s significance needs emphasis.

A whole school approach is necessary to effectively implement the Digital Learning Framework so pupils and teachers alike can develop their digital skills and competence. School leaders are now prioritising the importance of upskilling in the use of Digital Technologies across the school levels. This Framework supports high quality education mediated by digital technologies promoting active learner participation and engagement in a wide range of learning activities.

The focus is now on high level pupil engagement in learning through teacher use of the digital learning framework whereby students become engaged thinkers and active learners.

This year, having introduced many of my senior pupils to their AT device, I found pupils and parent pre assessment vital in providing an accurate starting point for each individual. The use of low and medium tech tools has helped me to facilitate children’s exploration of new learning and communication pathways. AT has helped these children to work around challenges formally presented so they can now learn and communicate more effectively and ultimately boosting self esteem in such a short space of time. Dream Space is a new area for me since embarking on this course and I am eager to learn and upskill more in the modules ahead.

• This reply was modified 3 months ago by Kay Brandon.

I have worked as a special class teacher for several years and have incorporated a range of assistive technologies into my teaching practice during that time. Through this course, I hope to develop a deeper understanding of these technologies and the benefits they can provide for my pupils.
I find the Digital Learning Framework particularly useful and intend to use it as a planning tool, as outlined in the introduction on page 3. Within Domain 1, one of the learner outcomes states that pupils should demonstrate the knowledge, skills, and understanding required by the Primary Curriculum. Information and Communication Technology (ICT) can be a highly effective tool in supporting pupils to achieve these outcomes.
The SETT Framework is another valuable tool for gathering and organising information relating to assistive technology assessments for pupils with special educational needs. Information is collected under four key headings: Student, Environment, Tasks, and Tools. This framework helps guide decision-making and planning to ensure that the most appropriate supports are in place for each pupil. September can be a very busy time when you are learning about a new class and all their individualities. Hopefully this tool will be of assistance to me. At the beginning of the academic year, I plan to use the SETT Framework as a starting point to identify areas where ICT can support the development of the knowledge, skills, and understanding highlighted within the Digital Learning Framework.

Hi Julie,
I really enjoyed reading your post. I agree that assistive technology does not always have to be high-tech to make a significant impact. Simple supports such as pencil grips and visual aids can be just as effective as digital tools when they are matched appropriately to a pupil’s needs. Your point about using the SETT framework is particularly important, as it reminds us to focus first on the student and their learning environment before selecting a tool.
I also liked your connection between assistive technology, School Self Evaluation and the Digital Learning Framework. Evaluating the effectiveness of supports through evidence-based practice ensures that we are making informed decisions that genuinely benefit pupils. As teachers, it is our responsibility to provide opportunities for all learners to access the curriculum, participate meaningfully in classroom activities, and develop independence. Assistive technology plays a key role in achieving this by removing barriers to learning and enabling pupils to demonstrate their knowledge and abilities with greater confidence.
Your post highlights how thoughtful integration of Assistive Technologies can promote inclusion and ensure that every child has the opportunity to succeed, at a level appropriate to them. Thank you for sharing such practical and insightful examples.

This module reinforced the importance of assistive technologies in supporting inclusive teaching and learning in the primary classroom. Simple tools such as text-to-speech, visual supports, and speech-to-text can help pupils with diverse learning needs participate more confidently and independently. Reflecting on how these technologies are used as part of the school self-evaluation process can help identify strengths, areas for development, and opportunities for staff training. I believe the Digital Learning Framework standards relating to learner experiences and teachers’ individual practice are particularly relevant, as they encourage the purposeful use of digital technologies to improve engagement, accessibility, and learning outcomes for every child.

This module has highlighted the important role that assistive technologies can play in creating an inclusive and supportive learning environment in the primary classroom. It has encouraged me to reflect on how digital tools can help remove barriers to learning and provide pupils with opportunities to participate more fully in classroom activities. Technologies such as text-to-speech, speech-to-text, visual supports, and interactive learning apps can make a significant difference for pupils with additional educational needs, while also benefiting many other learners through differentiated teaching approaches.

The module has also emphasised the importance of carefully selecting and implementing assistive technologies to meet the individual needs of each pupil rather than focusing on the technology itself. Frameworks such as SET provide a structured way to consider the student, their environment, the tasks they need to complete, and the most appropriate tools to support their learning. I can see how this framework would be particularly valuable at the beginning of the school year when planning for a new class.

I also recognise the value of incorporating assistive technologies into the school self-evaluation process. Reflecting on current practice allows schools to identify strengths, recognise areas for improvement, and plan meaningful actions that promote digital inclusion and accessibility for all pupils. This process can also encourage collaboration between teachers, special education staff, school leaders, and parents.

The Digital Learning Framework provides clear guidance for this work. In particular, the domains relating to learner experiences and teachers’ individual practice encourage the purposeful use of technology to enhance teaching and learning. Going forward, I hope to build my confidence in using a wider range of assistive technologies and ensure that every child in my classroom has equitable opportunities to succeed, participate, and develop independence in their learning.

It’s interesting how much my mindset on AT has changed. I think I used to always picture really expensive, software. But seeing how much of a difference simple, built-in stuff like speech-to-text, immersive readers, or screen masking can make, it’s amazing the difference it can make.  Kids who usually hit a brick wall with reading or writing can just dictate their ideas and keep up with the class, which is massive for their confidence. From an SSE point of view, it gives us something really practical to focus on. Instead of just asking “do we have enough devices?”, we can actually look at whether kids are using these features to work independently.

• This reply was modified 3 months ago by Margaret Deery.

This module has made me reflect on the potential of assistive technology to support pupils with special educational needs and how technology can removed barriers to learning. I particularly found the practical examples involving tablets, iPads and Dreamspace useful, as they demonstrated that digital technology does not always have to be complicated to make a meaningful difference to a pupil’s learning experience.

Tablets and iPads can provide pupils with different ways to access information, communicate, complete activities and demonstrate their understanding. For some pupils, using technology can provide greater independence and engagement than more traditional approaches. I was also interested in Dreamspace and how digital tools can be used creatively to support pupils with additional needs. It reinforced for me the importance of considering the individual learner and choosing technology based on the specific barrier they are experiencing.

In my own practice, I have seen how assistive technologies, such as FM and soundfield systems, can support pupils who are deaf and hard of hearing. These technologies can improve access to spoken language and classroom instruction, particularly when background noise or distance from the teacher creates an additional barrier. This has reinforced for me that technology is most effective when it is carefully matched to the needs of the individual pupil and supported by appropriate teacher knowledge and practice.

I can see a strong connection between assistive technologies and School Self-Evaluation (SSE) process. Schools could reflect on whether digital technologies are been used effectively to support inclusion and whether all pupils have equitable opportunities to participate in learning. This could involve gathering feedback from pupils, teachers and parents, considering what technologies are currently available, and identifying areas where staff and identifying areas where staff may need further professional development.

The Digital Learning Framework provides a useful structure for this process. In particular, I can see links with standards relating to the use of digital technologies to enhance teaching and learning, support learner engagement and develop teacher’s professional practice. It is important that schools look beyond simply having access to devices and consider how effectively they are been used to improve leaning outcomes.

As a teacher for more than 20 years and a SET teacher for two years I can see the pivotal role ICT and assistive technologies has for all pupils.

This year my school had the opportunity to work with Microsoft on their Dreamspace ambassador’s programme. It was an amazing experience for the pupils. The children thoroughly enjoyed working collaboratively and it was fantastic to see their confidence grow and grow after each session. It developed all pupils critical thinking skills and pupils were able to return to the classroom and teach their peers what they had leered during their Dreamspace learning experience. I loved how inclusive the programme was, thus making me want to do this summer course and learn about further programmes/ opportunities I can explore with all my pupils next year. We hope to work with Dreamspce again next year on their showcase programme.

ICT is so important for all pupils. It is vital not to rely solely on traditional academic approaches.

The direct use of technology allows pupils to learn in varied ways and gives pupils the opportunities to demonstrate their strengths that may not always be evident in traditional classroom and SEN activities. Working collaboratively with peers can also provide social development, independence, and a sense of belonging.

The use of ICT and assistive technology is so important to support pupils when work is been differentiated. It ensures engagement and participation of all pupils in activities. It removes barriers for all pupils and prompts inclusion for all.

Digital technologies as assistive technologies create varied classroom learning experience. Teachers are managing diverse classrooms and to give the attention to all children the classroom must be blended and varied. This gives children independence and teachers the chance to interact with all pupils. Differentiation is possible with digital technologies and very easily managed with station teaching , particularly if there is a shortage of digital devices. Children are all motivated by devices but to give them the appropriate apps and training to use devices to accelerate their skills and learning is a child centered and practical way to access the varied classroom groups that we see today. Digital tools can track and assess children’s learning in a non personal way so that they can relearn or move up in a concept without feeling deflated. Reflection is a personalised way of commenting on their learning to analyse what the individual found a challenge . The digital learning platform puts a focus on the learner rather than the teacher, it is a factual tool that enables the child to manage assessmentin a non personal way. I thik this would very much benefit some neurodiverse children who experience rejection sensitivity or learning anxiety issues. The opportunity to explore digital learning in small mixed ability stations makes learning accessible for all children readers and non readers with tools such as Immersive reader or multiple choice apps such as Duolingo. Also children of different languages can work in groups together to share ideas which is less isolating for ESOL learners.Digital learning is the most practical way to create an inclusive classroomby providing necessary lifelines to various learners.

I found this module very useful, particularly as I have previously worked as a SET in Junior Infants and will now be moving to 5th Class SET. It has made me think about how different the needs of students can be depending on their age, ability and stage of learning, and how important it is to choose supports that are appropriate for each individual child.

One thing that stood out to me was that assistive technology does not always have to be something complicated or expensive. Simple supports such as visual timetables, graphic organisers, adapted paper and pen grips can make a big difference to a child’s ability to participate in learning.<span class=”Apple-converted-space”>  </span>I have used some of these types of supports in Junior Infants, but the module has made me think about how they could be adapted for older students.

I found the SETT Framework particularly useful. Looking at the Student, Environment, Task and Tools before deciding on a particular support is something I can see myself using in my new role.<span class=”Apple-converted-space”>  </span>It reminds me that we should not simply choose a piece of technology because it is available, but instead think about what the student actually needs.

Moving into 5th Class SET, I know that some of the strategies I used with younger children may need to be changed. I will need to consider the students’ independence, confidence and individual learning needs when choosing supports. Overall, this module has reminded me that technology should be used to remove barriers and help students become more independent learners. It has given me some useful ideas that I hope to put into practice in my new role.

Module 1

Module 1 gave us an overview of the Inclusive Education Framework. We looked at low, medium and high tech tools and terminology around addressing an individual needs.We looked at the SETT planning for assistive technology and the need for review of the plan regularly. Planning the SETT for a child was useful task to reflect on the process while considering our own school enviornment. Looking back at the Digital Learning Framework and considering that alongside the SSP and SETT gave us a clear roadmap to use in class. The lnks to Odie Digital Planning and the resources from the DLF will be useful tools to look back on during the school year.Dream Space is an exciting tool that I would like to explore more , the video on Dream Space gave us an idea about how technology is going to shape future classrooms . It is exciting to think that children will have a better educational experience in the future and that AT will be key to enable that progression.

I teach in an Autism class and feel Assistive technology is an area that I need to upskill in. This module highlighted the potential of AT by levelling the playing field for students with diverse learning needs. By promoting inclusivity, AT ensures that pupils with physical, sensory, or learning differences can access the curriculum equitably, boosting their independence, confidence, and engagement.
Many practical options were outlined in this module and included the three categories of AT namely, no/low tech, medium tech and high tech. Most of the low tech are present in classrooms and we may be unaware that we even provide these accommodations, for example, book stands, graphic organisers, visual Timetables, whiteboards, adaptive pens, adaptive paper- HWT (Handwriting Without Tears). Examples of medium tech tools include audio books, adapted keyboards, adapted seating and basic communication devices. I feel audio books is an area I would like to explore more this coming year. I have ordered 6 sets of headphones for the children in the class and hope to set up an area with a beanbag for listening and engaging with audiobooks.
Integrating AT impacts the School Self-Evaluation (SSE) process by highlighting inclusive digital pedagogy. This year I used the ‘Getting to Know Me’ Relate document as part of gathering evidence and can use the information from that to assist in successful deployment of AT.
Under the Teaching and Learning dimension of the Irish Digital Learning Framework, AT addresses the 3 Domains; Learner Outcomes, Learner Experiences and Teachers’ Individual Practice. In Domain 3 The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs. When integrated with a student’s School Support File, SETT (Student, Environment, Tasks, Tools) ensures that technology interventions are not chosen in isolation, but are directly tied to the functional needs, learning environment, and curriculum experiences and outcomes.

The SETT framework is a long overdue aid for SETs to address the role AT plays in the lives of learners. As has been expressed by many of the other contributors, we have been playing catch up with AT, often feeling under skilled to utilise At effectively.

It enables teachers to make better decisions, unique to the needs and capabilities of our students and to identify and access specific activities which enable students to access the curriculum, something which unfortunately does not always happen, not because of a a lack of willingness but a lack of understanding about AT itself.

Inclusion is a much used word in education. As a SET I have often felt frustration with regard to AT. Going through the process of sanctioning, applying and purchasing AT for a student is cumbersome in itself. However, once it has been obtained, we often don’t know exactly what to to do with it in order to unlock the curriculum for our students. I think the SETT framework is a welcome foundation for making his happen, not lip service, but real efforts towards inclusion.

The digital learning framework similarly provides structures and support for teachers trying to use AT more purposefully to cater for the needs of pupils Being able to use digital tools to adapt classroom activities is something teachers need more support and training for.

We all see the need for meaningful differentiation, but have not felt able to do so due to a lack of support and training in relation to At. The digital learning framework goes some way to making that happen. This improves professional practice and most importantly learner outcomes for our pupils.

• This reply was modified 2 months, 3 weeks ago by Joanne Connolly.

Module 1 gave me a good introduction to the Inclusive Education Framework and how important it is to look at each child as an individual. One thing I took from the module was that not every child will learn in the same way, so as teachers we need to be flexible and think about what each pupil needs in order to take part in the lesson.

I found the different types of assistive technology interesting, especially looking at low, medium and high-tech tools. I had always thought of assistive technology as being something quite advanced, but I realised that it can also be very simple things that are already used in the classroom. This reminded me of things I have seen on placement, such as visual timetables, movement breaks, concrete materials and different visual supports.

I also found the SETT framework useful. I liked that it looks at the student, environment, tasks and tools before deciding what support a child needs. It made me realise that we should not just choose a resource because it is available, but think about whether it is actually going to help that particular child. I also think it is important that supports are reviewed regularly because a child’s needs can change over time.

Overall, I found Module 1 useful as it made me think more about how small changes can help children feel included and take part in learning. It has also made me more aware of the importance of knowing my pupils and understanding what works best for them. This is something I will take with me into my own classroom, as every child will have different strengths, needs and ways of learning.

For me this module has been really helpful in reinforcing the importance of assistive technology in creating an inclusive learning environment for students with additional needs. I am a special class teacher myself in a special needs school and I use a range of digital tools in my classroom. This module has encouraged me to consider strongly the depth of these tools and how they are selected implemented and monitored.

The module also highlighted the importance of considering assistive technology as part of the School Self-Evaluation process. Rather than simply introducing new technology, our schools should evaluate whether digital tools are improving pupil outcomes. Gathering feedback from teachers, parents and pupils, reviewing progress and identifying areas for improvement can help ensure that technology is being used effectively and consistently across the school. This reflection can also identify professional learning needs and guide future planning.

The Digital Learning Framework provides a useful structure for this process. In particular, the standards within Domain 2: Learner Experiences and Domain 3: Teachers’ Individual Practice are highly relevant. Pupils are encouraged to use digital technologies to support their learning, communicate and demonstrate understanding in different ways, while teachers use technology to differentiate instruction, assess learning and promote inclusion.

Overall, this module has strengthened my understanding that assistive technology should always be matched to the individual needs of the pupil rather than the technology itself. When used thoughtfully and reviewed regularly, assistive technology can significantly improve access to the curriculum, promote independence and support meaningful participation for all learners.

I chose this course as I work in an autism class and see every day how the right technology can really promote engagement, independent and even confidence . I was particularly interested in learning more about the different ways technology can be used to help my students access learning, communicate, regulate themselves and become more independent.

One thing from this module that stood out to me was the idea that assistive technology does not have to mean complicated or expensive equipment. Looking at low, medium and high-tech options made me think about how simple resources can sometimes be the most effective, depending on the child. It has made me more aware that it is about finding what works for the individual pupil rather than automatically choosing the most advanced option.I also found the SETT framework useful, particularly the focus on looking at the Student, Environment, Tasks and Tools. I think this would be a helpful way of making sure that the technology chosen actually meets the needs of the pupil and is not just being used because it is available.

In my own class, I have seen how technology can increase motivation and participation, particularly in Math’s and Literacy. Speech and language apps, communication apps, visual schedules, regulation apps and learning games have all been useful with different students. Being able to adapt activities to individual ability also allows pupils to repeat and practice skills at their own pace.

The module also made me think about how this links with the Digital Learning Framework and School Self-Evaluation. This would allow Schools to look at what technology is already being used, what is effective and where staff may need further CPD.

Overall, I have taken away lots of ideas that I hope to use in my own classroom and feel I now have a better understanding of as well as confirmation on what I observed on  how technology can support inclusion and independence.

• This reply was modified 2 months, 3 weeks ago by Fiona Lavelle-Collins. Reason: typos
• This reply was modified 2 months, 3 weeks ago by Fiona Lavelle-Collins. Reason: typos

By embedding Digital Technologies in our school, both in the mainstream and SEN settings , this will encourage whole class pupil engagement in digital learning, active participation and interest in all classes while promoting inclusivity where all students learning needs are catered for across all various levels of abilities in a positive way and their confidence in their own learning will flourish.

I’m looking forward to reviewing the domains within both the LAOS and Digital Learning Framework plan standards and selecting the most appropriate domain that suits our school , in consultation with all leaders and management , before embedding Digital Practices. This would be a good starting point for us all in September and a work in progress based on our SSE plan and improvement plan. We will subsequently be able to gauge where our school fits in terms of effective and highly effective practice in the use of digital technologies in teaching, learning and school leadership and following this policy review we will reflect on what needs improvement in our Digital Learning Plan .

Of course, in order for our Digital Plan to work effectively , we as a staff will need to have a have a shared vision for our school including some CPD training in Digital Learning and further discussion with the Digital learning team leaders and SEN teachers on how we propose to best integrate Assistive Technology in our classrooms catering for all children’s needs. This will take time to plan, implement and review but familiarity and training is a necessity first and foremost prior to teaching the appropriate digital tools suited to all age levels.

Rina

Having worked in special education for the past four years, I have seen how assistive technology can make a real difference to a child’s participation, confidence and independence. Over the past year, I have experienced first-hand the benefits for children with reading difficulties through the use of C – Pens and the Read and Write programme. These tools have helped children on my caseload become less dependent on adult support and have given them greater opportunities to access learning and complete tasks independently.
Before introducing these technologies, I worked closely with the SENO to identify which tools would best meet each child’s individual needs. Using the SETT model alongside the student’s support file, we considered their strengths, needs, interests and preferred ways of learning. We also considered the environment in which the technology would be used. For example, one child in an autism class required support with communication, and after considering their needs and environment, an AAC communication device was identified as an appropriate tool. For another child with dyslexia who experienced difficulty decoding words, a C – Pen was considered more suitable to support access to text.
Over the past two years, we have also recognised the importance of including assistive technology within our School Self – Evaluation process. Reflecting on our current practices has allowed us to identify both strengths and areas for development. One area for improvement was developing our knowledge and confidence in using assistive technology effectively. This has encouraged me to complete this course and further develop my practice, so that I can better support children to become confident, independent and successful learners. This also links to the Digital Learning Framework, especially the standards around using digital technology to support all children in their learning. I would like to build my confidence in using assistive technology so that I can help children become more independent and get the most out of their learning.

I am the school leaver coordinator in a special school. I also hold the post of SSE coordinator. I see a lot of potential in assistive technology, especially for our school leavers. Some of our students have had many years of literacy support but may still not be able to decode words independently. I believe technology can help to remove this barrier and allow them to take part in learning in a more meaningful way.

This year I trialed assistive tech such as text-to-speech, speech-to-text, visual supports and audio resources to give students different ways to access information and communicate. I felt like this was particularly important as they prepare to leave school and these skills can have a real-life impact. I think this also links well with SSE. Since i have taken up the post I wanted to overhaul our exisiting targets and through surveys it became clear both students and teachers wanted a focus on digital technologies.
The Digital Learning Framework standards around learner experiences, teacher practice and using digital technology to support learning would be relevant to this. For me, the main focus is not necessarily on students becoming better at traditional literacy, but on using technology to help them work around their difficulties and participate more fully in everyday life.

I found Module 1 very informative especially around it’s potential to support the challenges pupils with SEN face accessing the curriculum successfully. The reminder that any decision making around AT must be child centred at it’s core is paramount.Using the DLF domains and standards is an excellent tool for the school staff to reflect on as Sabrina mentioned as part of the SSE process to evaluate the digital vision, infrastructure etc throughout the school, at the beginning of the year especially. Reflection on current practice, strengths and weaknesses and what improvements can be made are vital in this process. It’ll help teachers to take ownership of their use of AT. The standards in the DLF and the learner outcomes can really support us teachers to use  AT effectively to support & access learning outcomes ex. ensuring our pupils are motivated, actively engaged in purposeful meaningful activities, while supporting their independance.Again as Sabrina mentioned a reminder of the categories of AT low,medium and high and the many examples given in this module are very useful and validating too for us teachers who sometimes feel overwhelmed and in my case perhaps trying to catch up with  the speed of Tech advances.I’m looking forward to focusing on how I can bring the knowledge from this module into practice in my SEN room next year and share the knowledge as part of the SSE.

The SETT Framework is a very practical document to match a pupil’s needs with specific tools. I would use it as a basis to identify a pupil’s strengths and learning needs  educationally, emotionally and cognitively at the beginning of the school year and the appropriate AT tools that will address  those strengths and needs. Reviewing all her records, reports, SSP’s, report cards and meetings with her previous teachers re what worked well ? what didn’t ? would be my starting point.The enviornment where my pupil learns will also be taken into account.Where does she work best ex. small group,1:1,wholeclass,in the mainstream room or SET room.Does she need any AT tools to support her in these settings?Does the classroom setup suit her?I’ll then consider what AT tools are currently being used,are they successful?Low,medium or high tech considerations?  Next I’ll consider the tasks where she’ll be successful and what tools will support this as I already mentioned.Motivating my student and providing an equitable enviornment for her to meet her learning outcomes will be so important.I want her to become an engaged thinker,active learner,global citizen and that she will be able to participate fully in society and the economy as stated in the Digital Strategy for schools 2027.

The main thing I took from Module One is that assistive technology doesn’t have to be complicated. It’s really about finding something that works for the individual child rather than just using a device or app because it is available.

Working in a special school, we use technology every day without really thinking about it. We have iPads and tablets in classrooms and some of our pupils use AAC, such as TD Snap, to communicate throughout the day. This module made me think more about whether we are always using technology in the best way for each child and whether we take enough time to look at what is actually working.

I really liked the SETT Framework because it is simple and makes sense. Looking at the Student, Environment, Tasks and then the Tools means you are not starting with the technology. You are starting with the child and what they actually need support with, which I think is really important.

I also found it interesting to think about how many accessibility features are already built into the devices we use every day. Things like speech-to-text, text-to-speech and visual supports can be useful for lots of pupils, not just those with additional needs.

Going forward, I think I will be more aware of why I am choosing a particular piece of technology and whether it is actually making things easier and helping the pupil to be more independent.

• This reply was modified 2 months, 3 weeks ago by Catherine Ware.

This module highlighted the important role assistive technology can play in supporting teaching and learning, particularly within a special school setting in which I currently teach. Assistive technology can reduce barriers to learning and enable pupils with additional needs to access the curriculum, communicate effectively and participate more fully in school life. It can also promote greater independence, confidence and engagement by allowing pupils to demonstrate their knowledge and skills in ways that suit their individual strengths and needs.

In a special school, the appropriate use of assistive technology is particularly important as pupils have a wide range of abilities and support needs. Tools such as communication apps, visual supports, adapted keyboards and accessibility features can help pupils to develop their independence and participate more actively in learning and everyday activities and less dependent on adult involvement through their learning.

Assistive technology also supports teachers in differentiating learning and providing more personal learning experiences. Through School Self-Evaluation, schools can review how effectively technology is being used, gather feedback from pupils, staff and parents, and identify areas for development.

This links closely with Domain 3 of the Digital Learning Framework, as teachers use digital technologies to enhance teaching, learning and assessment. Developing staff confidence and consistency in the use of assistive technology is therefore essential to creating an inclusive environment where every pupil has the opportunity to achieve and succeed.

<span style=”font-family: ‘Calibri’,sans-serif;”>This module made me think a bit more about how we choose assistive technology for individual pupils. I found the SETT framework really useful because it starts with the child, their environment and what they are actually being asked to do, before looking at the technology itself. I think that is important because sometimes it is easy to focus on what is available rather than what the child actually needs. I can see the SETT framework working really well alongside a pupil’s School Support File, especially when we are trying to identify what the difficulty is and what support might make a difference. Working in a junior school, a lot of the supports we use can be quite simple, such as visual supports, graphic organisers, adapted writing tools or just changing how a task is presented. It was a good reminder that assistive technology does not always have to mean expensive equipment. i also found the link with SSE useful. It made me think about how we use technology across the school and whether it is actually helping children to take part and learn more independently. For me, the main message from the module was to start with the child and their needs, and then decide what support or technology will help.</span>

This module has made me reflect on how assistive technology can be used to support inclusion and remove barriers to learning for pupils with SEN. In my experience working in both mainstream and SET settings, I have seen that pupils can have very different needs when it comes to accessing, completing and demonstrating their learning. I found it particularly useful to consider AT as something that can help pupils work around challenges while also playing to their individual strengths.

One of the main points I took from the module was that assistive technology does not always have to involve expensive or highly specialised equipment. The distinction between no/low-tech, medium-tech and high-tech options made me realise that many supports we already use in classrooms could be considered assistive technology. Visual timetables, graphic organisers, book stands, adaptive pens and different types of paper are simple examples that can make a meaningful difference to a pupil’s independence and participation. This has encouraged me to think more carefully about the resources I already have available before assuming that a more complex technological solution is required.

I also found the SETT Framework particularly valuable. Considering the Student, Environment, Task and Tools before selecting AT reinforces the importance of identifying the actual barrier a pupil is experiencing rather than simply choosing a device because it is available.

The first module has been good introduction to the importance of ICT for children with SEN needs. I felt I needed to upgrade my own technology skills and become more confident in using it. The instalment of a high-tech Smart board into my classroom in the last teaching year proved I needed to upskill my own knowledge in this area. Using this device alone and all the resources it provides has been very beneficial for the children in our Junior Autism Class.
The Digital Framework can support us as teachers in many different areas such as sharing our own experiences with each other and support us with planning especially collaborative planning in all areas. The framework encourages the child-centred approach which will encourage children to become active learners, motivated and engaged thinkers with the support of engaging the appropriate technology to suit the needs of each individual child.
Meeting the needs of each individual child is very important. The SETT framework will be a tool which I will be using in the coming school year so that I can ensure that each child is successful with having the use of the right technology to support their learning. After reading the Case Study using the SETT framework, this allowed me to build a clear understanding on the benefits this framework could have for each individual child. It will be a resource I will put into practice in September to support me in using the correct resource for each child in my classroom.

Engaging with Module 1 has helped me to understand the various levels of Assistive Technologies ranging from high-tech interventions to low-tech supports like graphic organisers, visual timetables, and adaptive paper to medium/high-tech tools like audiobooks, adapted keyboards, and communication devices. This module highlights how digital tools foster an inclusive classroom culture where accessibility supports all learners not only those with Special Educational needs.

This understanding directly impacts our School Self Evaluation specifically gathering evidence and evaluating current practice. Going forward utilising the SETT Framework ensures our SSE focus remains learner-centred and allows us to evaluate accessibility making whole-school inclusion measurable and achievable. I think this Framework will be very useful in choosing the most appropriate support to meet individual children’ s needs. Looking at the standard of Domain 1 of the Digital Learning Framework, Pupils/Students use appropriate digital technologies to foster active engagement in attaining learning outcomes.

This standard could be achieved by providing low to high tech accommodations to allow all students an equal opportunity to access content and achieve their full potential and capabilities and show off their knowledge.

Teaching in an Autism Class, I have a lot of experience of using high-tech AAC devices and low tech AAC, such as talking buttons, in my classroom. I do feel that there is a gap in my practice between using digital technology to aid teaching and learning and my current practice of using digital technology to support communication. While I understand and value that there is a huge link between communication and learning, where I feel my practice is lacking is more in the area of using assistive technology, apps, software and so on. I have already gained some knowledge on other digital technology that I can use in my classroom.

This links well with the Learner Outcome of the Digital Framework, where we are striving to empower students to use digital tools at their own pace to explore topics of interest to them. Student voice and independence is a huge aspect of my role as teacher in an Autism Class and I feel that this standard is one that underpins the culture of my classroom environment. This also links in well with school self-evaluation, where schools will look at how digital technology impacts on school culture, community, inclusion and learning, rather than digital technology being a standalone topic.

I am looking forward to continuing to learn throughout this course and to expand my use of digital technology in my practice, particularly in SEN and in my role as an Autism Class teacher.