SEN Module 4 – SEN Literacy & Numeracy

Part 1:

The SETT Framework provides a structured and collaborative approach to selecting and implementing assistive technology (AT) and aligns very well with the School Support File process used in schools. Rather than viewing assistive technology as simply providing a pupil with an iPad, laptop or specialist device, the framework ensures that any technology introduced is carefully matched to the student’s individual strengths, needs and learning environment. This helps avoid situations where expensive technology is provided without a clear purpose or plan for how it will support learning.

The first stage of the framework, Student, encourages teachers to build a detailed understanding of the pupil. This includes identifying their strengths, interests, preferred learning styles, current abilities and the barriers they experience in accessing the curriculum. It also involves considering the student’s own views, motivation and confidence. Gathering this information allows teachers to make informed decisions based on the individual child rather than relying solely on a diagnosis or assessment report.

The Environment section looks at the settings in which the student learns. This includes the physical classroom, teaching methods, available resources, peer interactions and support from staff. It encourages teachers to consider whether changes to the learning environment could improve access before introducing technology. For example, seating arrangements, classroom organisation, visual supports or adjustments to teaching approaches may reduce barriers and improve participation without the need for additional equipment.

The Tasks component focuses on the specific activities the student is expected to complete throughout the school day. These may include reading, writing, communicating, organising materials, completing homework or participating in group work. Breaking these tasks into smaller steps allows teachers to identify exactly where difficulties occur. Understanding the demands of each task helps ensure that any support provided addresses a genuine need rather than offering technology that may not solve the underlying problem.

Only after carefully considering the student, environment and tasks does the framework move to Tools. This is one of the greatest strengths of the SETT Framework because it reminds us that technology should never be the starting point. Instead, teachers can select tools that best meet the identified needs. These may include low-tech supports such as pencil grips, coloured overlays, visual schedules or adapted worksheets, as well as high-tech solutions such as text-to-speech software, speech-to-text, word prediction, digital organisers or tablets with accessibility features. Selecting the right tool increases the likelihood that the student will use it successfully and gain greater independence.

One aspect of the SETT Framework that I particularly value is its emphasis on ongoing review. A student’s needs can change over time as they develop new skills, move through different year groups or encounter new curriculum demands. The framework encourages regular evaluation of whether the chosen supports are effective and whether adjustments are required. This makes assistive technology a dynamic part of the student’s support plan rather than a one-off intervention.

As a SET teacher, I can see the SETT Framework fitting naturally within the School Support File process. It complements the planning, implementation and review cycle by ensuring decisions about assistive technology are evidence-based, collaborative and focused on improving access to learning. It also promotes meaningful collaboration between class teachers, SET teachers, parents, students and outside professionals such as occupational therapists, speech and language therapists and educational psychologists. Everyone involved contributes valuable information, leading to more informed decisions and greater consistency across home and school.

Overall, the SETT Framework has reinforced for me that successful assistive technology is not about the device itself but about understanding the individual learner first. By carefully considering the student, the environment and the tasks before selecting appropriate tools, schools can provide supports that genuinely increase independence, participation and confidence. This structured approach ensures that assistive technology becomes an effective part of inclusive teaching rather than simply another piece of equipment.

Part 2:

Completing the SETT Plan highlighted the importance of taking a structured and individualised approach when considering assistive technology for a student. It reinforced that assistive technology is not simply about providing a device but about carefully considering the student’s strengths, needs, learning environment and the specific tasks they are expected to complete before selecting the most appropriate tools.

As a SET teacher, I found the process particularly valuable because it encourages collaboration between everyone involved in supporting the child, including teachers, parents and outside professionals. Working through each stage of the framework ensured that decisions were based on evidence and observation rather than assumptions. It also demonstrated how low-tech and high-tech supports can work together to remove barriers to learning and promote greater independence.

This module has definitely made me think more about how I use technology in my role as a SET teacher. Every child I work with is different, so there isn’t one piece of technology that will work for everyone. It’s about finding what suits each pupil and giving them the chance to use it with confidence.

One thing that really stood out to me was that introducing technology is only the first step. Children need time to practise using it, and we need regular opportunities to teach them how to use it effectively so that it becomes part of their everyday learning. The more confident they become, the more independent they can be in accessing the curriculum.

It also reminded me how important it is to continue developing our own knowledge as educators. Technology is constantly evolving, and there are always new accessibility features, apps and resources becoming available. It is easy to continue using familiar approaches, but this module has encouraged me to explore new options and think more critically about matching supports to individual needs.

Overall, I will take what I have learned from this module back into my own practice. Even small changes, such as making better use of built-in accessibility features or carefully planning assistive technology using the SETT Framework, can make a significant difference to a child’s participation, independence and confidence. The experience has reinforced that effective assistive technology is about thoughtful planning, regular review and ensuring every child has the opportunity to reach their full potential.

SETT Plan https://1drv.ms/w/c/4b86ca8e7a786def/IQCtHn42PbntTYtHvMHo_nb-AfS31Gh2bOS1JAkyq6DHV_Y?e=XLM9YZ

The SETT framework is a tool used to help students learning with ICT. The possible role of ICT is looked at under the following headings

Student  The student has to be at the centre of all learning . An outline of an individual child’s strengths , interests and areas for development  as well as priority concerns  is at the heart of a child’s school support plan  . This information is also useful when determining the role that ICT may have in helping the child to learn.

Environment We meed to  note the environments where the child will use ICT , the classroom , the SET room or the home.

Task What learning outcomes is the student trying to achieve?  What are we trying to teach this child? What stage of learning is the child at and what needs to be done in order to help the child make progress. Assessment of the child helps us to form this baseline.

Tools What ICT can be used to help the child to learn. On this course we have seen a very wide range of low tech, mid tech and high tech devices which can help the child achieve his potential .

In summary this tool helps to make sure that ICT is being used to meet the individual learning needs of the pupil.

SETT plan for child in 4th class . This child is an EAL learner who is underachieving in literacy and numeracy relative to peers.

STUDENT

Student X is a girl who has learned a lot of language during her past 2 years in our school.  She understands a lot and can speak English very well.She has had a very difficult start in life where school and education was not a priority.  She loves to colour and take part in art and craft activities. She enjoys using a tablet at home watchiing videos on youtube and playing online games. She likes fashion and clothes too.  This child is learning at her own pace in terms of literacy and numeracy. She enjoys hands on , concrete activities in Maths and is gradually building up her ability to decode words and is increasing her sight vocabulary.

Environment  S

Student X is seated near the front of the classroom with a child she is friends with and gets along well with.  She is near the teacher when extra support needs to be given . Her friend also provides support with tasks and is a valuable peer tutor.  She benefits fro frequent movement and sensory breaks throughout the day.

Task

As student X is not functioning at 4th class level in English and Maths tasks need to be tailored to suit her individual needs.  Pre teaching of vocabulary in the topic being taught in English /Maths could take place in the SET room.  Concepts could be explained here during SET time also.

Tools

Technology could be used to help this child access the curriculum. Immersive reader would be bery useful to read text to the child which she would struggle to read herself. The picture dictionary function could help with comprehension and the translate function could also be used to help with understanding. Dictate would be of huge benefit to this child who has not yet mastered the writing skills needed to coherently put her thoughts on paper. Apps such as Learn with Homer might be useful for home to further develop literacy skills. Primary maths games is a website which could be used to further develop maths skills. Khan academy could be a very useful resource for maths help too for this child.

Part 1:

The SETT model provides a structured approach to selecting appropriate assistive technology and can be used effectively alongside a student’s School Support File. The process begins by gathering information about the student’s strengths, needs, interests, and learning goals. Next, the learning environment is considered, including the classroom, home, and any factors that may influence participation. The specific tasks the student is expected to complete are then identified before selecting the most appropriate technology or supports to enable success.

The School Support File records this information, helping to monitor progress, review interventions, and evaluate the effectiveness of the chosen supports. Assessment should include teacher observations, pupil and parent feedback, work samples, standardised and diagnostic assessments where appropriate, and ongoing formative assessment. Regular reviews ensure that the selected technology continues to meet the student’s changing needs and supports meaningful participation, independence, and progress across the curriculum.

Part 2:
For this activity, I created a SETT plan for an 8-year-old boy with dyslexia who experiences difficulties with reading fluency, spelling, and written expression. The SETT framework helped me consider the student’s strengths, the classroom environment, the literacy and numeracy tasks he is expected to complete, and the assistive technology most appropriate to support his learning. The plan includes the use of Microsoft Immersive Reader, text-to-speech, speech-to-text, audiobooks, and visual organisers to improve access to the curriculum and promote independence. It also outlines how progress will be monitored through teacher observations, work samples, and regular reviews with parents and the Special Education Teacher. Completing the SETT plan highlighted the importance of matching technology to the student’s individual needs rather than choosing technology first. This structured approach supports informed decision-making and ensures that interventions remain relevant, effective, and responsive as the student’s needs develop.

SETT Plan

Student:
Age: 8 years
Class: 2nd Class
Primary Need: Dyslexia

Student
X is an enthusiastic and curious 8-year-old who enjoys Sonic the Hedgehog, science, and hands-on activities. He has strong verbal communication skills and contributes confidently to class discussions. He experiences difficulties with reading fluency, spelling, decoding unfamiliar words, and organising his ideas in writing. These difficulties can affect his confidence when completing literacy tasks independently. X responds well to visual supports, positive reinforcement, and the use of technology.

Environment
X learns in a mainstream classroom with support from the Special Education Teacher. He has access to a laptop/iPad, interactive whiteboard, and Microsoft 365 applications. His parents are supportive and encourage reading and learning at home. The classroom promotes inclusive teaching practices and differentiated instruction.

Tasks
• Read age-appropriate texts with improved fluency and comprehension.
• Complete written assignments with reduced spelling barriers.
• Develop vocabulary and reading comprehension.
• Organise ideas for creative and factual writing.
• Participate confidently in literacy and numeracy activities.
• Complete homework independently where possible.

Tools
• Microsoft Immersive Reader (text-to-speech, picture dictionary, line focus)
• Microsoft Word with Dictate (speech-to-text)
• Read&Write for Google Chrome/Microsoft Edge
• Audiobooks
• OneNote for organising work
• Graphic organisers
• Coloured overlays or screen background adjustments
• Topmarks and ICT Games for numeracy practice

Assessment
Progress will be monitored through:
• Teacher observations
• Running records of reading
• Work samples
• Spelling assessments
• Pupil self-reflection
• Parent feedback
• School Support File review meetings each term

Outcomes
• Improve reading fluency and comprehension.
• Increase confidence and independence in literacy tasks.
• Reduce the impact of spelling difficulties through assistive technology.
• Improve organisation of written work.
• Enable full participation in classroom learning using appropriate digital supports.

Review
The SETT plan will be reviewed every school term by the class teacher, Special Education Teacher, parents, and X. The effectiveness of the assistive technologies will be evaluated, and adjustments will be made to ensure the supports continue to meet his learning needs and promote successful participation in all areas of the curriculum.

Part 1: The SETT model provides a practical framework for selecting AT that is tailored to the individual needs of a student. I would use the SETT model alongside a student’s School Support File to ensure that decisions are based on a complete understanding of the student’s strengths, needs, and learning goals rather than focusing solely on technology. It is only after the student, their environment and the tasks they are required to do is considered that the tools should be selected.
Appropriate assessment approaches are really important throughout the SETT process. I would try to include classroom observations and assessments, teacher designed tasks, standardised tests where appropriate, checklists, work samples, and ongoing formative assessment. It would also be important to have input from parents, the student where possible, and members of the multidisciplinary team to provide valuable information. Regular review meetings would be important to evaluate whether the chosen supports and AT are helping the student achieve their learning goals and participate more fully in school.
Part 2:
Student: An 10 year old student with a MGLD who is friendly, motivated, and enjoys hands-on activities. The student experiences difficulties with reading fluency, comprehension, spelling, number concepts, working memory, and following multi-step instructions but responds well to praise and visual supports.
Environment: The student is in a mainstream classroom with in-class support from SET. Learning takes place in whole-class, small-group, and individual settings. The classroom is structured, with visual timetables and access to digital devices (iPad and Chromebook) when needed. The child is also supported through individual withdrawal three days a week.
Tasks: The student is working towards improving reading accuracy and comprehension, writing simple sentences independently, recognising high-frequency words, and developing confidence with number facts, addition, subtraction, and solving simple word problems. The student also needs support with organising materials and completing tasks independently.
Tools: A combination of low-tech and digital supports will be used. These include visual schedules, graphic organisers, number lines, hundreds charts, and concrete materials for maths. Technology will include text-to-speech software, speech-to-text for longer writing tasks, literacy apps targeting phonics and reading fluency, and interactive maths programmes that provide visual models and immediate feedback. A tablet will allow the student to access these supports across subjects.
Progress will be monitored through teacher observations, work samples, curriculum-based assessments, teacher designed tasks and discussions with parents and the student. The effectiveness of the chosen tools will be reviewed regularly as part of the School Support Plan to ensure they continue to meet the student’s learning needs and promote greater independence and participation in the classroom.

Part 1:

The SETT framework works brilliantly when paired with a student’s School Support File because it keeps the focus entirely on the child. Within the Support File system, SETT helps us map out a clear path where we start with the student’s unique strengths and struggles, look at the environment they are learning like a busy mainstream room or a quiet SET room, identify the tasks they need to do, and select the digital tools to help them bridge the gap.

To see if these tools are actually working, our assessment needs to be practical and continuous. Instead of relying solely on end-of-year standardised tests, we can use a mix of everyday classroom data. This includes keeping a regular folder of work samples to see if writing improves, using teacher observations during independent work, tracking reading progress through quick running records, and chatting with the child and their parents to see if their confidence is growing at home. Recording all of this directly into the Support File ensures that the technology adapts to the needs of the student.

Part 2:

For this part, I focused on a 9-year-old girl in 3rd Class who has dysgraphia and developmental coordination difficulties. She has wonderful creative ideas but struggles immensely with the physical act of handwriting, which slows her down and causes severe frustration. Using the SETT framework reminded me that the goal isn’t to fix her handwriting during classwork, but to give her a tool that lets her show what she knows without getting exhausted. The plan below introduces speech to text and touch typing to take the physical stress out of writing, while ensuring we monitor her progress through practical work samples.

SETT Plan:

Student: Student Y

Age: 9 years

Class: 3rd Class

Primary Need: Dysgraphia / Fine Motor Difficulties

Student Y is a bright, highly imaginative girl who loves horses, storytelling, and art. She has an excellent vocabulary and loves telling detailed stories to her peers out loud. However, she struggles with fine motor skills. Her handwriting is laboured, difficult to read, and physically tiring for her. Because her hand hurts when writing for long periods, she often cuts her written answers short, which doesn’t reflect her actual intelligence or oral ability.

Student Y is in a mainstream class of 22 pupils and receives support from the SET team three times a week. The school has a set of shared iPads and laptops, and Student Y has designated access to a school laptop during written tasks. Her classroom teacher uses a visual timetable and creates an inclusive, low-pressure environment for writing.

Tasks:

Put her creative thoughts onto the page during English writing genres.

Copy down homework assignments accurately from the whiteboard.

Complete weekly spelling and grammar exercises.

Participate fully in project work without physical fatigue.

Build up her speed when answering independent questions.

Tools:

Speech to Text (Google Docs Voice Typing): To let her dictate long essays and stories freely.

Clicker Writer / DocsPlus: For word prediction and visual word banks to speed up sentence building.

Grip supports & Whiteboard markers: Slanted writing board and chunky pens for when she is practicing short handwriting tasks.

Digital Camera/Tablet: To take a quick photo of the homework board instead of rushing to copy it down by hand.

Assessment:

Weekly comparison of handwritten work versus typed/dictated work samples.

Teacher tracking of how long she can stay focused on a task before getting tired.

Monthly typing speed and accuracy checks using her typing software.

Regular feedback from Student Y about which tools make her feel most comfortable.

Termly reviews of her School Support File targets with her parents.

Outcomes:

Student Y will be able to produce longer, more detailed stories that match her actual verbal ability.

Physical fatigue and writing anxiety will decrease during the school day.

She will gain independence in recording her homework and finishing class assignments.

Her confidence in her own writing identity will improve.

Review:

This SETT plan will be reviewed at the end of each mid-term and school term by the Class Teacher, SET, and Student Y’s parents. We will look at whether her typing skills are improving enough to make the laptop her primary writing tool, and adjust the software supports based on her progress.

I agree with Sharon’s understanding of the SETT application framework. By putting the student, environment, and tasks ahead of the technology, you’ve ensured that the tools actually fit her day to day needs. Combining high tech software with low tech tools like number lines is the perfect way to support her working memory without overwhelming her. Plus, your focus on collaboration with parents and continuous formative assessment ensures her School Support Plan stays perfectly responsive as she gets older.

• I think The SETT model works very well in conjunction with the Student Support Files. I believe I’ve been using most parts of the model for years, while it was not necessarily named SETT. When setting up the Student Support Plan, we look at:
• S: the student’s abilities, areas of need and instructional concerns, their likes and dislikes, their home situation, their strengths and weaknesses etc.
• E: the characteristics, physical and instructional environment and the materials/ equipment/ resources required (including human resources).
• T: the instructional expectations; specific learning tasks and the gaps in performance -v- instruction.
• T: what tools are already in place and do we need additional tools? How will they be used? etc.
  Lastly, assessment of effectiveness of the plan will be ongoing, including whether the student met their targets and how well AT or other tools are meeting the needs of the child.

SETT Plan 2026-2027

STUDENT SUPPORT FILE
<table width=”1323″>
<tbody>
<tr>
<td width=”150″>Name of Student</td>
<td>Elisa McGrath</td>
</tr>
<tr>
<td>Date of Birth</td>
<td> 01/01/2016</td>
</tr>
<tr>
<td>School</td>
<td>SJOG</td>
</tr>
<tr>
<td>Date File Opened</td>
<td>Sept 2021</td>
</tr>
<tr>
<td width=”150″>Date File Closed</td>
<td> </td>
</tr>
</tbody>
</table>
 

Student Support File- Log of Actions:
<table width=”1323″>
<tbody>
<tr>
<td width=”150″>Date</td>
<td>Actions</td>
</tr>
<tr>
<td> Sept 2020</td>
<td> Elise has Visual Impairment. She has SNA support.</td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
<tr>
<td> </td>
<td> </td>
</tr>
</tbody>
</table>
 
<table width=”600″>
<tbody>
<tr>
<td>Support Checklist </td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td width=”250″>Name: Elise McGrath</td>
<td width=”100″>Age: 10</td>
<td width=”250″>4^th Class</td>
</tr>
<tr>
<td>General Information</td>
<td>Date Checked:

 </td>
<td>Comments</td>
</tr>
<tr>
<td> ⦁    Parents/ Guardians Consulted</td>
<td> Sept 2020</td>
<td>Very supportive home environment.</td>
</tr>
<tr>
<td>⦁    Information from previous school/preschool gathered</td>
<td> </td>
<td> </td>
</tr>
<tr>
<td>⦁    Hearing</td>
<td> </td>
<td> </td>
</tr>
<tr>
<td>⦁    Vision</td>
<td> Sept 2020</td>
<td> Visual Impairment</td>
</tr>
<tr>
<td>⦁    Medical Needs</td>
<td>Sept 2020</td>
<td>Visual enhancements required, assistnce.</td>
</tr>
<tr>
<td>⦁    Basic Needs Checklist completed</td>
<td> Sept 2020</td>
<td> Needs assistance navigating around the classroom and school.</td>
</tr>
<tr>
<td>⦁    Assessment of learning- screening</td>
<td> </td>
<td></td>
</tr>
<tr>
<td>⦁    Observation of learning style/approach to learning</td>
<td>Dec 2020</td>
<td>Elise is an enthusiastic learner.</td>
</tr>
<tr>
<td>⦁    Observation of behaviour</td>
<td>Dec 2020</td>
<td>Excellent</td>
</tr>
<tr>
<td>⦁    Interview with pupil</td>
<td>Nov 2022</td>
<td>Elise likes school and her friends.</td>
</tr>
<tr>
<td>⦁    Classroom work differentiated?</td>
<td> </td>
<td> </td>
</tr>
<tr>
<td>⦁    Learning environment adapted?</td>
<td>Nov 2022</td>
<td>Large Print Textbooks. Visualiser.</td>
</tr>
<tr>
<td>⦁    Yard/school environments adapted?</td>
<td> </td>
<td> </td>
</tr>
<tr>
<td>⦁    Informal or formal consultation/advice with outside professionals?</td>
<td> NCBI visits annually.</td>
<td>NCBI visits annually</td>
</tr>
<tr>
<td>⦁    Advice given by learning support/resource teacher or other school staff?</td>
<td> Implemented Dec 2020</td>
<td>Visual Aids around the school, markings, large print etc</td>
</tr>
<tr>
<td>⦁    Other interventions put in place in school?</td>
<td>Sept 2020</td>
<td>SNA support</td>
</tr>
<tr>
<td>Action needed</td>
<td> </td>
<td> </td>
</tr>
<tr>
<td colspan=”3″>Helpful references: SEN: A Continuum of Support: Resource Pack for Teachers, pp. 13-16, 18 to 20; BESD: A Continuum of Support, p 7;  A  Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp32-36; Student Support Teams in Post-Primary Schools, pp20</td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td>               SUPPORT PLAN 2026-27                                                                                                                    School Support Plus (Support for A Few) </td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td>To be completed by the teacher(s).
For help, see SEN: A Continuum of Support – Guidelines for Teachers: BESD: A Continuum of Support – Guidelines for Teachers pp.71-74; A Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp. 51, 53, 54, 57.</td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td width=”75″>Student’s name</td>
<td width=”225″>Elise McGrath</td>
<td width=”75″>Age</td>
<td width=”125″>{{age }}</td>
</tr>
<tr>
<td width=”75″>Lead Teacher:</td>
<td width=”125″> Ms Butler</td>
<td width=”75″>Class/Year:</td>
<td width=”125″>{{ class }}</td>
</tr>
<tr>
<td width=”75″>Start Date of Plan</td>
<td width=”125″> Sept 2026</td>
<td width=”75″> </td>
<td width=”125″> </td>
</tr>
<tr>
<td width=”75″>Review Date of Plan</td>
<td width=”125″>Dec 2026</td>
<td width=”75″> </td>
<td width=”125″> </td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td colspan=”2″>Student’s strengths and interests

Elisa likes school and her friends. She likes playing boardgames and horses. She likes music and singing.</td>
</tr>
<tr>
<td colspan=”2″>Priority concerns

Reading Comprehension, vocabulary expansion</td>
</tr>
<tr>
<td colspan=”2″>Possible reasons for concerns

Visual Impairment, rate of reading, fluency.</td>
</tr>
<tr>
<td colspan=”2″>Targets for the student

·        Elise to practise reading comprehension, answer questions based on texts read with 60% accuracy.

·        Elise to read for fluency, with 60% accuracy.

·        Elise to Expand vocabulary by 60% at her level.

·        Elise to summarise her favourite scene in ’Diary ..Kid’ and present to the class.</td>
</tr>
<tr>
<td colspan=”2″>Strategies to help the student achieve the targets

o   Reading Comprehension Practice Daily

o   Fluency/ Other Literacy Practice Daily

o   Explore and analyse ‘Diary..Kid’ on ipad, read, collect data

o   Prepare project with relevant information, graphics and text

o   Present project to class</td>
</tr>
<tr>
<td colspan=”2″>Staff involved and resources needed

Ms Butler, Lynn (SNA), Ms Fitz

Prim Ed Comprehension Cards, Box 1; PrimEd Fluency Cards; PrimEd Literacy Cards; Window NARRATOR; Learning Alley Reading App;Microsoft Immersive Reader</td>
</tr>
<tr>
<td>Signature of parent(s)/ guardian(s)</td>
<td> </td>
</tr>
<tr>
<td>Signature of teacher</td>
<td> Ms Butler, Ms Fitz</td>
</tr>
</tbody>
</table>
*A consultation with a NEPS psychologist/ other professionals may contribute to this plan.
<table width=”1323″>
<tbody>
<tr>
<td>           SUPPORT REVIEW RECORD*                                                 Classroom Support
School Support (Support for Some)
School Support Plus (Support for A Few) </td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td>To be completed by the teacher(s) as a review of the plan and as a guide for future actions.
For help, see SEN: A Continuum of Support – Guidelines for Teachers; BESD: A Continuum of Support – Guidelines for Teachers; A Continuum of Support for Post-Primary Schools, Resource pack for Teachers; Student Support Teams in Post-Primary Schools.</td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td width=”50″>Student’s name</td>
<td width=”225″> {{ first_name }} {{ last_name }}</td>
<td width=”75″>Class/Year</td>
<td width=”125″>{{class}}</td>
</tr>
<tr>
<td colspan=”3″ width=”75″>Names of those present at review</td>
<td width=”125″>Date of Review</td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td colspan=”2″>What areas of the plan have been most successful and why?

 </td>
</tr>
<tr>
<td colspan=”2″>
<table width=”614″>
<tbody>
<tr>
<td>Since the start of the plan, has anything changed in relation to the original concerns? If so, what are these changes, and what have we learned from them?

 </td>
</tr>
</tbody>
</table>
</td>
</tr>
<tr>
<td colspan=”2″>Have the student’s needs changed since the start of the plan, and if so how?

 </td>
</tr>
<tr>
<td colspan=”2″>Recommended future actions – what, how, who, when?

 </td>
</tr>
<tr>
<td colspan=”2″>Any comments from the student?</td>
</tr>
<tr>
<td colspan=”2″>Any comments from the parent(s)/guardian(s comment?</td>
</tr>
<tr>
<td>Signature of parent(s)/ guardian(s)</td>
<td> </td>
</tr>
<tr>
<td>Signature of teacher</td>
<td> </td>
</tr>
</tbody>
</table>
 
<table width=”1323″>
<tbody>
<tr>
<td colspan=”4″>Outcome of review ( ✔ tick as appropriate)</td>
</tr>
<tr>
<td>  tick</td>
<td>Revert to previous level of support- Support for All/ Classroom Support OR Support for Some/ School Support</td>
<td> tick</td>
<td>Progress to next level of support- Support for Some/ School Support OR Support for a Few/ School Support Plus</td>
</tr>
<tr>
<td> tick</td>
<td>Continue at Current Level of Support</td>
<td> tick</td>
<td>Request consultation with other professionals</td>
</tr>
</tbody>
</table>
*A consultation with a NEPS psychologist/ other professionals may contribute to this review.

Part 1

The SETT Framework offers a practical, collaborative approach to identifying appropriate assistive technology by focusing on the Student, Environment, Tasks, and Tools. When used alongside a student’s School Support File, it helps ensure that support strategies are tailored to the pupil’s individual strengths, needs, and learning goals.

I would begin by reviewing the information in the School Support File, including assessment results, teacher observations, parent and pupil feedback, and any reports from external professionals. This provides a clear understanding of the student’s abilities, challenges, and the barriers they may face in accessing learning.

Using the SETT Framework, I would then consider the student’s needs, the environments in which they learn, and the tasks they are expected to complete before identifying the most appropriate supports or technologies. Beginning with low-tech solutions and progressing to more advanced tools where necessary ensures that technology is chosen to meet the student’s needs rather than the other way around.

Part 2

Below is a SETT plan for a boy in 3rd class with dyslexia.

Strengths
He enjoys practical activities and hands-on learning experiences.
He has strong oral language skills and contributes well to class discussions.
He is motivated and confident when using digital technology.

Areas of need
He experiences difficulties with reading fluency, spelling, and written expression.
He requires support to independently access literacy tasks.
Literacy challenges can affect his confidence and participation in classroom activities.

Environment

He is supported within a mainstream classroom setting with additional support from the Special Education Teacher (SET).

Available supports and resources:

Access to a Chromebook and Microsoft 365 applications.
Collaboration between class teacher, SET teacher, and parents.
Access to digital learning platforms and classroom technology.
Opportunities for individual and small-group support.

Tasks

He requires support to complete the following tasks:

Reading and understanding age-appropriate texts.
Completing written assignments independently.
Recording ideas and responding to written activities.
Accessing classroom resources and digital learning materials.
Developing confidence and independence during literacy activities.

Tools
Low tech supports-Visual prompts and vocabulary cards.
Graphic organisers to support planning and organisation.
Reading ruler or coloured overlay to support tracking text.
Word banks and spelling supports.

High Tech supports- Immersive Reader (Microsoft 365): Provides text-to-speech, line focus, adjustable text size, spacing, and background colour options.
Dictate in Microsoft Word: Allows to record his ideas using speech-to-text.
Read Aloud in Microsoft Edge: Supports independent access to online reading materials.
Spell Check and Predictive Text: Helps improve written accuracy and confidence.

Assessment & Review- The effectiveness of the supports will be monitored through:

Teacher observations.
Reading assessments and progress records.
Samples of written work.
Feedback from the student, parents, and teachers.
Regular review meetings to determine whether adjustments are required.
By implementing this SETT plan, he should:

Develop greater confidence when completing literacy tasks.
Improve reading fluency and comprehension.
Produce written work more independently.
Increase participation in classroom activities.
Develop the skills needed to use assistive technology effectively.
Review will be in completed twice yearly.

Student Name: Liam (Pseudonym)
Age: 10 years
Class: 4th Class (Primary School)
Date: 23 July 2026
Prepared by: Dolores Killian

Student

Liam is a 10-year-old student with dyslexia. He demonstrates strong verbal communication skills, enjoys participating in class discussions, and has a keen interest in science and technology. He experiences difficulties with reading fluency, spelling, handwriting, and organising his written work. These challenges affect his confidence when completing independent literacy tasks.

Strengths

• Excellent oral communication
• Strong listening skills
• Curious and motivated learner
• Good problem-solving abilities
• Positive relationships with peers

Needs

• Support with reading accuracy and fluency
• Assistance with spelling and written expression
• Improved organisation of written work
• Increased independence during literacy activities

Environment

Classroom

• Mainstream classroom with learning support available
• Interactive whiteboard and classroom laptops
• Supportive class teacher and Special Education Teacher
• Access to Wi-Fi and digital learning resources

Home

• Parents actively support homework
• Access to a laptop and internet connection
• Quiet study area available

Tasks

Liam needs to:

• Read age-appropriate classroom texts
• Complete written assignments
• Take notes during lessons
• Complete homework independently
• Participate in group activities
• Demonstrate understanding during assessments

Current barriers include slow reading speed, spelling difficulties, handwriting fatigue, and organising written responses.

Tools

Low-Tech Supports

• Coloured reading ruler
• Graphic organisers
• High-frequency word lists
• Writing frames and checklists

Mid-Tech Supports

• Portable spell checker
• Digital voice recorder for note-taking

High-Tech Supports

• Text-to-speech software
• Speech-to-text software
• Predictive text software
• Audiobooks
• Chromebook or laptop for written assignments

Implementation Plan
Improve organisation</td>
<Use graphic organisers before writing tasks</td>
Teacher & Student</td>
>
Monitoring and Review

Progress will be monitored through:

• Classroom observations
• Student work samples
• Reading assessments
• Teacher feedback
• Parent feedback
• Student self-reflection

The SETT plan will be reviewed every six weeks to ensure the selected supports continue to meet Liam’s needs.

Reflection

This activity helped me understand how the SETT model provides a structured and student-centred approach to selecting assistive technology. Rather than focusing on technology first, the model begins by identifying the student’s strengths, needs, learning environment, and the tasks they are expected to complete. Completing this SETT plan demonstrated that successful assistive technology implementation depends on understanding the whole learning context rather than simply providing digital tools.

I also recognised the importance of collaboration between teachers, parents, special education staff, and the student. Each stakeholder contributes valuable information that supports informed decision-making. The process highlighted that assistive technology should be reviewed regularly to ensure it continues to meet the student’s changing needs and supports meaningful participation in learning.

Developing this plan also reinforced the value of combining low-tech, mid-tech, and high-tech supports rather than relying on a single solution. I believe the SETT framework will be highly beneficial in my future teaching practice because it promotes inclusion, independence, and equitable access to learning. It ensures that educational decisions are based on evidence, ongoing assessment, and the individual needs of each student, helping all learners reach their full potential

• This reply was modified 3 months, 2 weeks ago by Dolores Killian.
• This reply was modified 3 months, 2 weeks ago by Dolores Killian.

Part 1: The SETT (Student, Environment, Tasks, and Tools) model is a collaborative framework that supports informed decision-making when considering assistive technology and other supports for students with additional educational needs. When used alongside a student’s School Support File, it ensures that decisions are centred on the student’s individual strengths, needs, and learning goals.

The process begins by reviewing the Student section, including assessment reports, strengths, interests, learning needs, and current supports documented in the School Support File. Next, the Environment is examined to identify factors within the classroom, school, home, and other learning settings that may either support or present barriers to participation. The Tasks component focuses on the activities the student needs to complete, such as reading, writing, communication, organisation, mobility, or social interaction. Finally, the Tools section considers appropriate strategies, accommodations, and assistive technologies that will enable the student to access learning and participate successfully.

Appropriate assessment approaches include classroom observations, teacher and parent consultations, student voice, curriculum-based assessments, standardised assessments where appropriate, and reviews of existing documentation within the School Support File. Ongoing monitoring and regular review ensure that supports remain effective and continue to meet the student’s evolving educational needs.

.

I agree that  the use of technology needs to be tailored to individual pupils` needs.  All pupils have access to the same devices but in reality, the needs of the pupils will  be completely dfferent so will need to use the device in completely different ways  and for different reasons.

https://docs.google.com/document/d/1Ro3vv3FGqFgs7fztrPGT11X2L3BBQqV3/edit#heading=h.sxhfwa3ldynv

Im having difficulty pasting  anything from Word today , Im not sure why .

Part 1:
The SETT framework (Student, Environment, Tasks, Tools) ensures that the use of Assistive Technology is child-centered when included in a Student Support File (SSF).
By looking at the student’s strengths, learning environments, and specific tasks before selecting AT, educators avoid choosing technology in isolation.
SETT uses assessment from various sources to establish clear baselines and monitor progress. These approaches include teacher observations, task analyses, work samples, and feedback from parents, pupils, and multidisciplinary specialists.
By adding SETT reviews to the Student Support File process, teachers can test different technology tools and track how well they help the student work independently. Continued assessments and review meetings ensure these supports are updated as the student’s needs change. This teamwork removes learning barriers, helps students join in class activities, and supports them in reaching their full potential.

Part 2:

SETT Plan
Student:
Student X is a bright 4th Class pupil who communicates well and loves History and Science. Due to his dyslexia, he finds reading, spelling, and handwriting a challenge. Writing for too long makes his hand tired, and reading small text hurts his eyes. Student X wants to do well, but becomes upset when he falls behind in writing or has to read out loud in front of others.

Environment:
Student X learns in his main classroom, in the SET room for small group work, and at home. Noise during busy group work makes it hard for him to focus. He uses standard class textbooks and workbooks every day, which include a large amount of reading. Luckily, there is access to tablets and the internet both at home and at school.

Tasks:
Student X struggles most when he has to read book chapters on his own, answer written questions, and write long stories or reports. He also finds it hard to read word problems in Maths and copy notes off the board before they are rubbed off. Because reading and spelling take so long, his written work does not reflect his true ability.

Tools:
Student X will use headphones and read-aloud software on a tablet so he can listen to class books. For physical books,he will use a coloured plastic reading overlay to help his eyes. To help with writing, he will try speak-to-text software using a headset, as well as typing software that predicts words. He will also keep simple picture checklists on his desk to help remember task steps.

Review:
Student X’s progress will be checked using teacher observations, work samples, classroom tests, as well as continued communication with the student himself and other personnel involved. These tools will be reviewed as part of the School Support Plan to ensure they continue to be effective.

Part 1:
The SETT framework is a tool to help teachers make informed decisions about the what, where, when and why of assistive technology. SETT is an acronym for Student, environments, tasks and Tools.
The framework works easily in conjunction with a student’s support file as it mirrors the way in which supports are planned for, implemented and reviewed.
The framework demands a collaborative approach in the same way that all support planning does. SET teachers collaborate with class teachers, SNAs, outside professionals working with the student, the parents of the student and crucially, the student themselves. This level of collaboration not only gives a bigger and better picture of the student but also helps to secure buy-in. This is why the SETT framework works!
At the heart of the framework is a process that calls on us to gather evidence about the student, the environments in which the student is expected to carry out tasks and the nature of the tasks themselves. This is exactly what we do when devising a Support File.
When the information has been gathered and needs have been identified a student’s support plan is put together and decisions are made on what supports will be put in place and what, if any, assistive technology should be considered. This is the implementation phase.
Just as student’s support plan has to be monitored, reviewed and/or adjusted so too do decisions on the use of Assistive Technology as there is no doubt that a student’s interest, ability and confidence in using Assistive Technology can change as they learn and practice. This review phase is as essential when making decision about assistive technology as it is about any other aspect of Support.

Part 2:
When I created the SETT Plan I was struck by how knowing child, the environments and the task influenced my decision about the tools to be used.
Having worked as a SET teacher for the last number of years, I think collaboration is the key to ensuring there is information and evidence available to me upon which I can good professional decisions.
In writing up my plan I can see that there is still place for low-tech, mid-tech, and high-tech supports within our school and that we already have accessibility tools at our fingertips.
This module has definitely made me think more about how I can use technology as a scaffold for learning. Digital technology is changing so fast that I believe there is primary duty on all of us to make sure that children know the basics about the tools they are using and are able to use them safely and ethically.

SETT Framework Plan – 

1. Student

Frankie is a 4^th class pupil with severe dyslexia. He shows little or no interest in school and his self-esteem is very poor. He is increasingly defiant in class and is starting to refuse to do any work assigned as he knows it has been differentiated for him. A laptop was purchased for him last year but he does not like to use it at his desk in the  classroom as it makes him feel different.

Likes

• Frankie loves his friends and really enjoys the social aspect of school;

• He loves Football. His favourite team is Liverpool.

Dislikes

• Frankie dislikes being different from the other boys- he told me “I’m stupid” and uses phrases such as “I can’t” and “I am not doing that” without even trying.
• Dislikes Irish

<u>Strengths </u>

• Is a good listener and shows great interest in class discussions . Frankie is very capable orally and will always have some insightful contribution to make.

• Frankie has good typing skills having worked on same last year as part of his School Support Plan.
• Can perform mathematical operations quickly and accurately.

<u>Needs: </u>

• Frankie struggles with reading and writing. He is currently reading at 1^st class level. He struggles with decoding, fluency and comprehension.
• Frankie struggles with spelling to such an extent that he is now refusing to do any Written work.

• Low self-esteem and regulation

<u>Other information:  </u>Classroom observations, work samples, conferencing, Psychologist’s report, consultation with class teacher, parents and Frankie himself.

2. Environment

Frankie sits toward the front of the class near the teachers desk. Last year Frankie sat near the windows in the classroom but it was found that Frankie would spen most of the day avoiding work by looking out the window. Now that he is sitting toward the front of the room Frankie is close to teacher when he needs help.

Frankie receives daily SET support and has access to an SNA for regulation breaks.

A laptop was purchased for Frankie last year. Microsoft 365 is on it and Frankie brings his own earphones to school in line with school policy.

3. Tasks

We are supporting Frankie with

Reading-  decoding and blending; fluency; expression and comprehension;

Writing: Sentence structure; spelling; spacing and story

Confidence- a growth mindset

4. Tools

Low-tech during Reading stations:  Reading rulers for all (Rulers are differentiated)
High-tech:  Class desktop (that everyone can access) and a Laptop station at the back of the class; Microsoft Immersive Reader; Read Aloud; Dictate (Speech-to-Text); Audio books; C-Reader Pen (Psych recommendation)

The C-Reader Pen has yet to be introduced and concern is expressed that this will be too much for Frankie who does not want to look “different” . We will have to introduce the C-Pen in one-to-one sessions in SET room in order to teach Frankie how to use the tool and to gain confidence in same.

Assessment: We will monitor progress with teacher observations; Engagement with the Read Theory (online programme); engagement with Reading Coach; Pupil conferencing and parental feedback.

The use of Assistive Technology forms part of the School Support Plus Plan and will be reviewed in conjunction with same at the end of every term.

Personnel involved: The Class teacher, Class SNA, SET teacher, Parents and Frankie.

• This reply was modified 3 months, 1 week ago by Christina Geraghty. Reason: I cannot attach the Plan that I wrote up

Part 1
When incorporating the SETT Framework (Student, Environment, Tasks, Tools) into a student’s School Support File we should think of SETT as the bridge between identified needs and practical classroom interventions. The School Support File outlines a learner’s targets and progress, while SETT focuses specifically on identifying the right Assistive Technology (AT) to unlock access to the curriculum. By evaluating the Student (their unique strengths, learning style, and specific difficulties), the Environment (physical classroom layout, noise levels, and available tech infrastructure), and the Tasks (the specific reading, writing, or reasoning activities required), as teachers we can try to match appropriate tools. This prevents the common pitfall of assigning technology that ends up unused because it does not suit the student’s daily routine. To complete both frameworks accurately, we need to combine classroom-based formative observations, diagnostic assessments and AT feature-matching trials. Crucially, gathering input from the student and their parents ensures that selected tools are effective, accessible, and aligned with the targets in their support plan.

Part 2
https://docs.google.com/document/d/1bNEfi-IM9GxY1GOu_Qa8fT-iosoYtgYl/edit?usp=sharing&ouid=106670864386834401821&rtpof=true&sd=true

The SETT Framework provides a practical and student-centred approach to selecting appropriate assistive technology and can be used effectively in conjunction with a pupil’s School Support File. The process begins by building a clear picture of the student, including their strengths, needs, interests, abilities, and individual learning targets. Consideration is then given to the environments in which the pupil learns and participates, such as the classroom, home, and wider school setting. The tasks the pupil is expected to complete are identified before suitable tools and supports are selected to help them achieve success.
The School Support File serves as a valuable record of this information, allowing teachers to track progress, evaluate interventions, and monitor the impact of chosen supports. Assessment information may include teacher observations, parental and pupil feedback, work samples, standardised and diagnostic assessments, and ongoing formative assessment. Regular review of this information ensures that assistive technology continues to meet the pupil’s evolving needs, promoting greater participation, independence, engagement, and achievement across all areas of learning.

Part 2:
For this SETT plan, I focused on a 10-year-old pupil with severe and profound disabilities, complex medical needs, limited mobility, and who uses a wheelchair. The SETT Framework is particularly useful in this case because it ensures that the focus remains on the pupil’s individual strengths, needs, and goals rather than on the technology itself. The pupil’s primary needs relate to communication, participation, engagement, sensory learning, and accessing activities despite significant physical challenges.
In considering the Student, Environment, Tasks, and Tools, it became clear that assistive technology must support meaningful participation rather than academic achievement alone. The pupil learns best through sensory experiences, cause-and-effect activities, and opportunities for communication and choice-making. Appropriate tools may include switches, switch-adapted toys and activities, eye-gaze technology, communication aids, positioning equipment, and accessible digital resources.
Student
• 10-year-old pupil
• Severe to profound intellectual disability
• Wheelchair user with limited voluntary movement
• Complex medical needs and receiving palliative care supports
• Emerging awareness of familiar people, objects, sounds, and routines
• Communicates preferences through facial expression, vocalisations, gaze, and body movements
• Enjoys music, sensory stories, and cause-and-effect activities
Environment
• Special class setting
• Access to SNAs, therapists, and nursing supports as required
• Adapted seating and positioning equipment
• Low-distraction learning environment
• Home-school collaboration in place
Tasks
• Make choices between activities
• Participate in sensory stories
• Engage in cause-and-effect activities
• Communicate preferences and needs
• Maintain attention and engagement during learning activities
• Participate in social interactions with peers and staff
Tools
• Single-switch access device
• Switch-adapted PowerPoint activities
• Eye-gaze or gaze-responsive activities
• Communication buttons or AAC devices
• Interactive sensory resources
• Tablet with accessible apps
• Adapted mounting and positioning equipment(pillow switch)
Outcomes
• Increased active participation during classroom activities
• Improved opportunities for communication and choice-making
• Greater independence in accessing activities
• Enhanced engagement with literacy and sensory learning experiences
• Improved quality of interaction with peers and adults

Part 1: Reflection on the SETT Model and School Support Files
The SETT model provides a structured approach to identifying and planning appropriate assistive technology supports for pupils with additional needs. When used alongside a pupil’s School Support File, it can help ensure that decisions are based on the individual learner rather than the technology available. The four areas of SETT — Student, Environment, Tasks, and Tools — provide a clear framework for gathering information and planning effective interventions.
The Student section allows teachers to consider the pupil’s strengths, interests, learning needs, communication skills, and areas where they experience barriers. This information can be gathered through observation, pupil voice, parent questionnaires, teacher discussions, and relevant professional reports. The Environment section considers the classroom setting, available resources, support from adults, and how the learning environment may be adapted. The Tasks section focuses on the specific activities the pupil needs to access, such as reading, writing, communication, or organisation. Finally, the Tools section explores possible supports, including low-tech and high-tech solutions.
When completing a School Support File, assessment approaches such as teacher observation, work samples, checklists, pupil questionnaires, and feedback from parents and support professionals can provide valuable information. The SETT model supports a collaborative approach where decisions are reviewed regularly to ensure that chosen supports remain appropriate and effective for the pupil.

Part 2: SETT Plan Reflection
For my sample SETT plan, I considered a pupil in a mainstream primary classroom who experiences difficulties with literacy, organisation, and recording written work. The aim of the plan was to identify supports that would allow the pupil to access learning more independently and confidently.
Using the SETT model highlighted the importance of understanding the pupil’s individual profile before selecting any assistive technology. Through observation and discussion with the pupil, it became clear that they respond well to visual supports and enjoy using digital tools. The environment was considered by looking at classroom routines, available devices, and how teachers and peers could support successful use of technology.
The tasks identified included reading instructions, completing written assignments, and demonstrating understanding of learning activities. Possible tools included Microsoft Immersive Reader, speech-to-text, audio supports, and organisational apps. These tools would be introduced gradually and monitored to ensure they are meeting the pupil’s needs.
This process reinforced that assistive technology is not about replacing existing skills but about removing barriers and providing pupils with greater independence. Regular review through the School Support File process is essential to ensure that strategies continue to support the pupil’s progress and development.

Part 1:
I would use the SETT model to guide the selection of assistive technology because it focuses on the pupil’s individual needs rather than the technology itself. Before choosing any support, it is important to consider the pupil’s strengths and needs, their learning environment, and the tasks they need to complete. This helps ensure that the chosen technology is appropriate and supports successful participation in learning.
The School Support File complements this process by recording the pupil’s goals, supports, and progress. To make informed decisions, I would use classroom observations, work samples, ongoing assessment, and feedback from the pupil, parents, and other professionals. Where appropriate, standardised assessments could also be considered. Regular reviews are important to monitor progress and ensure the chosen supports continue to meet the pupil’s changing needs and promote independence in the classroom.

Part 2:

SETT Plan
Pupil: 11-year-old pupil with dyslexia
Student
The pupil enjoys learning and has a real interest in Pokémon, which can be used to increase motivation. They find reading, spelling and expressing ideas in writing challenging but participate well when given the right support.
Environment
The pupil learns in a mainstream classroom with support from the Special Education Teacher. They have access to a laptop or iPad, allowing assistive technology to be used during lessons.
Tasks
The pupil needs support with reading class texts, completing written work, researching information and recording ideas independently.
Tools
I would use Immersive Reader to support reading and improve understanding of texts. Speech-to-text and spell check would reduce barriers when completing written tasks. Where possible, I would use Pokémon-themed reading and writing activities to maintain interest and encourage participation.
Review
I would review the supports regularly by looking at the pupil’s work, observing their participation, and discussing progress with the pupil, parents and the Special Education Teacher. Changes would be made if the supports were no longer meeting the pupil’s needs.

Part 1.
The SETT model framework is a step by step planning tool to help teachers chose the correct or appropriate technology support , it is to run alongside the SSP. It is child centered and evaluates the support by assessing the child, the classroom setting, what the tool will be used for and what specific tool would work for that child. It seeks to individualise the allocation of a tool to achieve maximum support depending on the subject and strengths and needs of the child. The frame work is broken into Student, Enviornment, Task and Tools. Each section is given consideration to find the correct type of technology to support the child.
The Student is the first step where information is collected from reports, parents, past teachers, student voice, goal setting, work samples and formative assessment to evaluate the priorites of that child.The Enviornment is an evaluation of the actual school where the child has access to supports and the practicalities around access, availability, facilities and equipment that the child can access and when. Many considerations come into play such as ; noise, seating, distractions, physical room layout, expectations and ANA support.It also determines the amount of possible barriers to the child’s learning which in turn determines which supports they may need to access.This can change according depending what is going on in the school or which term it is, there are many factors which can affect enviornment.This also influences how often there is need for review to see if tools may need to be changed. The tasks evaluation refers to the actual learning priorites the child has and is influenced by recommendations from outside agencies. Evaluation of how the child responds to instructions, organisation skills, sustaining attention and task completion. Finally the tools are decided on having considered the previous stages.These may chnge dependig on the type of lesson or learning outcomes the child is working on.These tools may be low tech- visual supports,checklists, optional quiet seating, movement breaks, highlighters or writing frames.High tech may include speech to text, word prediction, audiobooks, digital graphic organisers or any accessibility features built into the devices available.The are specific to the child’s diagnosis or learning need. They are trailed and evaluated to decide if the tool is appropriate to the child and finally a decision is made.The trail should prove there is progress towards the child’s learning target, provides a more comfortable learning experience and overcomes the barriers to learning they have experienced.
The specific tool identification is very helpful to the child. This could be decided with the help of others of the SET team and collaboration with teachers for tools that work or have worked before. Many children get tired of a tool so a bank or dictionary/addressbook of resources would be helpful. Call Scotland are good at making wheel to show the available tools, I have found them useful. I think this model is supporting specific inclusion and is very child-centered. I think the regular evaluation of the tools is appropriate, classroom dynamics change often and terms can change depending on the whole school plan, review is very important. I particularly like the One Note as parents have access to the child’s learning activities and tools. It reduces the need for paper communication and is recordable. Assistive Technology has developed at an impressive pace and the availablity of free apps is very encouraging for learners who struggle with particular aspects of the curriculum. AT is creating a much more of a levl playing field for students.
Part 2:
The SETT plan very much highlighted the strengths based approach to planning.The student voice allows for a more specific choice of tool and less room for error. The tasks are decided by consideration based on data collceted which will make them more meaningful and useful for the child. The child is more likely to be motivated if they see progress themselves , if the activites are within their reach and if the tools chosen provide access to achievements the child could not reach before .The collaborative nature of assessment allows for careful evaluation of how a child responds to a tool at home versus school, which is very valuable. It also gives teachers the chance to compare tools and ideas, sometimes it takes time to find the right approach for a child. I feel this model will allow the child more independence and choice in their own learning and create a more positive school experience .

SETT(Student,Enviornment,Task & Tools) Framework Plan
SETT Plan is based on a First Class pupil ,age 6 with Autism and no ESOL requirements.
Student
Strengths: Digitally motivated, uses a visual timetable checklist, strong maths skills & likes drawing.
Needs: Reading difficulty, handwriting delay, staggered prosody, easily frustrated when reading.
Data Gathering: Aladdin Standardised tests, Termly class tests, profile file with previous years informal testing. Psychology Report and recommendations, My school and Me form and weekly check-ins. Communication page/ Daily visual timetable on One Note for parents to comment and return the next day/that evening.

Environment
Mainstream classroom. SET support twice daily for litearcy and regulation, in class support for numeracy. Ipad access and shared laptop with Office 365 suite. Quiet working space available in calss for one to one, ear defenders and fidgets.Concrete materials available to reinforce digital learning.Teacher/ANA acts as scribe when necessary. SET teacher pre teaches litearcy and numeracy concepts and vocabulary is sent home as homework. Timers and take a break cards available.

Tasks
Literacy and Numearcy tasks:
Learn to access and use Immersive Reader in conjunction with Oxford Reading tree texts.
Practise new Phonics from The Literacy Hornet using Speak to text to form short sentences.
Use One Note to write sentences using a digital pen and convert to text.
Develop a bank of numeracy terms and create a digital Maths Dictionary using One Note that can be
accessed at home.
Play digital maths games at home to reinforce learning at school.
Complete teacher designed home tasks on One Note.

Tools
Low-tech: Visual Timetables, checklists, reminders, whiteboards,
Mid-tech: Ipad, laptop. Adaptive keybord/ larger size.
High-tech: Microsoft Immersive Reader, accessibility features- speak to text, spell check, share point.
Barriers and trials
Finger manipulation – test out larger keyboard
Motivation- test out different reading material, trial theme based maths games.
Parents digital knowledge- train parents to use Immersive reader and One Note.
Monitoring and Review
Work samples, Maths dictionary, Digital profiling and task analysis data collection.
Increase time gradulally and monitor motivation .
Pupil Self Assessment at the end of each week- what I learned this week doc on One Note.

/Users/louisewest/Desktop/SETT PLan First Clss .docx

Part 1 – SETT Model and School Support File

The SETT Model provides a useful framework for identifying and selecting assist technology based on the individual needs of the people. The four areas student environment tasks and tools encourage A-Team to consider the whole learning context rather than simply selecting a piece of technology first.

I would use the set model alongside the pupil’s school support file to ensure that the information gathered contributes to the pupils individualised planning and support. The Student section will consider the pupils’ strengths, needs, interests, communication, literacy and current use of technology. The Environment would look at the classroom seating, background noise, teaching approaches and the people supporting the people. The asks would identify the specific activities, or curriculum demands that are creating barriers for the pupil. Only after considering these areas would the team explore appropriate tools.

A range of assessment approaches could contribute to this process including observation, pupil voice, teacher and parent questionnaires, work samples and curriculum-based assessments. For a pupil who is for hard of hearing, information from audiological assessments and observations of access to spoken language would also be relevant. Where appropriate, practical trials of equipment should be used to determine whether a particular tool actually improves the pupils’ access and participation.

PART 2- Reflection on the SETT Plan

Burn my sample SETT plan I have chosen a primary school pupil with a moderate sensorineural hearing loss who experiences difficulties accessing spoken information in the classroom particularly when there is background noise or when the teacher is at a distance. The pupil also experiences literacy and vocabulary difficulties.

The SETT process helped me to think beyond simply recommending technology and instead identify the specific barriers the pupil is experiencing. In the Environment section, for example classroom acoustics, background noise and the pupil’s teaching position are important considerations. The Task considers activities listening to teacher instruction participating in class discussion and accessing new vocabulary.

Potential tools could also include an FM/remote microphone system, soundfield system and appropriate digital literacy supports. However, they should only be selected following assessment and discussion with the pupil appearance and relevant professions. The effective base of the technology needs to be monitored and reviewed as part of the School Support File. I found the SETT model useful because it provides a structured way of ensuring assistive technology remains student-centered. It reinforces the principle that we should identify the barrier first and then consider whether technology is the appropriate solution. The model also encourages collaboration and ongoing review rather than viewing the provision of a device or piece of equipment as the end point.

Suggested SETT plan structure

 
<table width=”601″>
<tbody>
<tr>
<td width=”301″>
<table>
<thead>
<tr>
<td>SETT area</td>
<td></td>
</tr>
</thead>
</table>
</td>
<td width=”301″>
<table>
<thead>
<tr>
<td></td>
<td><strong data-start=”328″ data-end=”343″>Information</td>
</tr>
</thead>
</table>
</td>
</tr>
<tr>
<td colspan=”2″ width=”601″>
<table>
<thead>
<tr>
<td> </td>
<td> </td>
</tr>
</thead>
<tbody>
<tr data-start=”356″ data-end=”1180″>
<td data-start=”356″ data-end=”370″ data-col-size=”sm”><strong data-start=”358″ data-end=”369″>Student</td>
<td data-col-size=”xl” data-start=”370″ data-end=”1180″><strong data-start=”372″ data-end=”386″>Strengths: Enjoys practical and visual activities and responds well to praise and encouragement. <strong data-start=”473″ data-end=”487″>Interests: Enjoys stories, computers and visual learning activities. <strong data-start=”546″ data-end=”566″>Hearing profile: Moderate sensorineural hearing loss and uses bilateral hearing aids. May have difficulty accessing speech when there is background noise, when the speaker is at a distance, or when several people are speaking. <strong data-start=”777″ data-end=”795″>Communication: Uses spoken language but may miss some spoken information, particularly in group situations. Benefits from clear speech, visual information and repetition/rephrasing. <strong data-start=”963″ data-end=”976″>Literacy: Experiences difficulties with vocabulary development, reading comprehension and accessing unfamiliar words. <strong data-start=”1085″ data-end=”1108″>Current technology: Uses an iPad and is familiar with basic digital classroom activities.</td>
</tr>
<tr data-start=”1181″ data-end=”1840″>
<td data-start=”1181″ data-end=”1199″ data-col-size=”sm”><strong data-start=”1183″ data-end=”1198″>Environment</td>
<td data-col-size=”xl” data-start=”1199″ data-end=”1840″><strong data-start=”1201″ data-end=”1215″>Classroom: Mainstream primary classroom with whole-class, small-group and individual activities. <strong data-start=”1302″ data-end=”1316″>Acoustics: Background noise from peers and classroom activities can make listening more difficult. <strong data-start=”1405″ data-end=”1417″>Seating: Requires an appropriate seating position where the pupil can clearly see the teacher and classmates. <strong data-start=”1519″ data-end=”1531″>Teacher: Teacher should be aware of the pupil’s hearing needs and use clear speech, visual supports and checks for understanding. <strong data-start=”1653″ data-end=”1663″>Peers: Group discussion can be challenging when several pupils are speaking. <strong data-start=”1734″ data-end=”1743″>Home: Parents can support the use of consistent strategies and technology at home where appropriate.</td>
</tr>
<tr data-start=”1841″ data-end=”2194″>
<td data-start=”1841″ data-end=”1853″ data-col-size=”sm”><strong data-start=”1843″ data-end=”1852″>Tasks</td>
<td data-start=”1853″ data-end=”2194″ data-col-size=”xl”>Accessing whole-class teacher instruction; following multi-step verbal instructions; participating in class discussions; listening to stories and explanations; learning and understanding new vocabulary; reading short texts; answering comprehension questions; completing written tasks; accessing digital learning activities independently.</td>
</tr>
<tr data-start=”2195″ data-end=”2765″>
<td data-start=”2195″ data-end=”2207″ data-col-size=”sm”><strong data-start=”2197″ data-end=”2206″>Tools</td>
<td data-start=”2207″ data-end=”2765″ data-col-size=”xl”><strong data-start=”2209″ data-end=”2240″>FM/remote microphone system to improve access to the teacher’s voice, particularly during whole-class teaching. <strong data-start=”2325″ data-end=”2346″>Soundfield system, where appropriate, to improve access to spoken instruction across the classroom. <strong data-start=”2429″ data-end=”2468″>iPad/Office 365 accessibility tools, including Immersive Reader, Read Aloud and Picture Dictionary, to support reading and vocabulary development. <strong data-start=”2580″ data-end=”2599″>Visual supports, including pictures, key vocabulary and written instructions. The pupil should have opportunities to trial and compare tools to determine which are most effective.</td>
</tr>
<tr data-start=”2766″ data-end=”3282″>
<td data-start=”2766″ data-end=”2783″ data-col-size=”sm”><strong data-start=”2768″ data-end=”2782″>Assessment</td>
<td data-col-size=”xl” data-start=”2783″ data-end=”3282″>Observation of the pupil in different classroom situations; discussion with the pupil to establish their experience and preferences; teacher and parent questionnaires; review of classwork and reading samples; assessment of vocabulary and reading comprehension; review of audiological information; observation of listening access with and without assistive technology; practical trial of FM/remote microphone and other technology; feedback from the pupil, teacher and parents following the trial.</td>
</tr>
<tr data-start=”3283″ data-end=”3765″>
<td data-start=”3283″ data-end=”3297″ data-col-size=”sm”><strong data-start=”3285″ data-end=”3296″>Outcome</td>
<td data-start=”3297″ data-end=”3765″ data-col-size=”xl”>The pupil will have improved access to spoken instruction and classroom discussion, particularly in situations where distance or background noise creates a barrier. The pupil will develop greater independence when accessing written information and unfamiliar vocabulary. They will be able to participate more confidently in classroom activities and demonstrate their knowledge without hearing or literacy difficulties unnecessarily restricting their participation.</td>
</tr>
<tr data-start=”3766″ data-end=”4275″>
<td data-start=”3766″ data-end=”3779″ data-col-size=”sm”><strong data-start=”3768″ data-end=”3778″>Review</td>
<td data-start=”3779″ data-end=”4275″ data-col-size=”xl”>Effectiveness should be reviewed regularly through classroom observation, pupil voice, teacher feedback and work samples. The impact of the technology should be reviewed after an initial trial period, for example after <strong data-start=”4000″ data-end=”4013″>4–6 weeks, and then as part of the pupil’s ongoing School Support File review. The team should consider whether the technology is being used consistently, whether it is improving access and participation, and whether any adaptations or additional supports are required</td>
</tr>
</tbody>
</table>
</td>
</tr>
</tbody>
</table>
 

Part 1:

The SETT model is a simple way to figure out what kind of technology or extra help a child needs in school. Instead of just downloading a popular learning app, we can just look at the student’s  needs first—like if they have dyslexia or dyscalculia. Next, we look at their classroom environment and the specific tasks they find tricky. Only then can we choose the right tools. Using SETT in a student’s School Support File keeps things focused. It ensures technology is used to solve real learning problems rather than just being a distraction. Also, we can s use simple daily assessments to see if it’s working —like watching how the student works, checking their tasks, or asking them how they feel about the activity. This can help us track whether the support is actually building confidence and helping them learn.

Part 2:

•  Student: A 5th class pupil who gets very anxious about math and shows signs of dyscalculia. He struggles to remember math facts and line up numbers properly, but he is a strong reader and speaks well.
• Environment: A mainstream classroom with 28 students, a shared set of iPads, and a digital projector. The room can get a bit noisy during group work.
• Tasks: Solving multi-step math problems, taking part in mental math activities, and finishing tasks without needing constant help.
• Tools: Microsoft Math Assistant in OneNote to show him step-by-step solutions, and Math Duel on the iPad for quick, low-stress practice.

Forum Reflection: The biggest takeaway for me is how easy it is to fall into the trap of picking a cool app first and then trying to force it onto a student. The SETT framework flips that around. It keeps the focus entirely on the child and what is actually getting in the way of their learning
It was also eye-opening to see how powerful built-in tools like Microsoft’s Immersive Reader or Math Assistant can be.  We don’t always need special, expensive software; simple built-in features can make a huge difference for students dealing with math anxiety or dyscalculia. Putting a proper SETT plan into a School Support File gives students a real path toward working on their own and feeling capable.

Module 4.
Module 4 concentrated on Literacy and Numeracy enhanced learning and the national strategy in conjunction with Whole School Evaluation.We looked at the literacy, numeracy and digital literacy strategy and the NCSE Special School supports and Therapy Resources. We looked again how Immersive reader can assist with literacy in the classroom using its features such as; picture dictionary, translate for ESOL students. We looked again at Balabooka, Read and Write and Dragon. We exploreed Sensory Speak up, AbC Kids Tracing app, Write about this, DuoLingo, Starfall, Read and Write for teachers, Powerpoint Live, Learn with Homer, Light Sail, Articulation Station (Dyslexia), Learning Alley Audiobook Reader (Dyslexia), ABC mouse.com, Reading Rockets Literacy. For Numeracy we looked at Maths websites such as; NRICH , Primary Games, NZ Maths, Maths Dictionary, Counting games and the NCSE Numeracy Resources.We explored tools such as; Khan Academy, Maths Assist in Microsoft 365, Maths Duel, Geogebra, and Code Jumper. We exlored how One note can convert written equations to print and solve giving step by step solutions in Maths Assist.Again this was such an informative module. The Maths Assist will be so useful for teaching and will make an exciting self assessment station during a blended learning maths class.

Part 1

Hi Sabrina , very  thoughtful and thorough reflection on the SETT framework.

Indeed, SETT Framework is structured around the student especially in the way it recognises that assistive technology works best when it is guided by relationships, teamwork, and a clear understanding of the student’s needs.

The SETT model begins with the student, the environment, the tasks, and then the tools. This order is important because it prevents assistive technology from being treated as a quick solution or simply as electronic equipment placed in the classroom. Instead, the framework encourages teachers and support staff to first understand the student’s strengths, challenges, learning context, and daily needs.

Collaboration is central to this process. The people who know the student well, including the class teacher, parents, learning support teacher, support staff, and other professionals, can contribute valuable insight because they have built relationships with the learner over time. Those relationships help the team assess the learning environment, identify the tasks the student needs to complete, and decide which supports will genuinely improve engagement and ability.

Only after this shared understanding has been developed should assistive technology become the focus of discussion. In that way, the SETT framework reminds us that effective classroom practice is not just about choosing tools, but about using the right tools in response to the needs of the student and the knowledge of the supportive team.

Part 2

SETT Plan

Student: a 5th class student with dyslexia. She finds spelling difficult and can become frustrated during writing tasks. She shares her ideas well when speaking but spelling challenges can affect her confidence. She needs short tasks, praise, and reassurance.

Environment: The activity will take place in the classroom. I will use a calm corner at the back of the room, away from noise and busy areas. This space will include nurture furniture, such as a soft chair, cushions, a small table, and a calm rug. It will also have sensory tools, a visual timetable, a word bank, emotion cards, and an iPad. This will help the student feel safe, calm, and still part of the class.

Tasks: The student will complete a short spelling activity with support. I will help her check how she is feeling, use a calming strategy, choose a spelling tool, and practise asking for help before she becomes upset. The support teacher can help reinforce these strategies, and parents can use the same calm language at home.

Tools: I will use Microsoft Reflect, emotion cards, a spelling notebook, a word bank, look-say-cover-write-check, Immersive Reader, Read Aloud, Dictate, Editor, spell check, word prediction, and a checklist. These tools will support her spelling, confidence, SEL, and self-regulation.

Assessment: I will assess the activity by observing how the student manages spelling work. I will look at her confidence, frustration levels, and use of spelling tools and calming strategies. I will also gather feedback from the support teacher and parents.

Outcome: The expected outcome is that the student feels calmer and more confident during spelling activities. She will use the calm corner, SEL tools, and spelling supports when needed. She will also learn to ask for help before becoming too frustrated.

Review: After 5 weeks  the activity is reviewed. I will check what worked well and what needs to change. I will speak with the student, learning  support teacher, and parents. If needed, I will adjust the task, tools, or support to meet the student’s needs.

Reflection: When applying the SETT plan, I learned that it is important to take the  time to understand the student’s individual needs. This means building a positive relationship with the student and working closely with the people who support her such as  learning support teacher, other professional, and the  parents. By doing this, I ensure  the right tools and supports are used to help the student reach her full potential in a nurturing and supportive way.

<div></div>
<div>Part 1 – SETT Model and School Support File</div>
<div>The SETT Model provides a useful framework for identifying and selecting assist technology based on the individual needs of the people. The four areas student environment tasks and tools encourage A-Team to consider the whole learning context rather than simply selecting a piece of technology first.</div>
<div>I would use the set model alongside the pupil’s school support file to ensure that the information gathered contributes to the pupils individualised planning and support. The Student section will consider the pupils’ strengths, needs, interests, communication, literacy and current use of technology. The Environment would look at the classroom seating, background noise, teaching approaches and the people supporting the people. The asks would identify the specific activities, or curriculum demands that are creating barriers for the pupil. Only after considering these areas would the team explore appropriate tools.</div>
<div>A range of assessment approaches could contribute to this process including observation, pupil voice, teacher and parent questionnaires, work samples and curriculum-based assessments. For a pupil who is for hard of hearing, information from audiological assessments and observations of access to spoken language would also be relevant. Where appropriate, practical trials of equipment should be used to determine whether a particular tool actually improves the pupils’ access and participation.</div>
<div></div>
<div>PART 2- Reflection on the SETT Plan</div>
<div>For my sample SETT plan I have chosen a primary school pupil with a moderate sensorineural hearing loss who experiences difficulties accessing spoken information in the classroom particularly when there is background noise or when the teacher is at a distance. The pupil also experiences literacy and vocabulary difficulties.</div>
<div>The SETT process helped me to think beyond simply recommending technology and instead identify the specific barriers the pupil is experiencing. In the Environment section, for example classroom acoustics, background noise and the pupil’s teaching position are important considerations. The Task considers activities listening to teacher instruction participating in class discussion and accessing new vocabulary.</div>
<div>Potential tools could also include an FM/remote microphone system, soundfield system and appropriate digital literacy supports. However, they should only be selected following assessment and discussion with the pupil appearance and relevant professions. The effective base of the technology needs to be monitored and reviewed as part of the School Support File. I found the SETT model useful because it provides a structured way of ensuring assistive technology remains student-centered. It reinforces the principle that we should identify the barrier first and then consider whether technology is the appropriate solution. The model also encourages collaboration and ongoing review rather than viewing the provision of a device or piece of equipment as the end point.</div>
<div></div>
<div></div>
<div></div>
<div>Suggested SETT plan structure</div>
<div></div>
<div>SETT area</div>
<div>Information</div>
<div></div>
<div></div>
<div>Student Strengths: Enjoys practical and visual activities and responds well to praise and encouragement. Interests: Enjoys stories, computers and visual learning activities. Hearing profile: Moderate sensorineural hearing loss and uses bilateral hearing aids. May have difficulty accessing speech when there is background noise, when the speaker is at a distance, or when several people are speaking.</div>
<div></div>
<div>Communication: Uses spoken language but may miss some spoken information, particularly in group situations. Benefits from clear speech, visual information and repetition/rephrasing.</div>
<div>Literacy: Experiences difficulties with vocabulary development, reading comprehension and accessing unfamiliar words. Current technology: Uses an iPad and is familiar with basic digital classroom activities.</div>
<div>Environment</div>
<div></div>
<div>Classroom: Mainstream primary classroom with whole-class, small-group and individual activities. Acoustics: Background noise from peers and classroom activities can make listening more difficult. Seating: Requires an appropriate seating position where the pupil can clearly see the teacher and classmates. Teacher: Teacher should be aware of the pupil’s hearing needs and use clear speech, visual supports and checks for understanding. Peers: Group discussion can be challenging when several pupils are speaking. Home: Parents can support the use of consistent strategies and technology at home where appropriate.</div>
<div></div>
<div>Tasks:Accessing whole-class teacher instruction; following multi-step verbal instructions; participating in class discussions; listening to stories and explanations; learning and understanding new vocabulary; reading short texts; answering comprehension questions; completing written tasks; accessing digital learning activities independently.</div>
<div></div>
<div>Tools:FM/remote microphone system to improve access to the teacher’s voice, particularly during whole-class teaching. Soundfield system, where appropriate, to improve access to spoken instruction across the classroom. iPad/Office 365 accessibility tools, including Immersive Reader, Read Aloud and Picture Dictionary, to support reading and vocabulary development. Visual supports, including pictures, key vocabulary and written instructions. The pupil should have opportunities to trial and compare tools to determine which are most effective.</div>
<div></div>
<div>Assessment Observation of the pupil in different classroom situations; discussion with the pupil to establish their experience and preferences; teacher and parent questionnaires; review of classwork and reading samples; assessment of vocabulary and reading comprehension; review of audiological information; observation of listening access with and without assistive technology; practical trial of FM/remote microphone and other technology; feedback from the pupil, teacher and parents following the trial.</div>
<div>Outcome The pupil will have improved access to spoken instruction and classroom discussion, particularly in situations where distance or background noise creates a barrier. The pupil will develop greater independence when accessing written information and unfamiliar vocabulary. They will be able to participate more confidently in classroom activities and demonstrate their knowledge without hearing or literacy difficulties unnecessarily restricting their participation.</div>
<div></div>
<div>Review:Effectiveness should be reviewed regularly through classroom observation, pupil voice, teacher feedback and work samples. The impact of the technology should be reviewed after an initial trial period, for example after 4–6 weeks, and then as part of the pupil’s ongoing School Support File review. The team should consider whether the technology is being used consistently, whether it is improving access and participation, and whether any adaptations or additional supports are required</div>
<div></div>
<div></div>

The SETT model (Student, Environment, Tasks, Tools), is a collaborative framework designed to guide Assistive Technology (AT) decision-making in special education. I am committed this year to making a conscientious effort and base my AT decisions on the SETT framework, rather than selecting technology in isolation.  SETT aligns AT selection with the Continuum of Support in a student’s School Support File.

The framework starts with the student and it is a collaborative approach between the teacher, Sna, pupil (pupil’s voice), parents and other professionals. The teacher gathers the information and analyses the pupil’s needs, strengths, interests, and triggers. Within the Support File, this maps directly to baseline profiles (for example, phonics known and to learn) and diagnostic summary notes. It is important that each target develops from some form of baseline data, in other words you must have evidence to explain why a target was selected.

The environment examines physical and instructional settings (e.g., mainstream classroom vs. quiet space). The tasks identify active curricular goals (e.g., independent writing, social interaction). This helps frame the specific targets documented in the student’s learning targets section. The tools elect appropriate low-tech or high-tech AT devices and supports, which have been clearly outlined to us on this course, required to bridge the gap between current abilities and task demands.

The SETT framework can be populated within a School Support File using Observation & Functional Assessments. Here is a targeted SETT Plan (Student, Environments, Tasks, Tools) tailored for an autistic student at the early stages of language development.

1. Student (S)- Joe McDonagh (fictitious name)

• Strengths: Joe is a strong visual learner; shows high interest in cause-and-effect toys, music, and routines; responds well to visual cues.
• Language & Communication: Pre-verbal or single-word communication; uses gestures (pulling hands), shouting, crying to express needs; emerging intent to communicate.
• Sensory & Behaviour: Becomes dysregulated or frustrated when unable to communicate needs or engage in a preferred activity; seeks deep pressure.
• Needs: A functional core language system to express basic wants/needs, request breaks, and make choices independently.

2. Environments (E)

• Physical Settings: Autism classroom, mainstream classroom, sensory space,  playground and social skills outings, for example shop, cafe.
• Arrangement: High-activity zones with ambient noise; transition areas between activities (for example trampoline, scooter – hall).
• Current Support & Materials: Visual schedule on the wall, sensory calm-down corner, low-tech emotion chart.
• Staff: Autism Class teacher, mainstream class teacher, SNA, speech and language therapist (CDNT), occupational therapist (CDNT) and psychologist (CDNT).

3. Tasks (T)

To actively participate in the school day, the student needs to:

• Request favourite items, snacks, or activities independently.
• Indicate “I want more,” “All done,” “I need help,” or “I need a break” to avoid frustration-driven behaviours.
• Transition smoothly between classroom activities using visual schedules.
• Make choices during free play, group time, and snack time.

4. Tools (T)

• Low-Tech:Communication Board: Laminated core vocabulary board (12–16 symbols) available across all environments. Change and extend regularly as language improves.
• Visual Schedule & Transition Cards: First/Then board and portable visual schedule.
• Mid/High-Tech:Tablet with a AAC app (e.g., TouchChat, ABC kids tracing and phonics, Articulation Station) locked to a high-frequency core vocabulary layout.
• Sensory Accommodations: Noise cancelling headphones, weighted lap pad for focused communication tasks.

This SETT plan prioritises a multimodal, student-centred approach to support early language development. By focusing on core vocabulary (e.g., want, more, done, help), the plan equips the student with functional tools to communicate across varied settings rather than relying solely on verbal speech. Integrating both low-tech (Vocabulary boards, schedules) and high-tech options (AAC apps) ensures continuous communication access, even if a digital device is unavailable or uncharged.

Apologies, my part two posted with the errored formatting,

Part 2 – SETT Plan

Sample Student: Student A
Age: 11 years
Class: Special Class – Autism
Primary Needs: Communication, literacy and independence

Student

Student A is an 11-year-old pupil in a special class for autistic pupils. He enjoys using technology, interactive activities and learning through visuals. He has emerging functional communication skills and uses short phrases, visuals and adult modelling to communicate. He experiences difficulties with reading unfamiliar words, understanding longer written instructions and completing written tasks independently. He responds well to predictable routines, repetition, visual supports and positive reinforcement. He is particularly motivated by technology, which can help increase his engagement in learning activities.

Environment

Student A learns in a structured special class environment with access to an interactive whiteboard, tablets and computers. Visual schedules, first/then boards and individualised work systems are used throughout the school day. He participates in whole-class, small-group and individual activities and receives adult support when required. Technology can be used during classroom literacy activities and during more individualised teaching. Consistency between school and home will be important when introducing any new assistive technology.

Tasks

The main tasks identified for Student A are:

Recognising and reading familiar and functional words.
Developing phonological awareness and word recognition.
Understanding short sentences and simple written instructions.
Completing short literacy activities with increasing independence.
Using communication supports to make choices and express needs.
Recording simple answers without relying completely on adult support.
Developing literacy and communication skills across different classroom activities and everyday routines.

Tools

A combination of low-tech and digital supports could be used.

Microsoft Immersive Reader: Text-to-speech, line focus and picture dictionary could support reading and comprehension.
Tablet literacy activities: Short, motivating activities could be used to develop phonics, word recognition and matching skills.
Text-to-speech: This would allow Student A to hear written instructions and text while following along.
Visual word banks and communication visuals: These could support vocabulary, sentence construction and functional communication.
Speech-to-text/dictation: This could allow Student A to communicate ideas verbally where writing is a barrier.
Interactive whiteboard: Useful for modelling, shared reading and highly visual literacy activities.
Visual timer: Could support attention and independence when completing literacy tasks.

Assessment

Progress would be monitored through a combination of assessment approaches, including:

Baseline assessment of current literacy and communication skills.
Teacher observations during structured and independent activities.
Work samples collected over time.
Teacher-designed and curriculum-based literacy tasks.
Recording the level of adult prompting required.
Monitoring how independently Student A uses the chosen technology.
Tracking engagement and participation during activities.
Feedback from parents and relevant professionals where appropriate.
Regular review of progress and targets through the School Support File.

Outcomes

The intended outcomes would be for Student A to:

Increase independence when accessing written instructions and literacy activities.
Improve recognition and reading of functional and high-frequency words.
Improve understanding of short texts and instructions.
Reduce reliance on adult prompting.
Increase confidence and engagement during literacy activities.
Use appropriate digital supports to demonstrate his knowledge and communicate more independently.

Review

The SETT plan would be reviewed regularly as part of the School Support File process, with a more formal review each term. The class teacher, SET/SNA team, parents and Student A, where possible, would contribute to the review. Work samples, observations, engagement levels and the amount of adult prompting required would be considered when evaluating the effectiveness of the chosen tools. If a particular technology is not improving access or independence, it would be adapted or replaced. This ensures that the supports remain appropriate as Student A’s skills and needs develop.

Reflection

Completing this SETT plan has reinforced the importance of starting with the individual pupil rather than choosing a piece of technology first. In a special class setting, pupils have different communication, literacy, sensory and learning needs, so the same digital tool will not necessarily work for every pupil.

I found the Student, Environment, Tasks and Tools structure useful because it encourages us to consider the whole picture. Before introducing technology, it is important to identify what the pupil can already do, where they experience difficulties and what barriers are preventing them from participating independently. This helps ensure that technology has a clear purpose and is linked to meaningful learning goals.

Assessment and regular review are also essential. Observations, work samples, levels of prompting and pupil engagement can help show whether a tool is actually making a difference. Collaboration with parents, teachers and other professionals can also provide valuable information.

Overall, this activity has reinforced for me that assistive technology should be individualised, purposeful and regularly reviewed. When chosen carefully, it can remove barriers to learning, increase participation and help pupils become more independent and confident.

Part 1:

I think the SETT model is a useful way of making sure that the focus stays on the individual pupil and their needs. When used alongside a School Support File, it can help teachers to look at what a child finds difficult and what supports might help them to access learning more independently.

The first part is student, where we need to find out about the child’s strengths, interests, difficulties and what they enjoy. This could involve speaking to the child, parents, class teacher and SET teacher, as well as looking at previous assessments and work.

Enviornment looks at where the child learns best. This could include the classroom, SET room or another quieter space and we need to consider things such as noise, distractions and seating.

Task focuses on what we are asking the pupil to do and what difficulties they are experiencing with that task. Finally, Tools looks at what resources, strategies or assistive technology could help the child complete the task.

Assessment should be ongoing rather than just looking at one test. Teacher observations, work samples, checklists, pupil feedback and progress towards targets in the School Support File could all be used. This would allow the teacher to see if the chosen support is actually helping the child and whether any changes are needed.

Part 2:

For my SETT plan, I chose a 7 year old pupil in 2nd class who has difficulties with reading and spelling. The pupil enjoys practical activities and games and is more motivated when learning is interactive. They can become frustrated when asked to read large amounts of text independently and benefit from visual supports and hearing words read aloud.

The pupil has good oral language skills and enjoys talking about topics they are interested in. They find decoding unfamiliar words difficult and can lose confidence when reading independently.

The pupil works in a mainstream 2nd class and receives additional support from the SET teacher. For some literacy activities, they benefit from working in a quieter area with fewer distractions.

The main focus is reading simple sentences and developing confidence with CVC words and high-frequency words. The pupil will complete short reading activities, matching tasks and simple comprehension questions.

I would use immersive reader so that the pupil can listen to the text being read aloud while following the words. I would also use picture supports, magnetic letters, mini whiteboards and a tablet-based phonics game. These tools would give the pupil different ways of accessing the activity.

Progress could be monitored through teacher observation, reading samples, short phonics activities and pupil feedback. I would also record progress in the School Support File and review whether the tools are helping the pupils become more independent.

I found creating the SETT plan useful as it showed me that assistive technology should not just be chosen due to it being available. It needs to be chosen based on the individual child, the task they are trying to complete and the enviornment they are working in. I also think reviewing the plan regularly is important because what works for a pupil at one stage may not always be the best support as their needs develop.

Part 1: I would use the SETT model alongside the student’s School Support File to get a fuller picture of their strengths, needs and the barriers they experience in school. I would look at classroom observations, examples of their work, conversations with the student, parents and staff, and practical activities. This would help us identify what support is actually needed before deciding on a particular piece of technology.

Part 2:

For my sample student, I have chosen a 17-year-old school leaver with mild general learning difficulties alongside dyslexia. He is friendly, enjoys practical activities and is confident when talking to adults and other students. He is particularly interested in cooking, music and going out in the community. He can follow verbal instructions well and shows good comprehension to oral language but finds reading and decoding difficult. He can recognise some familiar words but struggles when faced with words outside of his known sight words. This can affect his confidence and he will often ask an adult to read things for him.

Strengths: He has good verbal communication, enjoys practical tasks and is motivated when activities have a real-life purpose.

Environment: He works best with clear instructions, visual supports and in a quiet environment with limited distractions.

Tasks: He needs to access written instructions, read everyday information and complete tasks with greater independence, particularly as he prepares to leave school.

Tools: I would trial Immersive Reader, text-to-speech, picture supports and audio instructions to see which tools help him most.

Reflection

I think the SETT model would be very useful in my school because it encourages us to look at the whole student rather than focusing only on their difficulties. For our school leavers, increasing independence is a really important part of what we do. I would use the SETT plan alongside his School Support File and review it regularly to see if the technology is actually helping. I would also involve the student in choosing and reviewing the tools, as he needs to feel comfortable using them. This approach could help us make better decisions about assistive technology and provide useful evidence for our SSE.

I would use the SETT framework alongside the pupils School Support File. I would look at the student their environment and what I actually want them to be able to do before deciding what technology might help

For assessment I would keep it fairly simple. Teacher and SNA observations work samples and information already in the School Support File. I would look at reading spelling and understanding through simple activities and questions. I would also look at how much adult help they need and hopefully see this reduce over time

For my SETT plan I chose an 8 year old pupil with autism and a Mild General Learning Difficulty. He can read familiar words and has a huge interest in Peppa Pig. He can read all the character names and lots of words linked to Peppa so I thought this would be a good place to start

I would use technology to work on his reading spelling and understanding of what he is actually reading. For example he could read Peppa is swimming and then answer a simple yes or no question. I would add pictures and visual supports too

I liked the SETT approach as it made me think about what I actually want the child to achieve before choosing the technology. I would also be looking to see if he becomes more independent and needs less adult help as he gets used to using the computer

https://docs.google.com/document/d/1-sjWTyswGrRSa4UYiYs9KrZhbZwC1raE/edit?usp=sharing&ouid=107345561316975500624&rtpof=true&sd=true

SETT Framework for a 2^nd class child with Dyslexia

Class: 2nd Class
Primary Area of Need: Literacy – Dyslexia

S (Student)

Alice is a pupil in 2nd Class who has a diagnosis of dyslexia. She is a happy and enthusiastic child who enjoys participating in classroom activities and particularly enjoys science and learning through games. She is confident when contributing verbally and enjoys sharing her ideas with the class.

Alice demonstrates good general knowledge and has a strong oral vocabulary. She is able to understand stories and information when they are read aloud to her and can discuss characters, events and ideas confidently. She is particularly successful when learning involves practical activities and opportunities to talk about what she has learned.

Literacy tasks can be more challenging for Alice . She finds it difficult to consistently recall letter-sound correspondences and may confuse letters or sounds when reading and spelling. She requires additional time to decode unfamiliar words and can become tired when asked to read for extended periods. Her spelling is poor and she sometimes omits sounds or reverses the order of sounds within words. Alice can become reluctant to attempt unfamiliar words independently because she is concerned about making mistakes.

Strengths:

• Strong oral language and communication skills.
• Good general knowledge and curiosity.
• Enjoys listening to stories.
• Participates enthusiastically in practical activities.
• Responds well to games and multisensory learning.
• Good recall of information presented orally.
• Enjoys science
• Positive relationships with classmates.
• Demonstrates good problem-solving skills when tasks are presented practically.

Areas requiring support:

• Phonological awareness.
• Letter-sound correspondence.
• Decoding unfamiliar words.
• Reading fluency and accuracy.
• Spelling
• Automatic recognition of high-frequency words.
• Written sentence construction.
• Confidence when approaching unfamiliar literacy tasks.
• Working memory when holding sounds in sequence.

E – Environment

Alice works best in a structured and encouraging classroom environment. She is seated where she can easily see the teacher and the board and where distractions are limited.

A predictable classroom routine helps Alice to know what is expected of her. A visual schedule works well. New literacy activities should be introduced clearly, with the teacher modelling the task before Alice is expected to work independently.

Alice benefits from being given additional processing time and is not placed under pressure to read aloud unexpectedly. Opportunities to rehearse reading with an adult or partner before reading to a larger group can help to maintain her confidence.

T – Tasks

Literacy tasks should be carefully structured so that Alice can practise the skills associated with dyslexia without becoming overwhelmed. Tasks should focus on explicit teaching, repetition and multisensory learning.

Reading tasks

• Provide systematic phonics instruction targeting specific areas of difficulty.
• Practise blending and segmenting regularly.
• Use decodable books containing phonics patterns that have already been taught.
• Allow Alice to preview unfamiliar vocabulary before reading.
• Re-read familiar texts to develop fluency and confidence.
• Practise a small number of high-frequency words regularly.
• Break longer reading passages into shorter sections.
• Use immersive reader for longer texts.

Writing and spelling tasks

• Provide explicit instruction in spelling patterns.
• Encourage Alice to say words slowly and identify each sound before writing.
• Provide word banks for topic vocabulary.
• Use sentence starters to support written expression.
• Allow Alice to demonstrate her knowledge orally when the learning objective is not handwriting or spelling.

SET literacy intervention

Targeted SET support could focus on:

• Phonological awareness.
• Phonics and sound-symbol correspondence.
• Blending and segmenting.
• Decoding.
• High-frequency words.
• Spelling patterns.
• Reading fluency.
• Confidence and independent reading strategies.

T – Tools

Alice will have access to a range of tools that support literacy.

Literacy tools

• Magnetic letters for building and manipulating words.
• Personal high-frequency word cards.
• Decodable reading books.
• Personal word banks.
• Coloured markers for identifying sounds or syllables.
• Whiteboards for repeated spelling practice.
• Audiobooks
• Immersive Reader
• Text to Speech
• Speech to text for longer pieces of written work
• Phonics and Literacy apps

SETT Framework for a 2^nd class child with Dyslexia

Class: 2nd Class
Primary Area of Need: Literacy – Dyslexia

S (Student)

Alice is a pupil in 2nd Class who has a diagnosis of dyslexia. She is a happy and enthusiastic child who enjoys participating in classroom activities and particularly enjoys science and learning through games. She is confident when contributing verbally and enjoys sharing her ideas with the class.

Alice demonstrates good general knowledge and has a strong oral vocabulary. She is able to understand stories and information when they are read aloud to her and can discuss characters, events and ideas confidently. She is particularly successful when learning involves practical activities and opportunities to talk about what she has learned.

Literacy tasks can be more challenging for Alice . She finds it difficult to consistently recall letter-sound correspondences and may confuse letters or sounds when reading and spelling. She requires additional time to decode unfamiliar words and can become tired when asked to read for extended periods. Her spelling is poor and she sometimes omits sounds or reverses the order of sounds within words. Alice can become reluctant to attempt unfamiliar words independently because she is concerned about making mistakes.

Strengths:

Strong oral language and communication skills.
Good general knowledge and curiosity.
Enjoys listening to stories.
Participates enthusiastically in practical activities.
Responds well to games and multisensory learning.
Good recall of information presented orally.
Enjoys science
Positive relationships with classmates.
Demonstrates good problem-solving skills when tasks are presented practically.
Areas requiring support:

Phonological awareness.
Letter-sound correspondence.
Decoding unfamiliar words.
Reading fluency and accuracy.
Spelling
Automatic recognition of high-frequency words.
Written sentence construction.
Confidence when approaching unfamiliar literacy tasks.
Working memory when holding sounds in sequence.

E (Environment)

Alice works best in a structured and encouraging classroom environment. She is seated where she can easily see the teacher and the board and where distractions are limited.

A predictable classroom routine helps Alice to know what is expected of her. A visual schedule works well. New literacy activities should be introduced clearly, with the teacher modelling the task before Alice is expected to work independently.

Alice benefits from being given additional processing time and is not placed under pressure to read aloud unexpectedly. Opportunities to rehearse reading with an adult or partner before reading to a larger group can help to maintain her confidence.

T (Tasks)

Literacy tasks should be carefully structured so that Alice can practise the skills associated with dyslexia without becoming overwhelmed. Tasks should focus on explicit teaching, repetition and multisensory learning.

Reading tasks

Provide systematic phonics instruction targeting specific areas of difficulty.
Practise blending and segmenting regularly.
Use decodable books containing phonics patterns that have already been taught.
Allow Alice to preview unfamiliar vocabulary before reading.
Re-read familiar texts to develop fluency and confidence.
Practise a small number of high-frequency words regularly.
Break longer reading passages into shorter sections.
Use immersive reader for longer texts.
Writing and spelling tasks

Provide explicit instruction in spelling patterns.
Encourage Alice to say words slowly and identify each sound before writing.
Provide word banks for topic vocabulary.
Use sentence starters to support written expression.
Allow Alice to demonstrate her knowledge orally when the learning objective is not handwriting or spelling.
SET literacy intervention

Targeted SET support could focus on:

Phonological awareness.
Phonics and sound-symbol correspondence.
Blending and segmenting.
Decoding.
High-frequency words.
Spelling patterns.
Reading fluency.
Confidence and independent reading strategies.
T (Tools)

Alice will have access to a range of tools that support literacy.

Literacy tools

Magnetic letters for building and manipulating words.
Personal high-frequency word cards.
Decodable reading books.
Personal word banks.
Coloured markers for identifying sounds or syllables.
Whiteboards for repeated spelling practice.
Audiobooks
Immersive Reader
Text to Speech
Speech to text for longer pieces of written work
Phonics and Literacy apps

The SETT model is a way for teachers to think about how best to support a child in school. SETT stands for Student, Environment, Tasks and Tools. First, the teacher considers the Student—their strengths, needs, interests and current skills. Next, they look at the Environment, such as the classroom layout, noise levels, routines and people supporting the child. Then they consider the Tasks the child is expected to complete and identify where difficulties are occurring. Finally, Tools are considered, including teaching strategies, adaptations, visual supports, technology or other resources that could help the child participate more independently.

Assessment should be linked directly to the child’s targets and should use appropriate means, such as classroom observation, teacher checklists, work samples, curriculum-based assessment, reading or numeracy assessments, questioning, pupil voice and information from parents and other professionals where appropriate.

The key is to assess what the child can do, what is creating a barrier, what support is being provided, and whether that support is making a measurable difference, rather than simply assessing the child in isolation.

https://docs.google.com/document/d/1QVDHwzK4VW_6XMbCoqhtNhI9fmX0Zacm/edit?usp=drivesdk&ouid=115707927380366998278&rtpof=true&sd=true

The SETT model provides a structured framework for identifying appropriate assistive technology (AT) based on the individual needs of a student. I would use the SETT model alongside the student’s School Support File to ensure that decisions are informed by the student’s strengths, needs, interests, learning goals and level of participation, rather than focusing on technology alone.

The process begins by considering the “Student”, including their abilities, challenges, preferences and learning priorities. The “Environment” is then examined, including the classroom, home and other settings that may affect learning and participation. Next, the “Tasks” the student needs to complete are identified. Only after these areas have been considered should appropriate “Tools”, including AT or other supports, be selected.

The School Support File can support this process by recording the student’s needs, interventions, progress and outcomes. Assessment should be ongoing and include teacher observations, teacher-designed activities, work samples, checklists, formative assessment and standardised or diagnostic assessments where appropriate. The views of the student, parents and relevant members of the multidisciplinary team should also be included.

Regular reviews are essential to determine whether the selected supports are effective and continue to meet the student’s changing needs. This allows adjustments to be made where necessary and ensures that AT promotes meaningful participation, independence and progress across the curriculum. Overall, the SETT model provides a practical, student-centred approach to selecting and reviewing assistive technology and educational supports.

Part 2
I created a Microsoft Word SETT plan for a 7-year-old child in a special class, using their interest in sea life to support maths learning.

It includes:

Student, Environment, Tasks and Tools
Sea-life themed maths activities
SMART maths targets
Assessment and differentiation
Support for learning at the child’s own pace
Weekly routine
Progress monitoring sheet
Review section

Download the SETT Maths – Sea Life Word document

SETT_Plan_Maths_Sea_Life_Age_7.docxDocumentOpen file

Part 1   The  SETT Model helps the SET to match a pupils identified needs with specific tools.It can be used in conjunction with the SSP in a collaborative and structured way.It encourages teachers to gather and organise information on a pupil of concern,guides collaborative decisions about services that foster the educational success of students with difficulties.The SETT Framework considers the pupil/student,the enviornment,the tasks required for active participation  and activities of the enviornment and  the tools needed by the pupil to address the tasks.Fundamentally it guides teachers to choose the correct technology to suit an individual pupils strengths & deficits so he/she can fully participate in the learning enviornment in an inclusive enviornment.It’s not a one size fits all approach!

The Model forms a basis for AT assessment .A where to from here structured plan for the pupil selected.

S=Student:

• Focus on their current strengths and limitations cognitively,academically and in the social & emotional areas
• What are the other students doing this student needs to be able to do?
• How does the pupil learn best?
• What has worked well and not so well?
• How are the pupil’s social & emotional skills?
• how does the pupil feel about his/her learning at present? what might help them to feel more confident and motivated?

E= Enviornment:

• What are the significant characteristics of the student’s learning enviornment ie. classroom arrangement,instructional arrangements,materials being offered,support available from staff.Maybe some of these need rearranging or tweaking to create the optimum learning enviornment for the pupil?Could tech support the child further?

T=Tasks:

• What are the instructional expectations for all pupils in the learning enviornment? What are the gaps between the pupil’s performance and the expectations and what tasks are essential for the pupil to experience success in maths,literacy,organisation,etc.Sometimes the tasks need to be broken down and visual supports used ex. RUCSAC to help the pupil understand what’s asked of him/her.There are many,many demands put on pupils,it can be overwhelming for some!

T=Tools:

• The steps above are vital before appropriate tools are even considered for the pupil.Tools of course not products! Now we consider what devices and services might help the pupil access and participate more successfully in the language programme?
• It’s worth exploring first,what tools have already been tried and the efficacy of those and what additional tools might be used to motivate the pupil’s performance .
• How will the tools provide an equitable enviornment for the pupil in meeting the learning outcomes.
• Low, medium and high tech solutions are available at this stage.
•  Low might include: graphic organisers,pen grips,adaptive paper,visual timetables
• Medium might include: adio books,a tablet,adapted keyboards
• High might include:  text to speak software like book creator,Immersive reader/read aloud function,digital picture dictionary
• We must remember to trial the inclusive tech selected  and evaluate it in the intended enviornment to make sure it suits the pupil it has been selected for.
• When using the SETT Framework,gathering the data,making decisions and learning to ask the right questions is vital  as the starting point.It’s also important to remember that the efficacy of the  tool chosen will have to be revisited     on a regular basis to make sure it’s still meeting the needs of the pupil.

The SETT Framework              supports very well the SSP process.It is a very useful guide to insure that whatever AT is chosen for the pupil is the most appropriate one,having collaborated with the class teacher,the SET,the parents,outside agencies,the pupil himself/herself,the SNA so that a holistic picture is available  and agreement is reached on how to best support the pupil.

The aim of SETT is to make the pupil’s learning experience inclusive,therby supporting independance,increasing self estemm and motivation.Including the pupil in the process gives agency and a sense of control an empowerment to the pupil.It’s not about introducing an AT tool randomly to the pupil.It’s a process through the SETT Framework with eyes firmly on the best tool for the particular student,making sure there’s evidence to back up the efficacy of it.

Part 2

I’m looking forward to using the SETT Framework in the coming year to enhance my practice in embedding AT into my learning & teaching.This course has opened my eyes to what’s available for free on Microsoft word.The collaborative emphasis is very powerful in this process too ,two heads are better than 1!,to build up a complete picture of the pupil under the SETT Model.

SETT Framework Plan

Pupil  aged 8 with dyslexia and a speech & language disorder/pronunciation/articulation difficulties, receptive & expressive language deficits

1.Student:

• Review her SSP,outside agency reports,school reports,parental input,previous teacher’s info.Current abilities & weaknesses
• This pupil has good verbal skills despite mispronunciations
• Her expressive language is good
• Loves praise and is motivated
• It’s difficult at times to understand her when she’s speaking
• Finds decoding very difficult
• Reading level is below 6 years
• She’s aware she’s behind in comparison with her peers
• Absence from school is regular
• Updated assessments have highlighted difficulties in reading fluency & accuracy,vocab deficits,phonic deficits,speech & language

2. Enviornment:

• In second class
• Daily withdrawal for literacy support & SLT support,both small group and 1:1
• Inclass support also for creative writing
• No whiteboard available in SET,there is one in her classroom.Internet excellent.ipads available but only shared with the entire school!
• Visual supports being used,magnetic letters,age appropriate shared reading,graphic organisers,wait time given,repetition of instructions practiced,

Tasks:

• Listening and following instructions
• Practicing and lots of repetition of Speech & language concepts,sound articulation,grammer targets,sentence structure targets etc
• Reading fluency & accuracy
• Vocab development
• Dolch words  & corewords & dictation (Michael Culligan) repetition

Tools:

• Levelled readers,graphic organisers,magnetic letters,SLT programme & visual supports, individual whiteboard activities,visual supports for decoding reading,alphabet formation visualsImmersive reader to improve her reading fluency & comp,using line focus,font adjuster,read aloud function,highlighting of words,slower rate of speech font spacing etc.showing her the syllable work,picture dictionary & parts of speech will be very motivating for her and increase her independance . Reading coach is another option for her.These tools will have to be taught.

Immersive Reader will be introduced.

Read aloud also.

Articulation Station App for pronunciation & articulation

Learning Alley audiobook reader

Introducing these over a period of weeks and seeing which suit her best having consulted with her and trying them out at home with her parents!

Above done in the SET’s room

Imbedding in the classroom with teacher and SNA support

All above will be reviewed when needed ie termly

Hopefully over a matter of months there will be an increase in the pupil’s confidence and independance.She will hopefully feel more included in reading activities and in expressing herself verbally.

Pupil will learn how to access these and how to use them independently.

Part 1:
The SETT framework gives a structured and collaborative approach to making sure that the use of AT for each individual child is used as the best resource and tailored to each child’s needs. It allows us as teachers to gather the information under the headings student, environment, task and tools which as a 4 step sequence allows us to choose the right supports for the right reasons for each child.
Student – Identifying the child’s strengths and needs and what motivates them.
Environment – Analysing where the learning is happening, physical layout of the classroom, lighting, space, noise levels, materials, seating etc
Tasks – Identifying the specific, active elements the child needs to perform to succeed in their learning.
Tools – Looing at low-tech to high-tech tools that will support the child in their learning suited to their ability.
Gathering this information under these headings shapes the information that we need to put together the student support plan.
Part 2: SETT plan
Student:
Sam is a kind and caring 6-year-old boy who attends our Junior autism class. He is a highly visual learner, excellent memory for routines and can express clear preference when he is calm. He actively uses a high-tech ACC device to make requests and follow his daily routine. He can experience intense sensory overload in noisy environments. He can become dysregulated and become overwhelmed in these situations. He has a keen interest in trains and interactive cause-and-effect visual games.
Environments:
Sam attends his mainstream classroom with support from an SNA which can be a high-stimulation area. Noise levels from peers, lighting and classroom noises can trigger sensory overload. Quiet sensory room is a low-stimulation environment with dimmed lighting, quieter space where Sam is consistently calm and regulated.
Tasks:
Task 1 – Morning circle time – sitting on a rug for 5 mins with peers, listening to instructions and interacting. Use his ACC device to answer one morning check -in question.
Task 2: Independent/Table work – completing early literacy/fine motor activity at a shared table. Sam will complete a table top task before requesting a preferred break.
Task 3: Daily transitions – move from the classroom, to playground, sensory room, garden. Sam will transition between activities.
Tools:
Noise cancelling headphones, visual schedule, tablet op “Quiet room” break card, visual countdown timer.
Dedicated Ipad with ACC app that is with Sam at all times.
This will be continuously reviewed between staff through observations, written record and the child’s own reflection. The SETT plan will be reviewed and adapted by the school staff, parents and Sam.

Part 1:
In my teaching I would use the SETT model alongside a student’s School Support File to identify appropriate supports for their individual needs. I would first consider the child, including their strengths, interests, difficulties and preferred learning styles. I would then look at the classroom environment and consider whether changes to the classroom, seating or learning environment could support them. The activity or task would involve identifying the specific literacy or numeracy activities the child finds challenging. Finally, I would consider appropriate tools, including digital or assistive technologies such as Immersive Reader, audiobooks or literacy and numeracy apps. We particularly enjoy using Epic readers as some books come with MCQ quizzes at the end for the child to do independently. This along with other forms of assessment would include teacher observation, work samples, ongoing monitoring and feedback to determine whether the chosen supports are effective and should be adapted.

Part 2:
For my example, I would use the SETT model to support their literacy development through the use of Epic readers on an iPad. The child may have difficulty reading independently and understanding unfamiliar vocabulary, but may be more engaged when using technology to assist with reading new vocabulary and choosing books based on their interests.

The environment would be a quiet, supportive area of the classroom where the child can use the iPad independently or with teacher support. The activity would involve selecting an appropriate levelled reader on Epic and reading it independently or listening to the text when required. As a tool, the iPad and Epic would provide access to a wide range of age-appropriate digital books.

The pre-designed quiz at the end of each Epic reader would be particularly useful for assessment. I could use the student’s quiz results, alongside teacher observation and discussion, to monitor their comprehension and identify areas requiring further support. I would regularly review their progress and adjust the level or type of books provided. This would encourage independence, engagement and confidence in reading.

Part 1:

I would use the SETT model alongside a pupil’s School Support File to make sure that any assistive technology chosen is based on the pupil’s actual needs rather than simply on what technology is available. I would begin with the student by reviewing existing information, work samples, previous assessments and the pupil’s own views about what they find difficult. I would then consider the environment, including the classroom, SET setting, available devices and level of support. For the task, I would identify the specific numeracy activities causing difficulty and the learning outcome I want the pupil to achieve. Finally, I would consider tools, starting with simple supports before moving to more specialised technology.

Assessment would include a baseline assessment, observation, work samples and regular short progress checks. I would also review whether the chosen tool is actually improving independence and understanding. The SETT process would therefore be ongoing, with the School Support File helping to record needs, targets, strategies and progress.

Part 2:

Student
4th Class pupil experiencing ongoing difficulties with numeracy and possible dyscalculia.
Finds counting, recalling number facts and mathematical procedures difficult.
Can become frustrated and lose confidence when completing maths tasks.
Responds well to encouragement, practical activities and visual supports.

Environment
Small-group/1:1 support with the SET when appropriate.
Reduced distractions and clear, structured instructions.
Access to an iPad/laptop during numeracy activities.
Opportunities to work on the same learning objectives as peers with appropriate supports.

Task
Focus on developing confidence with addition and subtraction.
Break multi-step problems into smaller, manageable stages.
Use practical and visual representations of numbers.
Encourage the pupil to explain their mathematical thinking rather than focusing only on the final answer.

Tools
OneNote Math Assistant to provide step-by-step guidance when solving problems.
Digital number lines and visual representations to support understanding.
Concrete materials such as counters alongside digital tools.
Short, appropriately levelled numeracy activities using technology.

Assessment

I would complete a baseline assessment before introducing the supports and then monitor progress through observation, work samples and short weekly assessments. I would also ask the pupil which tools they find most helpful. The SETT plan would be reviewed regularly and adjusted depending on the pupil’s progress and level of independence. This would allow the information to feed directly into the pupil’s School Support File.

Part 1
I found the SETT framework useful because it makes you stop and look at the child and the actual difficulty they are experiencing before deciding what technology might help. I could see it fitting very naturally alongside a pupil’s School Support File.I would start with the Student by looking at their strengths as well as the areas they are finding difficult and getting their own views where possible. The Environment is also important, particularly in a junior school, as I would want to consider how the child manages in both the mainstream classroom and SET setting and what supports are already available. Looking at the Task would help to identify exactly where the difficulty is occurring. For example, a child may have very good oral language but find reading, spelling or handwriting difficult, so the barrier may be in recording their learning rather than understanding the topic.For assessment, I would use a range of information including teacher observation, samples of work, reading and comprehension activities, spelling and writing samples, discussion with the pupil, class teacher and parents, and any assessment information already available. I would then trial the chosen support and review whether it is actually improving the pupil’s independence and access to learning.The outcomes and targets could be recorded and reviewed through the School Support File, rather than seeing assistive technology as a once-off solution.
Part 2
For my sample SETT plan I chose a Second Class pupil with good oral language who finds reading fluency, spelling, handwriting and organising written work difficult. I chose this profile because it is the type of difficulty I could realistically come across in SET.The tools I selected included Immersive Reader and Dictate in Microsoft Word, along with simple supports such as a visual checklist, word bank and graphic organiser. Immersive Reader could help the pupil to access text through read aloud, line focus, syllables and changes to text spacing, while Dictate could allow them to record their own ideas without handwriting or spelling becoming the main barrier.What I like about using the SETT approach is that the technology comes at the end of the process rather than the beginning. The plan starts with what the child can do, what they find difficult, the environment they are working in and the task they need to complete. I would also want to review the supports after a period of use rather than assuming that because a particular tool was chosen it must be working. Pupil feedback and increased independence would be important parts of that review.
Link to SETT plan:
https://1drv.ms/w/c/71bbe056a93a2377/IQDlWkXPN7MPSpq_Z3BBJ9WpAcxpYYh-UJkIplahWhNF8fY?e=pAD0AQ

Part 1

Here’s how the SETT model can be used in conjunction with a student’s School Support File, especially for a student in a special school with severe profound disabilities.

1. Student

• Identification of Needs: Gather comprehensive information about the student’s strengths, challenges, interests, and preferences as documented in the School Support File. This may include medical reports, educational assessments, and individual learning profiles.
• Assessment Approaches:
  • Anecdotal Records: Use observations to note moments that highlight the student’s abilities and challenges.
  • Standardized Assessments: If appropriate, consider assessments designed for students with disabilities to gauge academic and functional skills.
  • Functional Assessments: Assess daily living skills and social interactions to better understand the student’s needs.

2. Environment

• Analysis of Settings: Review the learning environment(s) where the student will be placed, including classroom layout, accessibility, sensory considerations, and social interactions.
• Assessment Approaches:
  • Environmental Assessments: Evaluate the physical and sensory aspects of the classroom and other settings to ensure they meet the student’s needs.
  • Observation Checklists: Use checklists to assess how the environment affects the student’s participation and engagement.

3. Tasks

• Curriculum and Activities: Identify essential tasks that the student needs to participate in within the school setting. Consider how these tasks are structured and the expected outcomes.
• Assessment Approaches:
  • Task Analysis: Breakdown complex tasks into smaller, manageable steps and assess the student’s ability to complete each step.
  • Performance-based Assessments: Observe the student’s performance in real tasks to gauge understanding and engagement.

4. Tools

• Assistive Technology and Supports: Determine what tools (including technology) might help the student succeed in their environment and tasks.
• Assessment Approaches:
  • Assistive Technology Assessments: Evaluate potential technology solutions that may enhance communication, mobility, and learning.
  • Trial-and-Error: Implement different tools or resources in short trials to measure effectiveness and suitability for the student.

Integration with the School Support File

• Collaborative Review: Regularly review and update the School Support File with insights gained from using the SETT model.
• Multi-disciplinary Collaboration: Involve special educators, therapists, and families to ensure that all perspectives are considered in the student’s planning and assessment processes.
• Goal Setting: Based on the findings from the SETT analysis, collaboratively set realistic, measurable goals for the student that are documented in the School Support File.

By synergizing the SETT model with the School Support File, educators can create a well-rounded and dynamic approach tailored to the unique needs of students with severe profound disabilities, ensuring that they receive the individualized support they require to thrive in their learning environment.

Absolutely. A SETT (Student Environments and Transitions) plan should be individualised around the child’s strengths, needs, and the supports required across school environments. Below is a sample for an 8-year-old student with autism and dyslexia. You can adapt the wording to the child’s specific profile, school setting, and assessment information.

Part 2

Reflection

Developing the SETT plan for an 8-year-old student with autism and dyslexia highlighted the importance of creating an individualised approach that recognises both strengths and areas of need. The plan demonstrates that effective support should not focus solely on the student’s difficulties but should identify appropriate environments, tasks and tools that enable meaningful participation in learning. I found the emphasis on visual supports, structured routines, multisensory literacy instruction and assistive technology particularly valuable. These strategies can reduce anxiety, increase independence and provide alternative ways for the student to demonstrate understanding. The plan also reinforced the importance of student voice, as the child should have opportunities to communicate what helps them learn and regulate. Collaboration between the student, family, teachers and relevant professionals is essential to ensure consistency across settings. Overall, the SETT framework provides a practical way to consider the whole child and to ensure that supports are purposeful, inclusive and regularly reviewed based on progress and changing needs.

SETT Plan Link: https://docs.google.com/document/d/1naKO0shXeR53QYj1wNXjMQRFzbJwmETxTSUH07PlnhA/edit?usp=sharing

Module 4:
Part 1
The SETT Framework provides a structured approach to selecting achievable targets suited to the child and is an ideal guide to follow in the initial stages of collaborating with the class teacher , SNA ,parents and outside professionals.
The SETT framework is particularly useful as it sets out what the student needs to participate fully in both his class and school environment and what supports will help achieve this.
The student support plan would be structured under the following headings : Student’s Strengths, Environment , Task and Tools , all of these would be closely monitored to check to see if this initial plan works for the child, if the content and environment needs to be altered further to suit the child’s circumstances and what other supports are needed to achieve the short and long term targets set out in the SSP plan.
The first stage of the framework encourages teachers to build a detailed understanding of the pupil. This includes identifying their strengths, interests, preferred learning styles, current abilities and the barriers they experience in accessing the curriculum. It also involves considering the student’s own views, motivation and confidence. Gathering this information allows teachers to make informed decisions based on the individual child .
The next stage involves looking at the learning environment . This includes the physical surroundings, available resources, peer interactions and support from staff. It encourages teachers to consider whether changes to the learning environment could improve access before introducing technology. For example, seating arrangements, classroom organisation, visual supports or adjustments to teaching approaches may reduce barriers and improve participation.
Moving on to tasks then focuses on the specific activities the student is expected to complete throughout their school day. By compartmentalising these tasks into smaller steps, this in turn allows teacher to identify exactly what works well for the child and what needs improvement based on the child’s challenges. Understanding the demands of each task helps ensure that any support provided addresses a need rather than offering technology that may not even solve the underlying problem.
Following discussion on the child’s strengths, needs , environment , tasks and tools can we then finalise the plan of action . Teachers can select tools that best meet the identified needs for the child. These may include low-tech supports such as move and sit cushion, coloured overlays, visual schedules or differentiated worksheets, as well as high-tech solutions such as text-to-speech software, speech-to-text, Immersive Reader, Dictate and other accessibility features. Selecting the right tools for the student will enhance their learning outcomes successfully and encourage independent learning .
Finally, to summarise, the SETT Framework has allowed me to reflect on assistive technology, that it is not about AT intervention itself and what technology is available to use in our school but about understanding each individual learner’s needs first and foremost. By carefully considering the student, the environment and the tasks before selecting appropriate tools, schools can provide supports that will promote independence, class participation and build on a child’s own self esteem .

Module 4 Part 2:
The following SETT plan is drafted for an 8 year old child with autism , sensory processing needs and has poor handwriting/ pencil control and is designed to accompany his School Support Plus File. This plan was carefully drafted in consultation with his class teacher, parents and SNA.

Student A:
S:Strengths & Interests

Student A
• He is a pleasant, fun-loving , enthusiastic child who loves reading, imaginative drawing, creative play and all things sport .
• He particularly enjoys interactive, practical hands on collaborative activities involving lego, coding , beebots, Ipads.
• He responds well to positive encouragement and praise.

Needs:
• Poor attention span , easily distracted in class affecting his learning
• Poor handwriting presentation , poor posture when seated
• Reduced confidence when work is not complete on time compared to his peers.
• Requires regular sensory & movement breaks from the classroom to maintain concentration

Assessment Information:
• Classroom observations and work samples.
• SNA feedback
• Teacher assessments.
• Educational Psychologist report, OT report recommendations.
• Parent and pupil voice.

E : Environment
Mainstream classroom with ongoing SNA support .
Student A will avail of SET support daily during structured time also to consolidate his learning and focus on Literacy, OT and social & emotional targets.
Student A can experience difficulty sustaining attention and focus particularly during written tasks. He can get easily distracted by environmental stimuli and would benefit from structured movement opportunities during his school day along with multisensory approaches to learning.

• Student A will avail of 3 movement & sensory breaks throughout the day; all activities will be agreed on with his CT & SET prior to going on these breaks.
• Student A will be seated at the front of the classroom, with a clear view of the whiteboard and close proximity to his SNA . A move and sit wobble cushion will be used during a writing task as recommended by his OT.
• There will be a designated Zen Den area in his classroom , with soft cushions, bean bag, blanket , figet box and books to read and will be used at various times throughout the day for some quiet relaxing time. A separate table will be at the end of the classroom with an iPad station , laptops and ear phones will be available to use also.
• Displays in the classroom will be limited so as to avoid extra distractions in the classroom and improve focus . A visual timetable will be displayed on his table for reference so that he can clearly follow the plan for the day and tick off the subjects as they’re done.

T-Task
Finds extended writing tasks tiring and challenging and has difficulty maintaining attention in class Student A would benefit from tasks being broken into smaller achievable steps and for opportunities to demonstrate understanding without relying exclusively on handwriting.
Assigned written work by his class teacher will be differentiated through oral response , minimise the amount of writing , drawing , typing using a laptop, AT intervention to showcase his work and cut down on the amount of writing tasks .
Target 1: Over the next 6 weeks, Student A will engage with a structured classroom task for 10 minutes , use visual prompts to maintain focus, avail of sensory breaks three times daily (in the morning, between the breaks and afternoon with his SNA.
Target 2: Over the next 6 weeks, Student A will demonstrate their understanding of curriculum content using a combination of handwriting, typing, Dictate or oral response , Immersive Reader completing an agreed amount of written work.
Target 3: Self-esteem
Student A will identify one personal strength or successful learning behaviour following a learning activity on 4 out of 5 occasions.
T- Tools

The following strategies will be used daily in the classroom to help support student A:
Visual Timetable , Visual timer, First /Then Prompts , 3 sensory movement breaks daily, hands on concrete materials , choice board , sketch pad, fidget box.
The following tools will be introduced gradually, explicitly taught and reviewed to ensure they improve his participation in class and independence.

Low-tech:
• Graphic organisers

Mid-tech:
• Laptop /iPad
• Typing programme

High-tech:
• Microsoft Immersive Reader
• Read Aloud
• Dictate (Speech-to-Text)

Visual Timetable , Visual timer, First /Then Prompts , 3 movement breaks daily, hands on concrete materials , choice board , sketch pad, fidget box.
Monitoring and Review the SSP plan

• Consult with his class teacher & SNA regularly
• Writing samples
• Reading fluency records
• Feedback from student ( how he is finding work in 2nd class)
• Consult with parents about his progress ( what’s working well)

Formal review in November at PT meeting. Amend tools if they are not improving participation and independence

Part 1 – Using the SETT Framework with a School Support File

I would use the SETT model alongside a student’s School Support File by first identifying their strengths, needs and interests across different areas, for example communication, literacy and numeracy.

I would start by looking at what the student can already do and what they find difficult rather than choosing a piece of technology first. For example, I might have a non-speaking student whose parent has said that he types words. I would see this as an important strength to build on.

I would assess his current skills and look at how independently he can type, what words he can type and whether he is already using typing to express anything. I would then consider the Student, Environment, Tasks and Tools and identify appropriate goals.

For communication, I would consider how technology could form part of a total communication approach, alongside tools such as TD Snap or speech buttons. I would also look at literacy and numeracy and whether technology could support areas such as pre-literacy and pre-numeracy, particularly if the student engages well with technology.

I would use teacher observation, work samples, parent and student voice and other assessment information available in the School Support File to help decide what support is appropriate. I think it is important that the technology is chosen because it supports a particular need or goal, rather than choosing the technology first.

Part 2 – SETT Plan and Reflection

For my SETT plan, I am thinking about a non-speaking student whose parent has said that he types words. I would like to build on this existing strength and explore whether typing could support both literacy and communication.

I would first assess what he can already do, including which words he can type and how independently he can do this. I would then identify key goals and look at the environment, the tasks and the tools that could help him achieve these.

One goal would be to develop typing as another way for him to express his wants, needs, likes and ideas. Another would be to develop his literacy through practising familiar words, matching words to pictures and gradually building towards simple sentences or activities.

I would consider tools such as TD Snap alongside typing activities and appropriate literacy apps or games. I would also think about the level of prompting he needs and aim to use the least amount of support necessary so that he can become more independent.

What I particularly like about the SETT approach is that it keeps the focus on the student. In this case, I would be starting with something he can already do and trying to build on it, rather than starting with a particular app or piece of technology.

Reflection

What stood out to me from this module was the importance of looking at literacy and numeracy as much more than just reading, writing and number work. For the students I work with, communication, understanding information, using digital media and being able to apply skills in everyday situations are all important.

The module also gave me ideas about tools I could use in the future. I already use Starfall with students and find it particularly useful on days when children are struggling, as it can help to calm them and re-engage them. I also use it at the start of the year to establish routines, build interest in group activities and teach concepts such as turn-taking. The choice of games and activities also gives children some choice, which I find increases motivation.

I would definitely like to try Sensory Speak Up and ABC Kids Tracing & Phonics. Sensory Speak Up would have been particularly useful for some students I have worked with in the past. I was using a microphone with some children to encourage vocalisation, but this would have given them something more to work towards and made the activity more engaging.

I also found the Microsoft accessibility tools interesting, particularly Immersive Reader, Picture Dictionary and the different supports for reading and writing. I have also used Writing Repeater with students and find it excellent because students can watch letter formation being demonstrated over and over on the interactive whiteboard while I work alongside them.

The module has given me more ideas about how technology could be used to support literacy and numeracy, but it has also reinforced for me that the starting point should always be the student, their needs, strengths and interests, rather than simply choosing an app or piece of technology.

Find my SETT plan here https://holywell01-my.sharepoint.com/:w:/g/personal/fiona_holywelletns_ie/IQBeCQtgKVSRToUL-WhOv0aIAclEqPhDXVZAi6FbwDU4Ez0?e=FsQPiZ

Part 1

I have found the SETT model to be useful and I feel that it compliments the Student Support File very well. It provides structure in ensure that the child’s Assistive Technology is utilised in a collaborative, strengths-based and child-centred way.

I feel that the SETT plan ensures that Assistive Technology is used to best of its ability to support the child in achieving the best of their abilities. The fact that the SETT plan is broken down into 4 headings is a valuable resource, in my opinion. It allows everyone involved in the child’s  educational journey to be on the same page in ensure that the child is using their assistive technology for the correct tasks, in the correct environment, at the correct time and that this is all centred around the child’s needs, not what suits the teacher or class best at that time.

Consistency and collaboration are a huge part of the SETT model and they are also a huge part of a child’s SSP. I think the SSP will benefit hugely from the introduction of an SETT model for each child, ensuring that we all strive towards the same goal and reflect constantly on our practice and on the child’s progress and needs, so that their learning can be expanded and scaffolded appropriately.

Part 2

SETT Plan for Student 1

Student:

Student 1 is in 4^th class in an Autism Class. He integrates into mainstream frequently throughout the day, but finds the literacy elements of his mainstream class and often feels a knock to his confidence during these lessons. Student 1 has excellent verbal reasoning and expression but finds it difficult to focus on a written task, to read ir and to respond to it. If the text is read to him, he can verbally share his responses but needs a lot of support to do this by writing.

Environment:

Student 1 integrates from his Autism Class to his mainstream class throughout the school day and uses an iPad in both his Autism class and in mainstream class. He is supported by an SNA when he integrates into mainstream.

Tasks:

• Read age-appropriate texts with improved fluency and comprehension, supporting him to feel included by his peers.
  • Complete written tasks along with his peers through the use of his iPad.
• Develop confidence in engaging in literacy tasks.

Tools:

Immersive reader would support this student hugely in allowing them to access the content of the text, and therefore the lesson. The dictate function would allow the student to share their thoughts and ideas, engage in classroom tasks along with their peers and develop their literacy skills. The picture dictionary will further support comprehension and could also be used by the student to share their ideas, thoughts and opinions in a more concise way that relies less on words and more on a visual. This would be hugely beneficial for a child in a classroom that uses a lot of visuals or in a situation where a child communicates using visuals

Part 1:
The SETT model is a good model because it provides a clear, structured way to understand a child’s individual needs before deciding on supports or assistive technology. It is particularly useful because it focuses first on the child’s strengths, needs, abilities, preferences and goals. The model then considers the different settings in which the child learns and identifies environmental barriers. It examines what the child is expected to do and where difficulties occur and then only after considering the first three areas does the SETT model explore appropriate strategies, supports or technology.
This makes the model child-centred rather than technology-centred. It also encourages collaboration between the child, teachers, parents and external agencies.
When used alongside a School Support File, the SETT model can help teachers organise existing information, identify gaps in assessment, and make informed decisions about interventions. Most importantly, it helps ensure that supports are appropriate and linked directly to the child’s needs and educational goals.

Part 2:

Student: Alan, 10 years old, 4th class
Alan is an enthusiastic learner who enjoys practical activities, technology and working with his classmates. He experiences difficulties with reading comprehension, extended writing and following lengthy, multi-step instructions. Alan works best when instructions are clear and broken into smaller steps. He also benefits from visual supports, extra processing time and opportunities to demonstrate his learning in different ways.

Goals:
• Increase independence in classroom tasks.
• Improve reading comprehension and written expression.
• Increase confidence and participation in learning activities.

Environment: Alan is in a mainstream classroom with approximately 25 pupils. Noise and distractions can affect his concentration. He has access to support from his class teacher and the special education teacher. A quieter workspace, visual timetable and access to a laptop/ipad are available.

Tasks: Priority tasks include
– Following multi-step instructions.
– Reading and understanding texts.
– Planning and completing written work.
– Organising ideas.
– Demonstrating knowledge during assessments.
– Completing independent classroom activities.

Tools: Potential supports include
– Text-to-speech for longer reading tasks.
– Speech-to-text for extended writing.
– Visual checklists and task planners.
– Graphic organisers for planning ideas.
– A laptop or tablet for written tasks.
– Headphones where appropriate to reduce distractions.

Assessment & Review: The effectiveness of each support should be monitored through classroom and SET observation, work samples, student feedback and progress records. Information from Alan’s School Support File should also be reviewed. Supports should be put in place, evaluated and adjusted regularly in collaboration with Alan, his family, teachers and outside agencies.

Part One: The way in which this module has been completed has enabled me to gain a better understanding of how technology can in a practical and individualised manner support literacy and numeracy. Since I am a SET teacher I work with pupils who have considerable difficulties in areas such as reading, spelling, written expression and numeracy. A point that became clear to me during this module is that technology should not be used just because it is available; it must have a clear purpose and should be selected on the basis of the individual pupil’s needs.

The SETT Framework offers a helpful approach to this issue. It prompts us to give careful consideration to the difficulty the pupil is having before deciding which kind of support might be of use. I would combine this with the pupil’s School Support File since this would enable me to form a more clear picture of their strengths, their needs and the barriers they are facing in the classroom.

For instance, I could look at a student who has severe dyslexia and yet possesses good oral language abilities, even though they find reading and written tasks very difficult. Prior to bringing in any technology, I would collect information by observing the student in class, examining their work, carrying out reading and spelling assessments, and having conversations with the student, the class teacher and the parents. I would also investigate whether the student understands the material better when it is given orally rather than in written form. This would allow me to determine if their difficulty in accessing written material is stopping them from demonstrating their real level of understanding.

I would examine the learning environment and the tasks that the pupil is required to carry out. Since a child with dyslexia might find long worksheets, written instructions and a lot of text overwhelming, making small adjustments such as dividing the tasks into shorter sections, giving the instructions orally and using visual aids can already make the work much more manageable.

After having looked at these areas, I would next choose those tools which could be useful. I would certainly take Immersive Reader into consideration, since it enables pupils to hear text read out loud and to access the written material in a more manageable form. Audiobooks could also be useful in helping a pupil to engage with age-appropriate books without their difficulty with reading limiting their understanding or enjoyment.

When it comes to written work, I think that speech-to-text or Dictate would be suitable for students who have clear ideas but who have trouble putting them down on paper due to difficulties with spelling or handwriting. I also favour the possibility of students listening back to their own work by using text-to-speech, since this might help them to spot mistakes and become more independent when editing.

I looked at various numeracy resources such as Khan Academy, GeoGebra and the Math Assistant in OneNote since they could be very helpful for students who learn better when a concept is explained visually or broken down into smaller steps. Although I would still make use of concrete materials and direct teaching, the digital resources would offer pupils with another method of carrying out practice and reinforcing their learning.

In general, the SETT Framework would enable me to make sure that technology is being used for a specific purpose and that it is actually helping the pupil. I would regularly go through the School Support File procedure to check whether the pupil is becoming more confident and independent, and if a resource is not proving helpful I would be willing to switch to another one rather than keep using it just because it had already been introduced.

Part Two: Sample SETT Plan

Student
The student is in fifth class and has severe dyslexia; they are now working at about the first percentile in terms of reading. Although they have strong oral language abilities and can take an active part in class discussions, they have a great deal of trouble with reading, spelling and written expression.

A pupil may feel frustrated when confronted with a lot of text and could therefore steer clear of activities that require independent reading or long writing tasks. They absorb information more effectively when it is explained in speaking terms or accompanied by pictures.

Strengths:
* Strong oral language
* Good listening skills
* Enjoys visual and practical activities
* Good ideas when answering verbally
* Responds well to one-to-one support
* Motivated by technology

Areas of need:
* Reading accuracy and fluency
* Decoding unfamiliar words
* Spelling
* Sentence construction
* Written expression
* Working independently
* Confidence when completing literacy tasks

Environment
The student is involved in both the regular classroom and the SET environment. In the regular classroom they have difficulty accessing worksheets, textbooks and written instructions by themselves.

The pupil benefits from:

* A quiet working area when completing difficult literacy tasks
* Reduced amounts of text on a page
* Large, clear print
* Visual supports
* Instructions broken into short steps
* Verbal instructions alongside written instructions
* Additional processing time
* Consistent use of the same supports in both the classroom and SET setting

Digital resources should, where possible, be provided in both settings so that the pupil may gradually develop greater independence in their use of them.

Tasks
The pupil needs to be able to:

* Read and understand short pieces of text
* Follow written classroom instructions
* Build and read simple sentences
* Complete comprehension activities
* Spell high-frequency words
* Record ideas in writing
* Complete literacy activities with less adult support
* Access age-appropriate curriculum content

The primary obstacle is that the child’s problems with reading and spelling stop them from demonstrating what they really understand.

Tools
Both low-tech and digital methods would be employed.

Microsoft Immersive Reader
It could be employed so that the pupil can listen to the written text and have access to the material in a clearer form. It might lessen the pressure of having to decode each word separately and instead enable the pupil to concentrate more on understanding.

Microsoft Dictate / Speech-to-Text
It would be possible to promote written expression by letting the pupil express their ideas orally. The pupil could then go over the written version and make alterations with some assistance.

Text-to-Speech / Read Aloud
The student had the possibility of listening to their own writing, which might enable them to spot any missing words or sentences that don’t make sense.

PowerPoint
Simple activities involving pictures, coloured words and short sentences could be designed, in such a way as to aid sentence building and reading practice without making it too stressful.

Audiobooks
Audiobooks would enable the pupil to access stories and curriculum material that are suitable for their age without their reading ability preventing them from understanding.

Low-tech supports
* Word banks
* Visual prompts
* Sentence starters
* Writing frames
* High-frequency word lists
* Coloured overlays if appropriate
* Tasks broken into smaller steps

Assessment and Review
The pupil’s progress would be monitored through:

* Teacher observation
* Reading assessments
* Spelling assessments
* Work samples
* Comparison of independent and supported work
* Pupil feedback
* Level of adult prompting required

One target could be:
For five of the six opportunities, the pupil will read and understand a short piece of text on their own, using the agreed literacy supports and then answer three questions related to it.

A second target could be:
The pupil will write a simple paragraph containing at least four sentences with minimal help from adults in four out of five cases, using visual planning support and speech-to-text where suitable.

The plan would be regularly reviewed as part of the School Support File; if a tool is aiding the pupil in becoming more confident and independent it would continue to be used, but if it is not having a positive effect then the support would be modified or replaced.

Reflection
The fact that I have carried out the SETT Plan has served to strengthen my belief about the need to consider each pupil as an individual when deciding upon any specific resource. Since every pupil is different, and even those who have the same diagnosis can have quite different strengths and requirements, something that is extremely effective for one child might not be suitable for another at all.

A key point that I’ll take away from this module is the importance of pinpointing the specific difficulty the pupil is having. For instance, a pupil might have great ideas and be able to answer questions in speaking but find it hard to show these in writing. Here, the problem may not lie in their understanding of the subject but rather in the process of spelling, handwriting or organising their thoughts. Assistance from technology like Dictate could help eliminate that barrier and thus provide a more accurate account of what the pupil actually knows.

I also found the variety of literacy and numeracy resources to be useful. Although I had already been using certain digital resources with my pupils, the module has brought to my attention some further tools that I would like to look into more closely. I plan to use Immersive Reader, audiobooks and the built-in accessibility tools more in relation to literacy, while resources like Khan Academy and OneNote Math Assistant could offer extra help with numeracy.

At the same time, I believe that technology shouldn’t take the place of direct teaching since students still require specific instruction, chances to practise their skills and assistance from their teacher. In my view, the advantage of technology is that it offers an alternative means of accessing learning and helps students to access work which would otherwise be too difficult or frustrating.

In the future I will be more careful to check whether the technology I am using is in fact making a difference by considering if the pupil needs fewer prompts, can carry out more work on their own and feels more confident in class. This module has made it clear to me that effective assistive technology is not about having the most advanced tool but about finding the right kind of support for each individual child.