- This topic has 111 replies, 54 voices, and was last updated 1 year, 5 months ago by
.
-
Posts
-
-
Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process.
They will consider which of the standards from the Digital Learning Framework that they could address.
Post a reflective piece (250 words min) as a reply to this post.Please Note: Participants who use Word to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, right click in the post window and choose ‘Paste as Plain Text’. Alternatively, you can first paste the content into Notepad (Or similar) and then copy it from here to the topic window.
-
The focus on digital technologies is increasing in primary schools as we are keeping up to date with the digital world. As outlined in the Digital Learning Framework, digital technologies should be embedded into teaching, learning and assessment. Group work and projects are always a successful way to embed digital technologies into the curriculum.
Schools have been adapting over the past few years to promote digital literacy and prepare students for the modern world. The planning tool is very useful as it will help guide schools in their self-evaluation process. The pdst webinars outline the steps with examples from some schools.
Assistive Technologies are essential to creating an inclusive classroom as it can help increase accessibility for all students. AT enables and empowers students, particularly students with SEN. With such a broad range of AT options available, it can be overwhelming. I found the SETT very useful as it ensures you stay focused on the specific needs of individual students and choose AT that will meet your students’ needs. I would have considered AT to only include the use of technology – so I found the low/no tech examples interesting as we use it a lot more than we think in every day teaching, where iPads and other technologies are not available to us.
I have experience with text-to-speech and speech-to-text for EAL students. It increases student engagement and motivation as it empowers them to access materials. I am looking forward to explore other AT options during the course and implement them in the classroom.
-
Hi Sinéad,
Welcome to the course and thanks for sharing your thoughts. Department policy does dictate that digital technologies should be integrated and embedded into teaching, learning and assessment. The ‘how’ of doing this is very often left open for individual schools to design their own solutions.
The rise of assistive technologies is breathtaking and so many resources are now there to assist our pupils. I love the AT filter and creator at the following link: https://www.ahead.ie/Discover-your-AT – this provides you with suitable assistive technologies based on the child’s needs, the devices you have access to and whether a Google or Microsoft account is in use.
-
Assistive technology (AT) is any device or system that helps to improve the functional capacity of people with disabilities, especially in the context of education. In this module, we have learned about the potential of AT and the various practical options available for Irish primary schools. In this reflection, I will consider how AT can impact on the school self-evaluation process and which standards from the Digital Learning Framework (DLF) that they could address.
According to the Department of Education, the assistive technology grant provides funding to schools towards the cost of computers and specialist equipment for educational purposes1. Equipment is provided for children with more complex disabilities who need essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT supply1. Some examples of AT used include laptop or tablet computers with modified software, joysticks, keyboards, touch pads, tapes, braille equipment and audiology equipment. The use of AT can have a positive impact on the school self-evaluation process by enhancing the learning outcomes and experiences of pupils with special educational needs (SEN). By providing appropriate and individualised support, AT can enable pupils to access the curriculum, participate in classroom activities, communicate their needs and preferences, and develop their skills and confidence. Furthermore, AT can also facilitate collaboration and inclusion among pupils, teachers and parents, as well as promote innovation and creativity in teaching and learning. The DLF is a tool to help schools to embed digital technologies in teaching, learning and assessment. It is based on four domains: teaching and learning; learner experiences; teachers’ individual and collective practice; and leadership and learning. The use of AT can address several standards within these domains, such as:
- Using digital technologies to support learners to communicate effectively and improve their literacy and numeracy skills
- Providing learners with opportunities to develop their digital competence and critical thinking skills
- Using digital technologies to differentiate instruction and assessment to meet diverse learning needs
- Engaging in professional learning activities to enhance their knowledge and skills in using digital technologies
- Leading and supporting a culture of innovation and improvement in using digital technologies
In conclusion, AT has a great potential to improve the quality of education for pupils with SEN in Irish primary schools. It can also support the school self-evaluation process by aligning with the standards of the DLF. However there always challenges in regards AT such as cost , limitaions and staff training needed.
-
Hi Arlene,
It is without question that assistive technologies can hugely benefit children with additional needs. You have pointed out five huge benefits in your post, which link directly to standards from the Digital Learning Framework. I think ‘meeting diverse learning needs’ is what it all boils down to. Many of us have first-hand experience of children who struggle with traditional modes of instruction,. of children who are far better orally than in writing, and of children who struggle to begin a task for ‘fear of struggle’. Providing the child with a piece of technology that can alleviate these challenges is something which we should be embraced – hopefully, the remainder of the course will highlight some specific programmes that may be used with these assistive technologies.
-
-
Assistive technology has the potential to create a level playing field for all our students. From low tech visual timetables and adaptive paper to the mid/high tech of text to speech technology we can allow all the children in our classroom access to the curriculum. To unlock the potential of assistive technology, schools need to ensure that there is proper equipment, planning, professional development, a member of the school leadership team equipped with the proper tools to drive the use of assistive technology. The digital learning framework helps schools to effectively integrate assistive technology into their everyday teaching, learning and assessment practices. The digital learning framework is directly aligned to the Looking at our Schools Quality Framework for Primary Schools. This allows schools to identify areas of their practice that are effective and highly effective but also where their practices need to improvement.
Looking at the digital framework, particularly domain one – learning outcomes. The first standard states that pupils enjoy their learning, are motivated to learn and expect to achieve as learners. I can see that using an app such as reading eggs to support literacy would certainly foster engagement and allow pupils to collect evidence and record their progress, which would make it an effective practice. However it falls short as it does not allow the children to create their own content and therefore is not highly effective. To become highly effective using apps such as BookCreator or WriteReader would be more beneficial to the student and would certainly ensure that they create their own content.
-
The SETT framework is used to evaluate the assistive technology needs of a student. The framework encourages teachers to evaluate different factors in a systematic way. Firstly to gather information about the Student: their strengths and weaknesses. Then to find out more about the Environment in which it will be used. Next, to find out what Tasks will need to be performed and finally which Tools are best suited to help the student succeed with the task.
Using a Student’s Support File as a starting point the IT team along with the class and special education teachers would identify the strengths of the child and the challenges that this child faces during a school day. Once the team have a good picture of the child, they can then go on to identify all the different locations where the learning is expected to take place. They will look at the layout of the learning area and how accessible materials and equipment are to the child in each area. The team would then go on to look at each lesson. What is the class expected to do in the lesson. What tasks will need to be performed during this lesson. How are these tasks to be performed. Does the child need additional support to perform any or all of these tasks. The final step is to consider what tools are best suited to the task. Does the child have access to the required tools and is the child able to use these tools without support. What other support is available to the child during the task. At the end of a lesson it is always necessary to check if the child has completed the task as expected. This will help the team to make any necessary adjustments.
-
<p id=”docs-internal-guid-794d3376-d5e1-84a9-40c3-a56a0ffa00ce” dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>The SETT model is a very useful framework to help teachers examine ecological variables in a systematic way in order to select appropriate AT tools for their individual pupils.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Firstly it is important to consider the pupil’s strengths and weaknesses cognitively, academically, socially and emotionally. The pupils’ School Support File will aid with this as well as meeting with parents and the students. Interventions that have been tried in the past need to be reviewed to see what was effective and what was not. </span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Secondly the pupil’s environment needs to be taken into consideration such as the instructional and physical arrangements, what low, mid and high tech aids are being used, what supports are available on a daily basis, internet connection and speed also need to be considered.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Thirdly, based on the pupil’s learning profile and the environment in which they will be doing their work, it is important to consider the elements of the tasks they have to accomplish. </span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Finally, after analysing the above, the teacher can consider what AT tools are most appropriate to support the pupil’s needs. Teachers can consider what no-tech, low-tech and high-tech options are available and would be suitable for the particular student.</span></p>
<br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /> -
-
-
Assistive technology has many benefits, but chiefly it creates an inclusive learning environment, in which students with additional learning needs are supported in participating in class activities. Assistive technology removes barriers to learning by reducing challenges faced by students through tools such as Immersive Reader etc. Assistive technology caters to the specific needs of a student. The SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs.
Lessons are more appealing to students when technology is incorporated. If used correctly, it can deepen their engagement in the subject matter. Module one provided examples of how ICT resources were used to support an array of subjects including English. Tools such as Kidspiration, Animoto and Padlet were used to analyse plays, films and poetry in a mixed ability class.
The Digital Learning Framework for Post Primary Schools supports the SSE process in relation to “embedding digital technologies into teaching and learning” (Digital Learning Framework for Post Primary Schools). It outlines 32 standards which can be used to guide teachers in planning and reflecting on their use of ICT in the classroom.
In relation to current challenges faced by schools in supporting EAL students, one standard in particular stands out: Students engage purposefully in meaningful learning activities. This requires students to “use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge.” Developing academic language quickly is essential for EAL students. ICT tools such as Kahoots, could target the learning of subject specific key words across all subject areas and could be incorporated as a whole school approach to supporting EAL students.
-
Hi Siobhan,
Welcome to the course and thanks for your contribution above in relation to assistive technologies. You have covered many bases in your post. One of he key phrases you have included is ‘if used correctly’. I feel this is the central point we need to consider when using digital technologies – we need to be thinking of why we’re using them and how they can extend / augment / support the learning experiences currently being undertaken.
The standards and statements of the DLF mirror the standards and statements of Looking at Our Schools, which is the quality control framework for schools. The Inspectorate has recently published the ‘Looking At …’ series which offers tips on mapping your work in all subjects to these. They can be found here: https://www.gov.ie/en/publication/14c1a-looking-at-series-primary-school/ (primary) & https://www.gov.ie/en/publication/41afd-looking-at-series-post-primary-school/ (post primary)
-
-
Part 2
The SETT Framework is a practical guide in supporting teachers to find the most appropriate assistive technology for students with additional learning needs.
When creating a Student Support File, it is necessary to gather as much information as possible regarding the student’s strengths and areas of need, current educational performance, parent and teacher reports on the student’s day-to-day challenges, educational/psychological assessments etc. All this information can be used in conjunction with the SETT model to assess appropriate assistive technology supports for a student, in order to maximise his or her learning potential.
-
Assistive Technology has enhanced the learning experience of all students in the classroom but in particular its introduction has had a particular benefit to SEN students. For example, students who are dyslexic benefit greatly from the read aloud facility on their devices. This has not only opened up the world of reading to them but it has also allowed them to develop as independent learners when they no longer have to rely on asking another person to read a passage of text for them. Similarly ASD students are able to access apps which can help to regulate them in various ways eg. music and mindfulness apps.
Like Siobhan has mentioned above the Digital Learning Framework for Primary Schools also highlights the benefits of using Digital Technologies at primary level. Among these benefits are the promotion of school readiness for the new curriculum, better teaching and learning and student engagement. It also helps facilitate a whole school approach to using digital technologies constructively for best practice in teaching and learning,
Over the recent past in all our schools through the use of online classes during the pandemic, we have all had to adapt very quickly to using technology across the board. While some staff may have been reluctant at the beginning, I feel we have all benefitted from making greater use of the technologies available to us. Our pupils also have embraced these developments also and are continuing to use in their day to day learning experiences in their classes. I believe it is a win win outcome for both teacher and pupils alike.
-
Hi Ellen,
I hope you are finding the course hughly benefically.
Assistive technology can play a pivotal role in ensuring the children with additional needs can thrive by creating access to information and education that otherwise might be out of reach.
Online learning has helped both and pupils and I feel has improved their day to day learning experiences in their classrooms, just lie you mentioned.
-
-
<span style=”color: #163c42; font-family: Hind Madurai, sans-serif;”><span style=”font-size: 12px;”> The potential benefits of assistive technologies within the classroom is both vast and gratefully received. As someone who works in a special school with a huge variety of needs, on a daily basis we range from using </span></span><span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>low tech such as visual timetables and worksheets to</span><span style=”color: #163c42; font-family: Hind Madurai, sans-serif;”><span style=”font-size: 12px;”> high tech, using communication devices. This is a relief for </span></span><span style=”font-size: 12px; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>teachers working in this field as we now have the </span><span style=”font-size: 12px; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>opportunity</span><span style=”color: #163c42; font-family: Hind Madurai, sans-serif;”><span style=”font-size: 12px;”> to reach learners in ways that were not possible before. To see a non verbal child using a communication device successfully if life changing for both the child and their family.</span></span>
<span style=”color: #163c42; font-family: Hind Madurai, sans-serif;”><span style=”font-size: 12px;”>Having a digital learning framework has been very beneficial during planning sessions for out use of AT within the school. It is there to help not just students but teachers and the school as a whole.</span></span>
<span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”> and how this can impact on the school self-evaluation process.</span><br style=”box-sizing: inherit; color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;” /><span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>They will consider which of the standards from the Digital Learning Framework that they could address.</span>
-
-
I also work in a special school for pupils with Moderate Intellectual disability, many of our pupils have a co morbidity of Autism and are non verbal. In terms of school self evaluation we are doing well with low tech tools such as visual scheduling and PECS. A few our pupils have devices such as Proloquo and snap core. What needs improving is identified as the use of assistive technologies for class teaching to provide opportunities for communication initiation and enhanced participation. Most of us do not have enough knowledge about what is out there to assist us in assistive technology! Whiteboards are often just used as sing along or matching activities – which are great but don’t promote individual communication. I am looking forward to exploring what I learn on this course. Assistive technology is more engaging and captures the attention of our learners in this digital age.
-
Hi Jennifer,
Thank you for your post. You have clearly outlined the complex needs on your caseload, and some of the strategies that you use to assist them. I’m sure you are likely aware of https://www.senteacher.org/printables/communication/ where you can customise and print PECS cards, as well as many other SEN resources. The website itself has templates and resources that are useful regardless of the setting people are teaching in. Hopefully, the remainder of this course will highlight some more assistive technologies, which you may find useful in your practice.
-
-
Part two
Student/ Environment/ Tasks/Tools
A baseline of what the pupil can do and what is the next stage of learning. For SEN learners it is more about what is a priority learning goal in subject areas as often pupils are functioning at a pre literate or numerate level that most likely is not at the pace of their peers if they have an intellectual disability . Individual education plans / student support plans clearly identify learning skills and needs through teacher observation/ interviews and class based assessments where standardised tests do not fit the pupil profile.
the environment is crucial as to whether the pupil has access if in a walker/ chair and is not separated from the group or if a pupil needs to sit on a cushioned seat or on a ball or another accommodation to promote learning. Sometimes the pull may need their own space – noise / lighting what sensitivities the pupil may have.What do you want the pupil to do and is it clear to them, is there a beginning middle and end and how do you control it if using assistive tech as I Pads can be particularly problematic to relinquish. So what tools to use. This is a challenge.
-
There is no doubt as to the growing importance and indeed need for assistive technologies in our classrooms today. Although some of us may be reluctant or apprehensive about what this means in terms of our own skills/deficits, we cannot deny the potential of digital technologies for teaching, learning and assessment. The Digital Learning Framework is an excellent tool to inform whole school planning for the SSE process. There are many standards to consider as part of this process, not only for child learning but also for teacher practice. One of the standards in domain 4 stands out to me-‘Teachers contribute to building whole-staff capacity by sharing their expertise’ In this way, the DLF clearly promotes collaboration between teachers and sharing of skill sets. Technology is not always a strong point and admittedly many of our children are more proficient in the use of some devices than we are. Collaboration among teachers cannot be underestimated and this sharing of skills and opportunities for learning among staff is vital so that the embedding of digital technologies in learning becomes a whole school approach.
I found the sample videos on the DL planning website great-practical examples of tablets, etc in use in classrooms for Maths lessons, assessment, etc. Children were visibly actively engaged in their learning, working together and problem solving.
I also admittedly presumed AT to consist of a device such as a laptop or tablet and was surprised to learn of the no-tech and low-tech options which we implement in our classrooms such as visual timetables, graphic organisers, adaptive paper, etc. The emphasis on tools and not just products stood out to me. These tools can help children with additional needs (and indeed every child) work around their challenges while also playing to their strengths.
The SETT model is a beneficial tool in selecting the most appropriate AT for a child with additional learning needs. The student’s strengths and areas of need/challenges are outlined in their Student Support Plan as well as relevant information from outside professionals (educational psychologists, OT, etc) Careful consideration must also be made to environmental factors, tasks which a child will be expected to undertake and the tools he/she will need to carry these out.
I believe that digital technology has a firm place in classrooms to help provide student centred teaching and create engaged thinkers and active learners. I am looking forward to progressing through this course to gain more knowledge and ideas to equip me for September.
-
Hi Helen,
Welcome to the course and thank you for your detailed contribution above. You have made many excellent points. The DL Planning website is a brilliant resource and has such a large repository of good-practice videos. I also like the sample surveys, focus group questionnaires, etc. that are available when the time comes to reviewing our digital learning plan. When it comes to assistive technologies, I feel the ‘one sized fits all’ approach is detrimental. Based on a professional report, we need to be provided with a specific device (e.g. iPad, C-Pen, etc.) that will meet that child’s needs and training should be provided to ensure the device is being used appropriately. The AT-Hive is a great place to learn more about assistive technologies for specific needs.
-
-
It is incredible the potential assistive technologies could have in our classroom. The Microsoft Web Site alone has so much information and support for students. I discovered the immersive reader function in Microsoft Lens by chance a few months ago while learning how to use the app to upload incident reports for school. I introduced it to my daughter who is dyslexic and had never read a novel independently. She has now read 6 novels her friend has read which were inaccessible to her before. It has opened a new world to her. Her reading has improved as she is exposed to so much more text than she was before. Her self-motivation to read has increase dramatically too. She is applying digital competences to support her lifelong learning as the Digital learning Framework encourages.
In school we have become much more tech savvy, particularly after Covid. However, they is still so much to learn and implement in schools. The Digital Leaning Framework is a fantastic document to focus on the strengths and needs of the school. We use seesaw and have had great success using it to communicate more with parents and to use it to document students’ achievements. Still more could be done to engage learners and focus on their educational needs.
As a teacher in a special school, I would like to reflect on and enhance (my) pupils’ active use of a range of digital technologies based on their individual learning needs. The majority of the students I teach are preverbal, but I have found most are very reluctant to use the communication boards in school. However, most of my students love the iPad and are very efficient at using it. I think it would be helpful to use Power Point to display the communication board but to also incorporate a spoken word to each visual of the communication board when it is touched, to encourage the students to communicate. This could also be displayed and interacted with on the class Interactive Whiteboard. Using the SETT model is very helpful to focus on the important elements to include Assistive Technologies successfully.
-
Assistive technology has massive potential to assist students and all the varying needs within our classrooms.
No or Low Tech AT is something that is already in place in most classrooms, I myself have used visual timetables, slant boards, adaptive handwriting paper, pencil grips, whiteboards, and magnetic letters without realised I was using assistive technology.
Audio books, adapted keyboards are all examples of medium tech AT which I have used to assist children with Dyslexia to access the curriculum. I am looking at high tech AT such as text to speech and speech to text to help assist pupils with severe reading difficulties. This will be new to me so I am hoping to gain skills by doing this course.
I will address domain 2 Learner experiences standard : Pupils engage purposefully in meaningful learning activities
Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge creation. I am currently working in SET setting. I have created e books with my students to consolidate a topic and as an alternative to written responses.
-
The SETT model lends itself well to be used alongside a Student Support File.
Firstly when compiling a Student Support File the class teacher, SET and parents would work collaboratively to identify students strengths, current performance and needs. The learning environment would then be assessed , physical layout, where materials are stored. The team would then look at the tasks the child would be expected to do, then prioritise those tasks for the child and differentiate accordingly. That would finally lead to the tools currently being used and other tools which could be explored. What low tech tools are in place/could be put in place, What medium tech tools need to be implements and finally if any high tech tools need to be explored.
-
Hi Tara,
I agree, the SETT framework is practical as it can be used as you’ve outlined, collectively to inform the choice of AT for the individual child, so the technology/learning environment is matched (as much as possible) to the needs of the student making interventions bespoke. As you point out with low-tech tools (and possibly some of the medium-tech tools), they will already be available so will just need to be put place where the more high-tech tools may need to be sourced and in some cases require a recommendation from a specialist so their acquisition is funded.
-
-
<p class=”MsoNormal”>Assistive Technology has massive potential in our current classrooms today. Children growing up today are far more familiar with technology than ever before. Like all technology , AT is fast moving and its potential, when done right with regards products <span style=”mso-spacerun: yes;”> </span>and tools within products are invaluable. The Digital Learning Framework is an excellent tool to inform whole school planning for the SSE process. also. The AT Hive is a great tool to help both teachers and caregivers to match a specific product / tool with the various needs of their children. On most reports I’ve seen this year some form of touch tying has been recommended whether it was an OT report, Ed Assess report. As a whole class the class teacher taught touch typing skill all year, and specifically the SET teacher monitored and taught their SET kids how to navigate the programme, and gave 1:1 attention to assist them with it. <span style=”mso-spacerun: yes;”> </span>It seems like this basic skill will have huge benefits for kids going forward into secondary school as well as further down the line possibly looking for jobs.<span style=”mso-spacerun: yes;”> </span></p>
<p class=”MsoNormal”><span style=”font-size: 9.0pt; line-height: 107%; font-family: ‘Hind Madurai’; color: #163c42; background: white;”> </span></p>
<p class=”MsoNormal”>I will address domain 1 : Pupils achieve the stated learning objectives for the term and year – Pupils are provided with personal feedback and differentiated support based on evidence gathered using a range of methods including digital technologies. In relation to this<span style=”mso-spacerun: yes;”> </span>we used Myon reader and Renaissance to assess, gather reading information and watch a students progress throughout the year. We did the STAR assessment on renaissance 3 times in the year and monitored the students reading , comprehension, fluency using this assessment. Results were given at the PT meetings in Nov and then a review was given at the end of the year. This tool was being used daily both in school and at home. The ZPD tool on Myon was very functional and allowed the students to read at their level. At the end of the year we used the progress chart to show students and parents their progress all year.</p> -
<p class=”MsoNormal”>The SETT model is a very comprehensive tool for AT and the SET child. The SSF informs us of the childs academic and social and emotional progression to date, interests, reports, standardised tests results etc however to pin point which AT will be a right fit for a child is the difficult part. There are many different products / tools for every kind of need. To narrow this down we can use the SETT framework to pinpoint what AT would be the most suitable for our SET child. I would pull the information for the student from the SSF, liaise with previous teachers, and gather information like that, the E for environment would be , perhaps withdrawal or inclass support and the task – depending on the objectives of the SSF for the term this would be based on that in tandem with recommendations on the report. Then depending on ability, needs and access to ICT we would determine do we need low / mid or high tech. I am SET for 4<sup>th</sup> class so we would be using the high the mostly . Chn tend to be very abled with technology these days. <span style=”mso-spacerun: yes;”> </span><span style=”mso-spacerun: yes;”> </span>Like the case study given the read aloud on the Myon was very beneficial for EAL kids and also struggling readers. The assessment was the quiz at the end of each story, this was recorded and teachers could see their progress. Also they could leave a book review so teachers could assess their knowledge of the given book. With literacy this year we used to do their report writing on the chrome spins , I found chn who wouldn’t usually be engaged in a writing activity very enthusiastic and the spell check was helpful for the chn with dyslexia.</p>
-
Hi Hilary,
I agree pin pointing which AT will be a right fit for a child is the difficult part and tight budgets make it essential that the correct choice is made when purchasing AT’s. However, as you point out there are so many different options out there and the needs of individual children are so unique. This is what makes it such a minefield so consulting the SSF, liaising with past teachers and using the recommendation in reports from educational phycologists, OTs etc, is the most effective and wholistic way to approach it. Having a knowledge of as many different options as possible will allow you to make more informed decisions.
-
The Digital Learning Framework and the domains and standards which are included in it very much mirror that of the domains and standards in Looking at Our Schools which underpins the methods of teaching and learning that are central to the way our schools deliver its content.
The use of AT is becoming increasingly more embedded into the daily learning experiences of our classes. However we must be careful that these learning experiences are indeed meaningful and have a definite purpose that will enable the child to develop better skills and learning outcomes.
Teachers must be aware and confident in the methods and materials that are being used. They must serve a purpose that allows the child to gain benefit from its use and ensures that the material has assisted the child in reaching the targets that have been set.
Standard 2.1 states that children engage purposefully in meaningful learning activities. This ensures that children can source information and share this information effectively. They can use this knowledge and facts to support what they have already discovered. It allows the child to take ownership of their learning. It gives them independence and a sense of success when they realise that they can combine the information they have been given with information they have sources themselves.
Teachers must provide the child with the necessary skills to source information. It must be scaffolded in its approach. Teachers can guide and direct the pupils initially to allow for correct sourcing and accurate discovery. It is important that children are given clear direction and understand the type of content that is required.
-
Hi Eamonn.
I agree Assistive technology is becoming increasingly more embedded in daily learning experiences of students and when used appropriately increases a student’s educational opportunities and social interaction. It also supports a student’s participation in learning experiences in the least restrictive environment. However, as you have alluded to AT only has the power to be effective/transformative for the child if it is deployed and used in a meaningful way. Teachers being aware of the purpose and confident in its use/application are key to effective pedagogically-led use.
-
-
-
As a teacher in a special school, the use of assistive technologies has been nothing short of amazing. It has changed the learning path of so many student, enhancing their lives both at home and in school. The technologies that are now available ranging from high tech to low tech play a part in all areas of te curriculum.
We have all ranges of abilities in our school from moderate to severe, so non-verbal children now have means to communicate. A communication device for such children is a life line for some of our students and there is the option of the eye gaze for children that that can’t use the ipads. This is revolutionary and is opening so many doors for our students.
In the school as part of our school self evaluation we have a good digital learning plan in place, we use low tech resources such as PECS, visual schedules, first/next boards, we also have whiteboards and Ipads in all classrooms. We are updating this constantly and the main areas for improvement are the sharing of resources between teachers and pupil profiles.
Using the SETT model will be fundamental for us as a school to improve matching our students needs with the appropriate tools.
-
Hi Lisa,
Welcme to the course, I hope you are finding it to your liking.
It sounds like you are very familiar with assistive technology and have a positive experience with it. It is giving chidren a positive environment to thrive by creating access to information, education and other opportunities that might otherwise be out of reach.
-
-
Part 1
Working in an Autism class I see the huge benefit of using assistive technologies. I will discuss further in part 2 but the SETT model is of great importance within my setting. It has allowed us to work with the individual child and their families to choose the appropriate type and level of assistive technology through a strengths based approach. I have seen first hand how this has increased confidence and independence for my students as well as allowing for more inclusion opportunities with their peers in their mainstream setting.
When looking at the standards from the Digital Learning framework, one standard that jumps out at me is within the Learner Experiences section and states that ‘Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning.’ Due to motor skills difficulties students in the past relied on adult support, however assistive technology has allowed for independence in this area. I have witnessed the pride that they express when they show me completed tasks. Another standard that I explored was ‘Pupils grow as learners through respectful interactions and experiences that are challenging and supportive.’ I choose this standard as I have been able to have many meaningful conversations with students in my class through their assistive technology device. This has allowed us to identify how they are feeling and what they need at that time. Additionally, this technology has allowed us to gain meaningful data from assessments and therefore has informed my planning where I now create more precise and challenging work for my students.Part 2
Within my setting I have found the SETT model a great help, especially as someone who wouldn’t feel confident within the areas of assistive technology. Working in conjunction with other professionals, we were able to use the model with great success. Looking at information of the student from support files, staff, families and other professionals we identified their strengths throughout the curriculum, we discussed the environment both at school and at home, discussing any issues we could foresee. We then outlined how the technology would be used for tasks to enhance their learning opportunities and identified the tools that could be used to meet these needs. I feel that using the SETT model provided a framework to have meaningful conversations with the individuals and others which helped us to identify assistive technology that would be most beneficial for the child.
-
Hi Caroline,
Welcome to the course! Your experience of working in a special class will be invaluable to you throughout the course, and I’m sure we’ll all learn and take so much from your forum postings. Technologies can be powerful for students with additional needs – I know of one pupil in our special class who uses the picture cards on the iPad as their primary means of communication. It’s that ‘sense of ownership’, as you put it, that we must strive to create when integrating technologies in these settings. You have given an excellent (and very practical) example of how the SETT model could be used. Collaborating with families, professionals, etc. is so crucial if we are to create an approach that meets an individual child’s needs in the most specific ay possible.
-
I agree Lisa, the SETT model, incorporating the support of the student support file assists teachers to identify the most beneficial assistive technologies for the individual student. Similar to developing the student support file, individual strengths and areas of need are examined. Identifying what is available within their environment and assessing the tasks that are set to promote student learning enable teachers, parents and relevant professionals such as speech and language therapists and occupational therapist to identify assistive technologies that can assist student to engage with and promote learning opportunities. The SETT model promotes a thorough assessment of the specific needs of the individual student.
-
-
The Digital Framework ties in effectively with the language, setting and approach of the ‘Looking at schools’ document. Once one becomes familiar with the domains, standards and approaches of one then there is a natural flow through to understanding the other, there is a unity to it, which is refreshing.
In my own setting, we are very much in the early stages of developing a ‘Digital Framework’. The SSE model, will I believe be invaluable in highlighting the most effective initial steps in developing a school culture which genuinely embeds AT in our teaching and learning, much can be learned from the examples provided on the PDST links and examples. As a member of the school SEN team I have become frustrated by the lack of knowledge and awareness of suitable software, apps etc as children are granted Assistive Technology through assessments, reports from OT’s psychologists etc The children have such varying needs and yet the recommendations offered appear to be standard. I am very much looking forward to expanding my own understanding and awareness through participation in this course. I am eager to provide the children I support with access to AT which will provide them with greater opportunities to learn on a more level playing field, to express themselves and their understanding and to provide them with opportunities to learn in more diverse and individual ways.
-
Hi Catherine,
Welcome to the course. While the DES may get some criticism (sometimes warranted), I think that recent documentation has certainly shown some ‘joined up thinking’ Looking at Our Schools, the Digital Learning Framework, the new SSE Guidelines and the Guidance on Preparation for Teaching and Learning all ‘sing from the same hymn sheet’.
It’s great that you have had the chance to take some early steps towards the development of your digital learning plan. The DL Planning website contains a huge repository of good practice videos and resources which you may find useful. In terms of finding specific AT’s for particular students, this link may be useful.
-
-
Part 1: I am an SET teacher working in a junior school and technology has been invaluable to myself and my students, both at school and also at home. I find that the targeted use of technology allows for a more level playing field for all students. Teachers can easily differentiate work for students through the use of the many broad, multi-level programmes. It is extremely positive to see schools slowly embracing technology and enjoying all the benefits which can be achieved through its targeted use. Some good examples that comes to mind are:
1. The Spelling For Me programme which enables teachers to cater to the individual students’ needs as opposed to giving the same list of spellings to every single student irrespective of their spelling capabilities.
2. We have achieved excellent results using the A.R.R.O.W reading programme and found that students with dyslexia who typically would not usually engage in reading related tasks, engaged very well using the A.R.R.O.W Programme.
4. Assistive technologies like translating programmes, text-to-speech/ speech-to-text are excellent ways to enable EAL students to take part in the school life and gradually acquire the language over time. We have found these very beneficial in our school, in terms of increased confidence and independence for students as well as allowing for more inclusion opportunities with their peers. We also experienced great success in terms of increased/ spontanious communicaton through the use of digital PECS technology for a student with Downs Syndrome.
As outlined in the Digital Learning Framework, digital technologies should not be the focus of the lesson rather, enhance the lesson. When used correctly, it provides excellent opportunity for Assessment for learning and assessment of learning within their digital work/ projects. The Framworks states ‘Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their learning.’ This, in turn, can assist and guide schools in their self-evaluation process.Part 2: I found the SETT very interesting as it is broken down into very distinct sections and can act as a great framework when discussing the individual child with other professionals. Of the three levels of Assistive Technology available to us I realised that I am already using low/no technology by adapting the classroom for the individual needs of a students. We, as teachers, do this without realising. I would gather all the information from the student support files, previous teachers, SET teachers, parents, external professionals (OTs, SLTs etc) to obtain the pupils’ strengths and weaknesses and would identify their priority needs and then discuss with the relevant individuals if assistive technology could enhance their learning opportunities and allow them to reach their potential or maybe another course of action would be more beneficial to the individual child. The SETT model provides a framework on which to base those conversations.
-
Hi Aoife,
Welcome to the course and thank you for your comprehensive response here. I am unfamiliar with the A.R.R.O.W programme, but it certainly sounds like it is worth researching. The Spellings for Me programme has so many positive elements to it – it is particularly useful in senior classes when children have been exposed to a good base of phonological awareness and phonics instruction.
The SETT model is really effective for a teacher, as it identifies particular areas of focus and allows you to keep your interventions focused to the specific need of a child or group of children.
-
Assistive ssistive technology used within the school environment will allow for one of the fundamental principles of the Irish curriculum, supporting each child to realise their fullest potential.
There are many practical examples of how assistive technology can aid and play a hugely important role in the education of children with unique needs. AT will help a child learn how to complete a task and bypass an area of difficulty. For example, for a child with dyslexia, text to speech is an amazing tool addressing the many problems experienced by these pupils including the misidentification of words, slow word reading, and connecting text that often results in difficulties with comprehension. Prediction and dictation will help when working through challenges with spelling and reading aloud. The display controls also discussed within this module highlight how AT would aid a child with dyslexia.
Since the school self-evaluation process focuses on review and school improvement, an integral part of this process is about the learning experiences of the child and how they are doing in their learning. The Digital learning framework supports and complements the SSE process in considering how digital technologies are utilised within the school in both teaching and learning. It will allow the school identify a focus, gather evidence, make judgements, write and share a report, put improvements into action, monitor actions and evaluate impact. technology used within the school environment will allow for one of the fundamental principles of the Irish curriculum, supporting each child to realise their fullest potential.
There are many practical examples of how assistive technology can aid and play a hugely important role in the education of children with unique needs. AT will help a child learn how to complete a by these pupilsthe misidentification of words, slow word reading, and connecting text that often results in difficulties with comprehension. Prediction and dictation will help when working through challenges with spelling and reading aloud. The display controls also discussed within this module highlight how AT would aid a child with dyslexia.
Since the school self-evaluation process focuses on review and school improvement, an integral part of this process is about the learning experiences of the child and how they are doing in their learning. The Digital learning framework supports and complements the SSE process in considering how digital technologies are utilised within the school in both teaching and learning. It will allow the school identify a focus, gather evidence, make judgements, write and share a report, put improvements into action, monitor actions and evaluate impact. -
Hi Deirdre,
Welcome to the course and thank you for your detailed post here. You have pointed out so many benefits that assistive technologies can bring to a child, and how they can be transformative in helping him/her overcome their learning difficulties. I always find it quit frustrating that a child is granted assistive technology and then it is the responsibility of the school and class/SET teacher to decipher how it should be best used. I think this leads to too many children missing out on the full benefits of assistive technologies – there should be a centralised support service (potentially within the NCSE) offering support in this area, and schools should have a policy in place about the steps that must be taken when a child is granted AT. These measures would help ensure more equity among those whose AT applications were approved.
-
Hi Eoghan, I 100% agree. I have had 3 students last year with AT approvals received but have felt very much in limbo in terms of direction and support – applications to use and how these will assist each child. A centralised support service would be amazing. I have seen some of the ‘better’ child psychologist reports outline relevant technology and apps which can help but this is not always the case. I am thoroughly enjoying the course.
-
-
Part 2:
<p class=”p1″ style=”margin: 0px; font-stretch: normal; font-size: medium; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s1″ style=”font-family: UICTFontTextStyleBody; font-size: 16px;”>The student school support file is a key student document allowing the school to track the student’s pathway through the continuum of support. It will document progress and needs over time and therefore assists schools in providing the appropriate level of support for children. As such the student school support file keeps together all the information that would need to be reviewed when engaging with the SETT model. Using the SETT framework will help with identification of the student’s learning needs and match that with the most appropriate technology options. Gathering data and making decisions can be defined as Part 1 but Part 2 must consider the implementation plan and how the effectiveness will be measured. </span></p> -
I am currently working in a special needs school for students with moderate intellectual disabilities as well as ASD, Down syndrome or other complex intellectual disabilities. As you can imagine, the range of abilities in a classroom of 6-8 students is vast. Assistive technology has been priceless in engaging the students at their levels. As my students often have other issues such as challenging behaviour, my biggest issue is finding something which they will be intrinsically attracted to, something which will motivate them to engage with school work. Anyone who has worked in a special needs school will tell you, our students won’t always do something because you ask nicely. It needs to be attractive to them. In this modern world with technology around every corner, it seems all students are attracted to technology. Assistive technology straight from the get go meets the standard “students enjoy their learning, are motivated to learn and expect to achieve as learners”. This is especially true in my school. Some examples I use everyday are
Youtube/ Google: Having unlimited access to millions of songs, games, demonstrations, teaching aids in invaluable. Having a song or visual image to accompany your lesson can help the students grasp an idea more thoroughly and holds their attention for longer.
Websites such as Education.com or Topmarks can introduce students to maths and literacy topics in a such a fun way that they dont even know they’re learning. Also, it is easily adaptable to the level of the student.
The use of an interactive touchscreen in group lessons brings these games to a new level and also offers the teacher apps to make individualised lessons for my students. I often use the favourite cartoon characters or family members in my lessons to engage my students.
Part 2. As you can imagine, our students need a lot of support for their needs. I have used the SETT model before and have found it to be very informative and useful. It assisted me in narrowing my focus to what exactly the child needed and other considerations I should take into account. E.g. IPads are generally not a good idea in my school as the children generally get fixated on playing a certain game etc. I would use the SETT model in conjunction with the child’s IEP, assessments from OT, SLT and parental input. Along with school observation and testing, the SETT model ensures that we would find the most appropriate AT.
-
Assistive technology (AT) is any device or system that helps to improve the functional capacity of people with disabilities, especially in the context of education. In this module, we have learned about the potential of AT and the various practical options available for Irish primary schools. In this reflection, I will consider how AT can impact on the school self-evaluation process and which standards from the Digital Learning Framework (DLF) that they could address.
According to the Department of Education, the assistive technology grant provides funding to schools towards the cost of computers and specialist equipment for educational purposes. Equipment is provided for children with more complex disabilities who need essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT supply. Some examples of AT used include laptop or tablet computers with modified software, joysticks, keyboards, touch pads, tapes, braille equipment and audiology equipment
The use of AT can have a positive impact on the school self-evaluation process by enhancing the learning outcomes and experiences of pupils with special educational needs (SEN). By providing appropriate and individualised support, AT can enable pupils to access the curriculum, participate in classroom activities, communicate their needs and preferences, and develop their skills and confidence. Furthermore, AT can also facilitate collaboration and inclusion among pupils, teachers and parents, as well as promote innovation and creativity in teaching and learning.
The DLF is a tool to help schools to embed digital technologies in teaching, learning and assessment. It is based on four domains: teaching and learning; learner experiences; teachers’ individual and collective practice; and leadership and learning. The use of AT can address several standards within these domains, such as:
Using digital technologies to support learners to communicate effectively and improve their literacy and numeracy skills
Providing learners with opportunities to develop their digital competence and critical thinking skills
Using digital technologies to differentiate instruction and assessment to meet diverse learning needs
Engaging in professional learning activities to enhance their knowledge and skills in using digital technologies
Leading and supporting a culture of innovation and improvement in using digital technologies
In conclusion, AT has a great potential to improve the quality of education for pupils with SEN in Irish primary schools. It can also support the school self-evaluation process by aligning with the standards of the DLF. However there always challenges in regards AT such as cost , limitaions and staff training needed. -
It is vitally important that primary schools focus on promoting the use of digital technologies and digital literacy amongst student so to keep up to date with the ever changing digital world. As outlined in the Digital Learning Framework, we should include digital technology into our daily teaching, learning and assessment. Group work and projects are always a fun and inclusive way to incorporate digital technology into our teaching.
There are many websites and resources to help teachers understand ways of including technology into their teaching and planning such as PDST, SeeSaw and the planning tool.
Having no previous experience with AT, when a student in my class began to use AT during the school year, I found it difficult to know how to best support the student in using it. I knew that this AT would enable and empower my student to partake in lessons but with such a broad range of AT options available, it can be overwhelming. In the module I found the SETT very useful as it ensures you stay focused on the specific needs of individual students and choose AT that will meet your students’ needs. Now I realise that there are many options in AT such as low tech/no tech examples instead of purchasing apps that may not be all that useful. I am looking forward to exploring other options of AT during this course and including them in my classroom.
The use of AT can have a positive effect on the school self-evaluation process as it promotes the use of technology in the classroom, it is inclusive of children with additional needs and allows them to access the curriculum and also promotes digital literacy amongst students.
-
Hi Aoife,
I’m sure you share the same feelings as almost all teachers when a child in their class is granted AT. It is very difficult to know how to best use the technology to meet that child’s needs. Even those of us who may feel competent using technologies to teach can find it difficult, as the needs of the child are extremely specific, and there is often a dearth of information and guidance in this regard. There is huge potential in the use of AT, and with a certain element of ‘trial and error’, we can all improve. Getting feedback from the child, particularly if they’re in a senior class, can be a great benefit when deciding whether to persist with or abandon a particular tool or software.
-
-
<p class=”MsoNormal”>As schools interact with the everchanging face of technology-based learning initiatives such as the Digital Learning Framework (DLF) provides an essential reference point for schools to connect to. This readies the school for the inevitable shift to a technology based in the curriculum. It also provides a spark for internal discussion in schools of what shape this shift will take.<span style=”mso-spacerun: yes;”> </span>A good starting point would be by measuring the school currently against metrics such as the standards of effective highly effective practice within the DLF.<span style=”mso-spacerun: yes;”> </span>Resources to assist the school in meeting these standards, such as the Digital Learning Planning website should be utilized. It provides tools for practical, user-friendly implementation of digital learning. Theses frameworks also provide for school-based planning support. This is key in linking the school with the expertise in DLP and assistive technology.<b><u></u></b></p>
<p class=”MsoNormal”>Assistive technology has recently become mainstream across all class levels over the past decade. However, practitioners must be aware of its effectiveness prior to deciding on implementation. This can be drawn out through analysing the children’s needs through the SETT model. This approach will allow practitioners to identify the standard of assistive technologies that can be selected from the low, middle or high-tech collection of resources. For example, a practitioner must understand children with additional needs in handwriting would benefit from the implementation of a tech resource such as ‘handwriting without tears’, where as a child with additional needs in the area of reading would benefit from a tech resource such as audio books. These resources can be included in a student support plan which will allow guardians to understand the standard of technology the children will require at home.<span style=”mso-spacerun: yes;”> </span>The implementation of such technologies can only come to fruition through a whole school approach which needs to be underpinned by a school self-evaluation process. Cross curricular technological programmes such as ‘Dreamspace’ is a highly effective approach which schools can avail of. It allows children tom to engage in the curriculum on their terms through creative thinking and adaptive participation in the majority of subject. Although the traditional model of delivering the curriculum is highly effective, opportunities such as ‘Dreamspace’ can illuminate the curriculum even further and provide the children the tools necessary for entering an A.I. dominated future.</p> -
<span style=”font-size: 11.0pt; line-height: 107%; font-family: ‘Calibri’,sans-serif; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: ‘Times New Roman’; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>As schools interact with the everchanging face of technology-based learning initiatives such as the Digital Learning Framework (DLF) provides an essential reference point for schools to connect to. This readies the school for the inevitable shift to a technology based in the curriculum. It also provides a spark for internal discussion in schools of what shape this shift will take. A good starting point would be by measuring the school currently against metrics such as the standards of effective highly effective practice within the DLF. Resources to assist the school in meeting these standards, such as the Digital Learning Planning website should be utilized. It provides tools for practical, user-friendly implementation of digital learning. Theses frameworks also provide for school-based planning support. This is key in linking the school with the expertise in DLP and assistive technology.<b><u> </u></b>Assistive technology has recently become mainstream across all class levels over the past decade. However, practitioners must be aware of its effectiveness prior to deciding on implementation. This can be drawn out through analysing the children’s needs through the SETT model. This approach will allow practitioners to identify the standard of assistive technologies that can be selected from the low, middle or high-tech collection of resources. For example, a practitioner must understand children with additional needs in handwriting would benefit from the implementation of a tech resource such as ‘handwriting without tears’, where as a child with additional needs in the area of reading would benefit from a tech resource such as audio books. These resources can be included in a student support plan which will allow guardians to understand the standard of technology the children will require at home. The implementation of such technologies can only come to fruition through a whole school approach which needs to be underpinned by a school self-evaluation process. Cross curricular technological programmes such as ‘Dreamspace’ is a highly effective approach which schools can avail of. It allows children tom to engage in the curriculum on their terms through creative thinking and adaptive participation in the majority of subject. Although the traditional model of delivering the curriculum is highly effective, opportunities such as ‘Dreamspace’ can illuminate the curriculum even further and provide the children the tools necessary for entering an A.I. dominated future</span>
-
In this reflection, I will consider how AT can impact on the school self-evaluation process and which standards from the Digital Learning Framework (DLF) that they could address.
Assistive technology has many benefits, but mainly it creates an inclusive learning environment, in which students with additional learning needs are supported in participating in class activities with their peers. Assistive technology allows children with additional needs overcome some educational challenges and have access to the curriculum and interact with the curriculum on par with their peers. Assistive technology must be suitable to the specific needs of a student. The SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs. Some examples of AT used include laptop or ipads/tablets with modified software, joysticks, keyboards, touch pads, braille equipment and audiology equipment. The use of AT can have a positive impact on the school self-evaluation process by enhancing the learning outcomes and experiences of pupils with special educational needs (SEN).
The DLF is a tool to help schools to embed digital technologies in teaching, learning and assessment. It is based on four domains: teaching and learning; learner experiences; teachers’ individual and collective practice; and leadership and learning. The use of AT can address several standards within these domains, such as:Using digital technologies to support learners to communicate and improve literacy and numeracy skills
Providing learners with opportunities to develop their digital competence and critical thinking skills
Using digital technologies to differentiate instruction and assessment to meet diverse learning needs
Engaging in professional learning activities to enhance their knowledge and skills in using digital technologies
Leading and supporting a culture of innovation and improvement in using digital technologies
The use of AT can have a positive effect on the school self-evaluation process as it promotes the use of technology in the classroom, it is inclusive of children with additional needs and allows them to access the curriculum and also promotes digital literacy amongst students but it is vital that as teachers we educate ourselves on the resources available and as a whole school.
-
Hi Aoife,
Welcome to the course and thank you for your detailed post. It is clear that you have engaged deeply with the DLF and have offered many suggestions for the ways in which the use of assistive technologies can be ‘mapped’ to different statements and standards. I particularly like the ‘leading and supporting a culture of innovation and improvement in using using digital technologies’. As reflective practitioners, it is that ‘improvement’ and ‘innovation’ that will allow us to provide more relevant and engaging learning experiences for our students. The use of digital technologies (and assistive technologies, in particular) is one way in which we can achieve this.
-
-
<p class=”MsoNormal”><span style=”font-size: 9.0pt; line-height: 107%; font-family: ‘Arial’,sans-serif; color: #163c42; background: white;”>I am in SEN in my school and the changes engaging with technologies can bring to a child’s learning experience is huge. We have children with a wide range of needs. We daily work with children with ASD, ADHD, Dyslexia, Dyspraxia, sensory processing andanxiety to name a few difficulties. While working with a child with ASD/ ADHD, Dyslexia and Dysgraphia I was forced to rethink my traditional teaching methods. This child was very bright but struggled to attend and struggled to write. I found an online book in video format called” Wierdwood Manor” . We used this book with its great vocabulary and read to me option as a springboard for learning. We taught vocabulary, sentence structure, critical thinking and comprehension strategies with ease. We looked at character profiling and character development and used our learning to predict outcomes and create our own creative pieces. This child couldn’t write without a huge effort so we worked on typing and talk to text as ways of presenting his work. This child quickly showed his keen intelligence and capacity to learn.</span></p>
<p class=”MsoNormal”><span style=”font-size: 9.0pt; line-height: 107%; font-family: ‘Arial’,sans-serif; color: #163c42; background: white;”>The biggest problem going forward was the possibility to move some of this learning into the classroom. Many teachers were neither prepared to cater for technology in the classroom nor had the expertise to <span style=”mso-spacerun: yes;”> </span>manage the practical applications. In reading the other posts I was really drawn to the comments relating to there being a centralised support service offering help and guidance with how to proceed with a Childs technology grant. This would be hugely beneficial as its so difficult to decide when and where the technology should be used and many laptops end up being used for typing in an SEN setting and little else. . If the school as part of its digital learning plan focused on teachers working together to devise learning opportunities for pupils across and beyond the curriculum and the NCSE were able to advise on the SEN component of this it would be possible to make progress in the future.</span></p> -
Assistive Technologies have the potential to enhance both how we teach and impact upon how our students learn. Working as a teacher in a special school I am always looking for creative ways to engage my students’ interests and motivation. As many participants have mentioned there is an array of apps and websites available. The key is finding those that met the unique needs of each individual student and match the correct technology with the students as highlighted in the PDST webinar. AT promotes the inclusion of all learners.
It was interesting to learn about the three different categories of AT technology including the No/Low, Medium and High Tech in this module. I see the benefits, value and importance of No/Low Tech equipment/resources every day in my classroom such as visual timetables and Medium Tech such as PECS communication devices and TEACCH desks and witness how they assist students to navigate the classroom and school environment. High Tech equipment like iPads, Clevertouch boards as highly motivating and engaging for students, in my experience.
The Digital Learning Framework assists school leaders and teachers to identify where they are at currently in relation to the standards outlined in the document, helping to identify a starting point to target for improvement which supports SSE. It promotes reflection upon how we incorporate digital learning in our teaching to improve learning opportunities for our students and enhance assessment. Two Standards that stood out to me including
Domain 1 relating to Learner Outcomes for example
Standard: Pupils enjoy their learning, are motivated to learn and expect to achieve as learners.
Statement: Pupils use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.Domain 3 relating to Teacher’s Individual Practice for example
Standard: The teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills.
Statement: Teacher’s design or adapt learning experiences that incorporate digital technologies and make learning activities relevant and meaningful to support pupils’ learning.The PDSP videos on DLplanning.ie website linked to each Standard are very useful exemplars. These videos highlight the importance and relevance of digital technologies for teaching, learning and assessment.
-
Hi Sharon,
Welcome to the course and thank you for your detailed post. I think splitting the types of AT into three separate categories is an effective way of getting us to identify the specific intervention (and the level of intervention) required. In terms of the DLF, I think the use of assistive technology really speaks to the first standard and statement you have listed. ‘Fostering active engagement’ is something we all want to see. In an SET or special school setting, it can be the use of assistive technologies that allows for this. The DL Planning website is a brilliant resource, and is certainly a ‘must visit’ in advance of updating your digital learning plan.
-
-
The potential of A. Tech. to help people to work around their challenges, to enable them to learn, communicate and function better, whilst also playing to their strengths can be achieved by careful, purposeful selection of appropriate A.T. following SETT framework to guide the process of matching student needs with specific tools at the planning stages.
In terms of particular practical outlines, I find it useful to relate to my own work SET in relation to particular students at present. I chose this course to improve my knowledge in this area and I noted the special education and accessibility resources for remote learning made available by Microsoft in their ‘Microsoft Learn Educator Centre’ as being of particular interest to me and my SEN pupils. The Minecraft Ed. game based learning platform that promotes creativity, collaboration and problem solving in an immersive digital environment which can be used across the primary school curriculum in any grade level, lends itself to ensuring that my students ‘buy into’ these learning experiences as they already love the Minecraft environment. This approach to teaching improved group social skills will hopefully help the pupils to listen to each other as they build worlds individually at first and then progress to building worlds together and then be supported to modify their work together as small groups and later on as a whole class.
Our SSE process is to focus on our whole school improvement of pupil digital skills as we are purchasing a class set of laptops to equip our school computer/technology classroom. The skills acquired from engaging with the Microsoft resources in a positive and enjoyable manner will improve SEN student engagement and generalize skills learnt in small group setting to whole class scenarios. In addition, it will improve general I.T. confidence, which will in turn improve the outcomes of specific I.T skill targets for the pupils noted in our SSE.
In addition, working within the DLF of a shared vision of how technology can meet the needs of all learners and more specifically my SEN pupils, the new skills should provide positive outcomes in term of learner outcomes (improving the enjoyment of learning and motivation to learn) and learner experiences in the promotion of positive respectful digital interactions. Teachers’ individual practice of responding to individual needs of pupils and collaborative practice will also be addressed.
-
Hi Noirin,
Welcome to the course and thank you for your comprehensive post. It is very clever to attempt to map the course content to some of the students you have worked with, or will work with in the coming year. The Microsoft Education Centre is an excellent resource and one which is best kept at the front of our bookmarks – every time I visit the site, there is something new that I pick up. As you have said, using the DLF enables a school to create that ‘shared vision’ of what they want to achieve with the technology and the methods they will use in order to meet the needs of all learners.
-
-
I was really excited when i heard the name of the course and how it was geared towards SEN. The SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs. Some examples of AT used include laptop or ipads/tablets with modified software, joysticks, keyboards, touch pads, braille equipment and audiology equipment. We have put a big focus on using technology in the classroom since covid and on our school development plan the use of see-saw was one area we decided to focus on. For the moderate/ low children we focus more on it as a communication tool between home and school using it send home photos and pictures of activities the children completed in school. Parents loved this aspect of it.
For the more mild and academic kids I found myself teaching them how to use QR codes to log into their individual profile and they were completing assignments at home which they enjoyed.
We also are trying to get interactive whiteboards for every class and find that they are so motivating for the children to learn.
We have alot of non verbal children in our school and find app likes proloque2go really good for communication and some children have individual mini ipads solely for the use of it as a communication device. There is a lot of preparation and we find parents/staff lack of training the most frustrating aspect as it takes a lot of time to set up device and not everyone is confident in using it.-
Hi Emma,
Welcome to the course! We hope that you will be able to take away some useful nuggets to use in your teaching over the coming year. I love the way you have placed an increased emphasis on the use of digital technologies, and how it is being used to forge really strong links between school and home. Given the setting you teach in, it is clear that you have a great deal of knowledge and experience with assistive technologies. However, as you have said, the lack of training can be extremely frustrating. As educators, you find yourself trialling different apps and programmes with little guidance, meaning the experience of children will vary considerably from school to school.
-
-
Assistive Technology, when used correctly opens up limitless possibilities for our students – particularly those who would have struggled with accessibility issues or lacked independence in terms of being able to access the curricular content in the classroom. How effective AT can be comes down to the understanding of the teacher to the needs of their students and range and availability of tools. Therefore, like with many elements of teaching having a positive relationship with your students underpins the effectiveness here. Building those positive relationships coupled with a commitment to maintain a current understanding of best practice will ensure that when planning in your school that the most effective and appropriate AT tools are being used and invested in.
What I liked about the SETT model was the student-centred focus. It stresses the importance of meeting the students where they are, we’re building on their strengths and then being flexible and inclusive to recognise where and how they work best.
The SETT table or graph in the case study was very helpful. When identifying the student’s needs it really broke the activity down so that the AT used was for a specific purpose while also retaining a challenge to the task. The AT wasn’t “doing” the work but assisting the student in meeting the learning outcomes like their peers.
A standard from the Digital learning framework that stood out to me as being particularly important was 2.1 in the learner experiences domain. That students are engaging purposefully in meaningful learning experiences. It can be easy to hand over too much of the teaching/learning to ICT with the advances in Youtube and video tutorials. However, we have a professional obligation to use technology to enhance the learning opportunities for students not to replace no-tech options. As well as this we must use AT to open up opportunities for students who would not have been able to access the curriculum to the same degree without help. Be it screen magnification, text alteration, text to speech or google translate for EAL students. We have the opportunity to make our classrooms fully inclusive with the correct understanding of how to apply AT for individual students across the curriculum.
-
Digital technologies facilitate an inclusive classroom, it caters for the more diverse needs of students and aids creating a more fair, accessible learning environment for children with additional needs. Digital technologies are now integrated and embedded into teaching, learning and assessment.
I would like to address the following standard from the Digital Learning Framework: Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum.
According to the Digital Learning Framework pupils, follow their individual learning needs and preferences, with the aid of appropriate digital technologies. Pupils use digital technologies in highly effective ways to develop their knowledge, skills and understanding in accordance with the Primary School Curriculum.
The Digital Learning Framework also provides a very helpful evidence gathering tool, a Student Self Reflection document.There have been various very practical options outlined in this module which would allow pupils to demonstrate their knowledge, skills and understanding needed for the primary curriculum. For children with dyslexia or dysgraphia Dictate in word is a fantastic tool for the pupil to demonstrate their knowledge, skills, understanding.
Immersive Reader is very useful for proofreading texts, assignments or for allowing pupils to assess text that otherwise would have been inaccessible to them. The options to change spacing, font, themes, reading preferences, and translation are massively beneficial to those who have dyslexia or English as a foreign language. Furthermore, OneNote is a great tool for keeping notes together in an organised way, Dictate, Immersive reader can also be used in OneNote and images, audio can be added. This is very helpful for children with dyspraxia and dyslexia especially in post primary. Word Collaboration is a wonderful tool to share documents, such as projects, homework etc with their teacher and other students so as to lessen the amount of handwriting for children who have dyslexia, dysgraphia and dyspraxia. Finally OfficeLens is a useful tool for taking photos of pages in books and will change them into word format and clear up images using filters.
I found the ahead.ie website extremely beneficial to help you narrow down what digital technologies would be best suited to the learning needs in your classroom. -
<p id=”docs-internal-guid-e7c922aa-d5d6-125c-f9d2-ffb7d0f4805e” dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>The SETT model is a very useful framework to help teachers examine ecological variables in a systematic way in order to select appropriate AT tools for their individual pupils.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Firstly it is important to consider the pupil’s strengths and weaknesses cognitively, academically, socially and emotionally. The pupils’ School Support File will aid with this as well as meeting with parents and the students. Interventions that have been tried in the past need to be reviewed to see what was effective and what was not. </span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Secondly the pupil’s environment needs to be taken into consideration such as the instructional and physical arrangements, what low, mid and high tech aids are being used, what supports are available on a daily basis, internet connection and speed also need to be considered.</span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Thirdly, based on the pupil’s learning profile and the environment in which they will be doing their work, it is important to consider the elements of the tasks they have to accomplish. </span></p>
<p dir=”ltr” style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto; line-height: 1.38; margin-top: 0pt; margin-bottom: 0pt;”><span style=”font-size: 11pt; font-family: Arial, sans-serif; font-variant-ligatures: normal; font-variant-alternates: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;”>Finally, after analysing the above, the teacher can consider what AT tools are most appropriate to support the pupil’s needs. Teachers can consider what no-tech, low-tech and high-tech options are available and would be suitable for the particular student.</span></p>
<br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /><br style=”caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;” /> -
The SETT model is a very useful framework to help teachers examine ecological variables in a systematic way in order to select appropriate AT tools for their individual pupils.
Firstly it is important to consider the pupil’s strengths and weaknesses cognitively, academically, socially and emotionally. The pupils’ School Support File will aid with this as well as meeting with parents and the students. Interventions that have been tried in the past need to be reviewed to see what was effective and what was not.
Secondly the pupil’s environment needs to be taken into consideration such as the instructional and physical arrangements, what low, mid and high tech aids are being used, what supports are available on a daily basis, internet connection and speed also need to be considered.
Thirdly, based on the pupil’s learning profile and the environment in which they will be doing their work, it is important to consider the elements of the tasks they have to accomplish.
Finally, after analysing the above, the teacher can consider what AT tools are most appropriate to support the pupil’s needs. Teachers can consider what no-tech, low-tech and high-tech options are available and would be suitable for the particular student.
-
Hi Maria,
Welcome to the course! The SETT model is an excellent framework, and you will have the opportunity to practically engage with it in subsequent modules. The importance of looking at the entire picture of the child (academic, social, emotional, cognitive as you have put it) when devising a plan. It is important that all those involved in working with the child are consulted about this plan, and that it feeds into the overarching targets in his/her School Support Plan. In terms of AT, the level of intervention is really important, as you have alluded to, and the teachers knowledge of the child and the particular tool will be essential in this regard.
-
-
There has been a huge focus on the use of digital technologies in primary schools over the past few years, probably in response to the way the world is moving and changing. As outlined in the Digital Learning Framework, digital technologies should be embedded into teaching, learning and assessment. When considering the use of technology in relation to children with additional needs, it can be used in varying ways to enhance their learning and life experiences.
The SETT framework is a tool which can be used to assess the AT needs of a student. The framework encourages teachers to evaluate different factors in relation to the needs of a child systematically. The steps involved include gathering information about the pupil, i.e., their strengths and weaknesses. Additionally, information is required about the child’s environment(s) where the technology will be used and what exactly it is that the child will use the technology for. Subsequently, the main aim here is to see what the child’s needs are and what will help them to achieve their goals best.
To collate this data effectively, it seems that teacher would need to liaise with parents, caregivers, SETs and the multidisciplinary team to create a holistic view of the needs of the child. This information can also be found and noted in the SSF. Once AT is implemented it would be very important to ensure that it is being monitored and evaluated so that it is meeting the needs of the child effectively thus having the desired outcomes intended.
-
Hi Leanne,
Welcome to the course! I suppose we hit somewhat of a perfect storm in relation to the integration of digital technologies in primary education in recent years. The funding from the 2015 Digital Strategy, the adoption of the Digital Learning Framework and the arrival of Covid all sent us in the direction of digital. There is huge scope for the use of digital technologies in SET settings – the SETT Framework is really effective at getting you to focus on the learning and map the tool that will best suit them and their environment. It should feed into the Student Support Plan, and reflect actions towards a particular target.
-
-
Using AT can be a game changer for pupils with additional needs. I think its important to move away from the idea that AT is something that needs to be granted by the SENO in order to make a difference to a child’s experience in the classroom. There is a huge range of tools that can be used on a daily basis to help pupils with additional needs, many of which we may use without thinking of them as AT.
A good example is using Digital Story to create a project in class rather than traditional methods. The range of tools available with an online programme such as Adobe Spark or Book Creator means pupils have the autonomy to decide how to present their project. A pupil who finds spelling difficult can choose to add narration to the piece instead of text, for example. The availability of wide range of tools, many of which are free to use can make a huge difference to our pupils. The increase in grants to technology in schools has meant a great improvement in the availability of devices in schools, though unfortunately that seems to be taking a hit this year in favour of free books, which is frustrating.
The SETT model is an excellent resource to use as part of the Student Support File. The class teacher and SET can look at the pupils areas of strengths and where they need support and choose suitable tools for them to reach their full potential.
With regard to the Digital Learning Framework, I believe the Standard from Domain 1, ‘Pupils achieve the stated learning objectives for the term and year’ is hugely important. It is vital that all pupils learn and whatever tools we need to put in place in order for that to happen should be done.
-
Hi Sinéad,
Welcome to the course. I would agree wholeheartedly that a perception exists out there that AT is intrinsically connected t0 educational psychologist’s recommendations and what the SENO is happy to sanction, and such a narrow/limited view of AT inhibits real embedding of a host of digital technologies (Low, medium and high) that are extremely effective in the SET classroom and your example of using tools like Book Creator and Adobe Spark in the writing process and for creative writing demonstrates this. Not AT specifically but nonetheless tools that can scaffold and support the student with in-built functionality like text-to-speech, spell checkers, prompts, dictation and more. Allowing students to focus on the content rather than the mechanics of getting their ideas down on paper. The free (And brilliant) Immersive Reader from Microsoft is another powerful example of such tools, covered in detail in the next module…
-
-
PART 1: AT Potential
Module One gives an overview of how Assistive Technologies (AT) are revolutionising the school experience across the globe in countless classrooms. These innovations can be especially supportive to pupils with additional learning needs, within the dynamics of a large classroom, in a smaller group or one-to-one setting provided they are implemented effectively.
The Potential of Assistive Technologies:
AT technologies include a broad spectrum of low, medium and high tech resources, devices and software designed to assist and support pupils with specific learning differences. From the daily use of whiteboards and pens or adaptive paper with larger grids/wider lines to increased access to audiobooks or basic communication devices, AT are affording pupils with SEN greater access to the curriculum in, what might be considered, a more engaging and incentivised way. The various genres within the literacy curriculum can be interpreted creatively through the use of tech tools such as Padlet and Kidspiration. The SETT Framework provides guidance for choosing the most appropriate AT resources for curriculum and pupils’ needs.
AT enables teachers to differentiate and cater for diverse learning needs. Schools can evaluate the effectiveness of AT based on individualised learning experiences, potentially enhancing teaching strategies. Schools can evaluate the adequacy of AT resources and their alignment with curriculum goals. Schools should assess the implementation of AT in a manner that ensures data security and online safety for all students.
AT integration to the school curriculum can enhance inclusion and impact the school’s self-evaluation by aligning with several or the 32 standards outlined in the Digital Learning Framework (DLF). For instance, assisting with differentiation to cater for individual needs, helping pupils to engage in meaningful learning activities and fostering continued professional development amongst staff.
PART2: SETT and SFF
The main objective of the SETT framework is to understand the student’s needs and learning styles, evaluate the learning environment, the various tasks involved when using a particular AT resource while exploring all the available AT tools, such as hardware and software options.
The SETT Framework is a valuable tool when choosing most appropriate AT resources. When used in conjunction with a student’s School Support File (SSF), which contains information about the student’s needs, strengths, and accommodations, the SETT model becomes even more effective in guiding the AT selection and implementation process. There is such a vast selection of AT resources and often budgetary restrictions, it is crucial to consult the SSF which often includes input and guidance from external professionals such at OTs, educational psychologists etc. By incorporating both SETT and SSF, the teacher has a much better chance of ensuring a more effective and holistic approach to planning and teaching with SEN.-
Hi Grace,
Thank you for your post and detailed overview of the module’s content. As you have said, it’s important to have some interventions and aids at each level of the SETT Framework – a series of low-tech interventions may make a significant impact for some pupils, whereas others will require some medium- or high-tech interventions. It is so important that ‘schools evaluate the effectiveness of AT based on individual learning experiences’ – we must reflect on how the AT worked with the child in question – Did it meet the student’s needs? Why? Why not? Once we have built up a picture around this, we need to continue/modify our approach to best meet the needs of the child.
-
-
Assistive technology is becoming an integral component to teaching and learning in the modern classroom. As the digital learning framework states it should be imbeded in all teaching, learning and assessment. Our pupils ate going to be living in a digital world and it is important that pupils have access to and become competent in using various devices and software to support both thier learning and prepare them for the future. Many pupils will persue careers which will not involve pen and paper in their daily lives.
The SETT model is a great resource and the framework makes it very easy to use alongside ieps and support plans to focus on the specific areas that AT will assist their learning and access the curriculum that their peers are working on. I will definitely be using the framework frequently in the coming year.
The wide range of AT available can be daunting and it can be time consuming on teachers researching various software and devices that can be used to assist our sen pupils. I am looking forward to hearing about tried and tested AT that can be easily implemented to my teaching.
-
Hi Aisling,
Welcome to the course. It is certain fair to say that the increased use in digital technologies has led to an increased use of assistive technologies for some students. As you have said, our pupils are going to be living and working within a digital world. As such, they should have experience using tools that may allow them to overcome some challenges (e.g. literacy difficulties) to achieve their full potential. I fully agree that the sheer volume of AT’s out there can be extremely daunting for teachers (and children). I think we should try one tool at a time for a prolonged period, before evaluating its effectiveness and choosing to continue using it or to move onto something new.
-
Hi Eoghan
I’m just wondering if my above submission has been logged (see Reply 204636 above).I just want to make sure it has been clocked as chronologically, it was submitted prior to others who have received feedback already.
Much appreciated
Grace Mac Sweeney
-
-
-
-
-
Assistive technologies are playing a major role in classrooms across the country. There are lots of options out there to help children engage more meaningfully with the curriculum.
Schools have been incorporating digital technologies into classrooms, with the digital learning framework which can help all children but especially those with SEN.
AT helps children become more confident and motivated learners. I have used a variety of AT from low/no tech such as visuals, cushions, pen grips etc to higher tech such as tablets/ ipad.
It is important to consider each individual child’s needs and I found the SETT model very interesting and very good place to start when considering AT for a child.
There is such a range of resources out there and it can sometimes be daunting when looking into new AT especially more high tec ones, I have found it important to discuss options with all involved with the child eg SLT, OT, physio, parents etc. Sometimes it is good to get extra training to maximise the use of the resource. For example every classroom should have an IWB but not all teachers are fully aware of all its uses and potential, the same for tablets/ipads.
-
Hi Ruth,
Welcome to the course and thank you for your post. It is certainly fair to say that there are a number of options out there when it comes to assistive technologies. In some ways, there are too many and there is limited expertise in this area. Children who are granted AT use often have very specific needs, and a tool that works for one child may not be as effective for another. The SETT model is such a useful framework for you to use and think about the different AT’s that may be useful for the child.
-
-
Assistive technology (AT) is and device, software or equipment that helps people work around challenges so they can learn, communicate and function better. These tool can help people work around their challenges, while also playing to their strengths.
Assistive technology has many benefits, but chiefly it creates an inclusive learning environment, in which students with additional learning needs are supported in participating in class activities. Assistive technology removes barriers to learning by reducing challenges faced by students through tools such as Immersive Reader etc. Assistive technology caters to the specific needs of a student. The SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs. When selecting appropriate AT tools for students, there are many variables that must be considered. The SETT framework encourages teachers to examine ecological variables in a systematic way. It is important to understand and gather data about the following: The SETT framework is used to evaluate the assistive technology needs of a student. The framework encourages teachers Firstly to gather information about the Student: their strengths and weaknesses. Then to find out more about the Environment in which it will be used. Next, to find out what Tasks will need to be performed and finally which Tools are best suited to help the student succeed with the task.
Both the Digital Learning Framework and Looking at Our School 2016 – A Quality Framework for Primary Schools are designed to provide the widest possible scope to teachers, school leaders and others to identify and achieve excellence in teaching and learning and leadership and management. The Digital Learning Framework recognises that schools are at different stages of the school improvement journey with regards to embedding of the use of digital technologies into teaching and learning. The Digital Learning Framework should be viewed as an enabler of self-reflection and improvement and not as an inflexible check-list. It is crucial from the outset that the leadership team in each school has a shared understanding of why and how the school seeks to embed digital technologies in teaching and learning and is committed to doing so. Schools may decide to adopt the methodology of the six step School Self Evaluation (SSE) process to implement the Digital Learning Framework. Schools may also choose to adopt the Digital Learning Framework as the area of focus for the development of teaching and learning as part of its SSE process. The Framework will be accompanied by digital learning planning guidelines – a resource designed to support schools in the embedding of digital technologies in teaching and learning and in the development of a Digital Learning Plan.
Using the Framework will promote a school readiness for new curriculum, better teaching and learning and student engagement. It will facilitate a whole school approach to understanding what it means to embed digital technologies using constructivist principles for teaching and learning. The Framework will help generate internal discussion of how embedding digital technologies can lead to improvements in teaching and learning. The Framework can be used as a planning tool by individual teachers, or groups of teachers, to plan, and reflect on, their daily teaching and learning practices, at all levels and across all areas of the curriculum. The Framework will also help schools and individual teachers to identify, and plan to address, their continuing professional development (CPD) needs in the area of digital technologies and enable them to take ownership of their own development and improvement in this area. -
I found this module very interesting and informative. I was interested to see the three different categories of AT: low tech, middle tech and high tech.
I sometimes find the vast selection of options available for AT quite overwhelming. It can be difficult to know where to start, especially when the technology is new or something I’m unfamiliar with. This is why the SETT model is very helpful. It helps break down the need and pinpoint exactly what to focus on with the student and what piece of technology might take them there. This will be very helpful in achieving objectives set out in the school SSE process. If teachers are empowered and assisted in the AT process, schools will be much more likely to follow through with their goals.
Regarding the Digital Learning Framework, objective 1.3 could be addressed.
“Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum”
The best thing about AT is that it levels the playing field for all students. By utilising AT, students with additional learning needs are given the chance to access the curriculum like everyone else.
-
-
AT has been an invaluable addition to make learning more accessible for all students. However, as others have already expressed, I have often found it disheartening to see Educational Psychologists repeatedly recommend the same ATT for students with wildly different learning needs. I agree that support and guidance on the selection of AT should be provided by a centralised support service as much trial and error of particular ATs can delay the potential progress that a student could make.
The SETT model provides a framework for teachers and special education teachers to critically assess the students’ needs before selecting the appropriate AT for that student.
When compiling the students’ SSP, the SET must consider the cognitive strengths and weaknesses of the student. Reviewing the students SSP, the SET will examine interventions that have proved successful and those that have not yielded satisfactory results. The SET should then select priority learning needs – this is mirrored in the first phase of the SETT model, in which the students’ needs are assessed.
The second phase of the SETT model – the environment also aligns with the SSP. Common additional learning needs such as ADHD, DCD, Dyslexia, Autism and DS often impact on a student’s processing speed, working memory, planning and organisational skills, receptive or expressive language ability, concentration, number skills. Therefore it is important to consider how to best adapt the environment to support the needs of the student – for instance, the student should sit close to the teacher to allow for extra explicit instruction, beside the whiteboard, away from the window or door to avoid distractions, near power outlets to allow for the use of AT. If the child has mobility or sight issues, it is important to ensure that physical obstacles are removed for safety.
The third phase of the SETT model – task – encourages the teacher to consider the learning objectives of the lesson. To refer back to the SSP, in this instance the teacher will narrow down the learning outcomes to ensure that progress is measurable. What are the specific targets and what are the specific skills being targeted? How will this be measured? This will then allow the teacher to choose the most appropriate AT based on the needs of the student as if used correctly, the AT will assist the student in reaching the prescribed target. If the student fails to make measurable progress, then the SET should review the specific AT chosen for that child and seek to use a different AT.
-
Hi Claire,
Welcome to the course and thank you for your contribution here. I am fully in agreement with you in regards to the assistive technologies that are often recommended on psychologists reports – in some cases, a plethora of assistive technologies are listed on the assumption that one may be useful. However, as teachers, it is us who must go through the trial and error stage with the children. If more knowledge was freely available in this area, it may be possible to narrow down the list of assistive tools that may be useful for a child based on his/her needs. Perhaps, schools could benefit from assigning responsibility for assistive technologies to a member of the management team.
-
-
Assistive technology is any device equipment or software that helps people to overcome their challenges to accessing education so they learn communicate and function better. The SETT framework encourages teachers to examine the factors that must be considered in a systematic way. It is important to understand and gather information about the students’ cognitive strengths and weaknesses, the environment they work in, tasks they have to achieve and the curriculum objectives. Finally, the chosen assistive technology should meet the needs of the student and should enable them to complete given tasks.
The main aim of the use of technology is that those students who struggle to learn and would previously have not enjoyed their learning process will now be motivated and encouraged through the use of assistive technology.
The standards from the Digital Learning framework we could address as a whole school could be; firstly that students enjoy their learning and are motivated to learn and expect to achieve as learners. Their learning difficulty should not be an obstacle. Another standard we could work on ties into the previous standard that all students achieve the stated learning objectives for the term and the year. The final standard we could work on which is important to remember that the teacher should respond and adapt to each students individual learning needs and differentiate their teaching methods and learning activities as required.
The use of the Digital Framework will support school self-evaluation on the school’s use of Digital technology across the curriculum and highlight for them what is working and what needs to be changed.
Using a students support plan our SET team outlines the needs and learning targets the student needs to achieve. I think the SETT model is really useful to use when planning because it ensures that we include all the elements that need to be considered when choosing the most appropriate assistive technology to use for each student.
I have just become familiar with Microsoft read aloud which I intend to use this coming year with three of my students who are moving to third class and the amount of text they will be expected to read across the curriculum will increase. Teaching them to scan text and listen to it read aloud is a game changer for them as it enables them to complete questions on text independently.
-
PART 1: AT Potential
Module One gives a clear overview of how (AT) is used, and can be used, in classrooms. For me, it helped to clarify that although it is called ‘assistive technology’, it does not always have to be a device. I have gained great understanding about the low, middle and high tech categories which was very interesting as beforehand I always thought that it had to be technology and wouldn’t include things such as whiteboards, visual timetables, etc. With this new understanding, the potential for AT is vast. It could help to bridge the gap of knowledge and learning for so many children with additional needs.
The Potential of Assistive Technologies:
As stated above, AT technologies includes a variety of low, medium and high tech. This includes resources, devices and software designed to assist and support pupils with additional needs when it comes to learning. The use of low tech AT such as visual timetables and whiteboards gives children with additional needs a chance to see how their day is structured and with the whiteboards, they have the autonomy of using these to their advantage in their learning. Middle technology such as audiobooks or communication devices and high technology such as adapted individual devices, allows the children with AEN to gain greater access to the curriculum and to be an active part of their learning.
As a teacher, before learning about AT in module one, I found the idea of it very intimidating. Now, I realise that I have been using and implementing AT within my class already which has been a great confidence boost.
AT integration to the school curriculum can enhance inclusion and impact the school’s self-evaluation by aligning with several of the 32 standards outlined in the Digital Learning Framework (DLF). For example, assisting with differentiation to cater for individual needs, helping pupils to engage in meaningful learning activities.
PART 2: SETT and SFF
The main objective of the SETT framework is to understand the student’s needs and learning styles, to evaluate the learning environment, the various tasks involved when using a particular AT resource while exploring all the available AT tools, such as hardware and software options.
The SETT Framework is a valuable tool when choosing most appropriate AT resources. When used in conjunction with a student’s School Support Plan, which contains information about the student’s needs, strengths, and accommodations gathered from the teacher, parent/guardian and SENCO, the SETT model becomes even more effective in guiding the AT selection and implementation process.
There is such an overwhelming amount of AT resources to choose from and often there will be a lack of funding too, so it is very important to use the SSP when creating a plan of action for the individual student. Using both SETT and SSP means that the teacher has a much better chance of ensuring a more effective approach to planning and teaching with SEN.
-
It’s nice to hear how module one helped broaden your understanding of AT beyond just devices to include low, medium, and high-tech solutions. Understanding that tools like visual timetables and whiteboards are part of AT is a valuable takeaway, highlighting the vast potential AT has in supporting children with additional needs. Your method of integrating AT into the curriculum to enhance inclusion is superb, and it’s wonderful that this aligns with the Digital Learning Framework standards.
-
-
I am not very computer literate so signing up to this is a bit daunting to be honest. However I will try my best to take part as much as I can.
In recent years we have seen the referrals, need, the use and the reliance on assistive technology grow in our area of the country as I am sure is the case most places. I currently work in the SEN section. As a Special Ed. teacher we are expected to know about these things. It is important to learn as much as I can so I can feel confident helping the children in my care.
Regarding the school self- evaluation process Assistive technology and IT in general, is one of the area’s in our school that I know the least about. Moving forward as a school body its important for me and colleagues with similar technology limitations to try to upskill. The school self-evaluation highlighted to me my need to do this course. I am dedicated to helping the children in my care to achieve success whether they have additional needs or not. I am sure this course will help in many ways.
With regards to the Digital Learning Framework standards I could and will address lots in time but I think the first is the baseline entry point That being Pupils will enjoy their learning and be motivated to continue their learning journey through a sense of achievement along the way. When pupils are happy and feeling good they will be more open to learning new content.-
Choosing to focus on the baseline entry point in the Digital Learning Framework is a wise choice. Finding ways to ensure that pupils enjoy their learning and feel a sense of achievement is a must. when students are happy and motivated, they are more open to learning new content, which is a crucial step in their educational journey.
-
-
Assistive technology has progressed so much in recent years. Even the capabilities of technology has advanced, thus making it so useful for the children in school. I am a mainstream class teacher and last year was my first year as a special educational teacher. Although I used my own laptop, I would like to get the kids learning through ipads to help assist them when working on English. The children struggle to spell, write etc which I do work on, but I feel that they could make stories by recording themselves and using various software programs to help them progress with their storytelling skills.
Audio to text us another key area I think is greatly beneficial, as any child who is physically unable to write, it does not take away their independence of having to rely on someone to write what they want to say or type. They get the sense of independence showing how important assistive technology can be for them.When looking at the learning experience standard for the children, we can see that assistive technology has endless amounts of possibilities to help them create their own books, comics, stories. I really think this is so useful for children who cannot physically write. It helps with their self esteem and may motivate them to write a story as they know they can safely say they did all of the work by themselves. Before, they may not have felt that they did it on their own if you wrote it for them, so we can see the benefits of assistive technology on their own self worth.
-
-
In a time of increasing dependence on technology, the use of assistive technologies in education is becoming more and more important. Assistive technologies can have the potential to be of huge benefit to all students, but especially to the student with learning disabilities. With the right AT, learning can be made easier and more importantly, more enjoyable for them- this is the first standard as outlined in the Digital learning framework, that pupils enjoy their learning and are motivated to learn
Another standard from the digital learning experience is that pupils engage purposefully in meaningful learning activities. This is of particular interest to me as next school year I will be working with a small group of SEN students so I am interested in using AT as much as I can and in engage these children meaningful learning activities
We are also instructed in the digital framework to purposefully use, a range of digital technologies appropriate to the learning objectives and learning needs of their pupils. This is where the SETT Framework will be a most valuable and help us to choose the most appropriate AT resources. Used in conjunction with a student’s SSP, the SETT model becomes even more effective in guiding the AT selection and implementation process.
A very interesting point form the module was the three categories of AT Tech. I would only have regarded lap tops, iPads, audio books etc as AT but items we use daily such as whiteboards and pens or adaptive paper with larger grids/wider lines to increased access to audiobooks or basic communication devices, are also considered low tech . -
-
Assistive Technologies are an invaluable means of allowing children with Special Educational Needs greater opportunity to achieve success across the Curriculum. Their role in supporting children with SEN in accessing the various subject areas should not be underestimated.
The reliance on ICT when schools were closed during the Covid pandemic opened our eyes to the many and varied possibilities for incorporating technology in learning.The SETT Model offers practical guidance in assessing the appropriate Assistive Technology in any given situation. It states the need to firstly look at the student and to be aware of their strengths and weaknesses in all areas of the Curriculum, as well as being aware of any physical or communication needs the child may have. It highlights the need to assess the learning environment in terms of looking at the classroom, the teaching materials and also the structure of the lesson ie. whether the lesson requires the children to learn in a whole class setting or in small groups. It requires an awareness of what the task is and what you expect the child to achieve in order to succeed at their level. Finally, the SET teacher, in collaboration with the class teacher and the child’s parents, (ie. the IEP team) will consider what tools are necessary based on what level of support that is deemed necessary ie. low tech, mid-level or high tech support.
These guidelines will be an invaluable tool in school self- evaluation. As is the Digital Learning Framework for Primary Schools. This document provides helpful guidance on targets relating both to teaching and learning with Assistive Technology. It highlights the importance of collaboration with other teachers, sharing information on current practices with each other, in order to reflect upon and improve their performance in this area. The Framework also provides guidelines for those in a management role, relating to effective practice. This will undoubtedly help schools to reflect on their current practices and to identify areas that they can improve.As the ‘Digital Strategy for Schools’ highlights, “having an education which is fit for the digital age is essential”. It promotes inclusion for all, in particular, for those at risk of educational disadvantage and for those with Special Educational Needs. It identifies technology as a means of supporting the teaching, learning and assessment of the student. It provides support to schools in completing self-evaluation in this area. It is essential that we, as teachers are aware of the importance of AT so that we can ensure that these standards are upheld in our schools.
-
Assistive technologies absolutely have the potential to significantly enhance the learning experiences and outcomes for students, particularly those with special educational needs. These technologies provide various practical options that can address multiple learning standards and positively impact the school self-evaluation process.
I work in a special class and have found the use of assistive technologies to have been life changing. For two of our pre-verbal children in particular, it has been a game changer in breaking the barrier of communication. They are more engaged and motivated to learn throughout the day.
The Digital Learning Framework for Schools in Ireland outlines many standards that assistive technologies can help address. Examples of these include, schools integrating AT into their digital learning plans, ensuring all students have access to necessary tools. Incorporating AT into the curriculum to support differentiated learning and ensure that ICT resources are used to meet a vast range of learning needs. to provide ongoing training and support for teachers on the effective use of AT, ensuring they are equipped to support all students. Use AT to enhance teaching practices, facilitate inclusive learning environments, and support varied assessment methods that cater to different abilities.
The integration of assistive technologies within schools in Ireland can significantly enhance the inclusivity, personalisation, and effectiveness of education. By aligning with the Digital Learning Framework standards, schools can ensure that these technologies are effectively utilised to support all students.
-
The Digital Learning Framework for Schools in Ireland highlights the importance of making use of assistive technologies to support diverse learning needs. In my experience, combining these technologies has resulted in a more inclusive and adaptable learning environment, ensuring all students have the necessary tools to succeed.
-
-
-
Assistive technology has the potential to open up education to learners of all needs in a variety of new ways, fostering innovation, collaboration and inclusion and improving outcomes, by providing tools which enable learners to overcome many common barriers to learning. Assistive Technology is of particular benefit to learners with additional and diverse learning needs but is important for all learners.
I was interested to discover that Assistive Technology covers more than just ‘High Tech’ options and includes any devices, tools or equipment which enable learners to function better in the learning environment. I look forward to exploring more options in each category in the coming year.
The SETT model is an extremely useful aid for teachers and support staff to use in conjunction with the Student Support File in choosing the most suitable types of Assistive Technology for each learner/ learning context. It is hugely important to take an individual’s learning profile, strengths and needs into consideration prior to selecting and implementing Assistive Technology.
The Digital Learning Framework is an invaluable tool for supporting schools in ensuring they are providing sufficient access to appropriate AT and imbedding AT across the school and that learners facing additional challenges have access to the AT that best supports their specific needs.
Some of the Digital Learning Framework standards I am most interested in addressing in my own context (SET) include:
1.1Standard: Pupils enjoy their learning, are motivated to learn and expect to achieve as learners
2.1Standard: Pupils engage purposefully in meaningful learning activities
3.3The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs
4.1Standard: Teachers value and engage in professional development and professional collaboration-
Examining diverse AT options, applying the SETT model, and utilizing the Digital Learning Framework can help improve learning. On an ongoing basis updating support files and involving students in AT selection will create a more inclusive and engaging educational environment. Keep up the terrific work!
-
-
Assistive technology has a huge role to play in creating a level playing field for all learners going forward. We all learn in a very different manner and children with special educational needs or learning needs are no different from this. Many of the different tools used in classrooms break down the barriers that some students struggle to overcome. Even from the most basic level, children with access to a low-tech visual timetable can flourish when their day is laid out, and the extra stress of trying to comprehend the world around them is overcome.
Last year, I worked with a girl with Downs Syndrome and there was nothing more she loved than creating her writing on the Clicker 8 writing programme on the Chromebook, so she could share her ideas, thoughts and news with her peers. She really struggled with handwriting, despite using the handwriting programme Handwriting without Tears, but this gave her the competency and the confidence to engage properly, and it met her at the level she was at.
There are factors to consider when choosing the programmes and levels of Assistive Technology for individual children. Some children feel very self-conscious using technology and programmes that they deem to make them stand out or ‘different’. It’s important to pick AT that is best suited to the needs of children. It is also good to use AT and programmes that the children can work on independently , where possible, and that is easy to set up at their place of work. Teacher and SNA training is also essential to ensure the child or children can use the technology to get the most out of it and its potential as an assistive device.The SETT model is a great way to assess the individual student’s needs and meet them where they are at. It can easily be looked at when filling in the child’s school support file and what assistive technologies could be used or needs to be used to meet different needs of individual children.
-
-
Assistive technology is an area I am unfamiliar with. I feel there is huge potential to use technology as a tool to facilitate learning and inclusion in the classroom and school. I introduced Kahoot in my classroom this year as part of our Friday quiz and could not believe how it motivated the children and how engaged they were. Looking back now, I see this tied in with several standards in all four domains in the DLF relating to teaching and learning. Reflecting on my own practice over the past couple of years, I have also (like all teachers) included low and mid tech assistive technologies as well. Moving forwards, I would like to continue to develop the following standards:
– Pupils engage purposefully in meaningful learning activities.
– The teacher selects and uses planning, preparation and assessment practices that progress pupils’ learning.
I think it is important to focus on AT as a tool that helps a pupil achieve their full potential. In this respect, it is important that the tool selected is the most appropriate for the child. This is where the SETT framework is very helpful. I feel that the student support file, conversations with previous teacher(s) and the childs parents/guardians willl help build a picture of the child and their specific need. When taken in tandem with the learning environment and the tasks that need to be competed, the teacher can use the most appropriate AT. I found the table used in the case study was a good way to analyse exactly what is needed and I think I will use it in my own practice.
-
Hi Brendan and welcome to the course.
Just picking up on one point from your post. The impact you’ve noticed on motivation and interest after introducing Kahoot to your class and I would suggest this effect can be universal when using digital technologies in the classroom once we have carefully planned for their integration. Key to this is starting with the teaching, learning and assessment strategies and then integrate the technology, not the other way round. Far too often digital technologies are seen as the panacea for all and this notion becomes particularly nuanced when it comes to assistive technologies. Technology should only be part of a bespoke student support programme when the technology is matched with the needs of the student.
-
-
-
The area of assisted technology is very underdeveloped in my school. We have a lot of access to no/low tech resources, but overall it is definitely something that needs more attention for our SEN children. If I’m completely honest, the UDL framework and DLF are never mentioned in my school. This is my third course to do this summer with a focus on IT, and obviously the these are mentioned over and over. I feel that ICT and IT are still something of an option for people in their teaching and for schools in their planning, as opposed to something that’s actually supposed to be done as part of the curriculum. It’s such a huge part of what we should be focusing on going forward.
There are many children I’ve worked with over the last year with Dyslexia and other learning difficulties. I know laptop support would have benefited these children hugely as taking work down from the board or even writing by hand can be very challenging for them. In our DEIS plan, which is essentially our SSE plan, it is important that we have this as a goal for all our SEN children. It is a huge part of our commitment to provide an inclusive environment for all.
In relation to the DLF standards, I chose two from each domain to focus on as part of a two year plan in my own school setting. They are:
• Pupils enjoy their learning, are motivated to learn and expect to achieve as learners
• Pupils have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
• Pupils engage purposefully in meaningful learning activities
• Pupils grow as learners through respectful interactions and experiences that are challenging and supportive
• The teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills
• The teacher selects and uses planning, preparation and assessment practices that progress pupils’ learning
• Teachers value and engage in professional development and professional collaboration
• Teachers work together to devise learning opportunities for pupils across and beyond the curriculum-
Hi Karen,
Welcome to the course and thank you for your post. You have raised some excellent points within it. From my own school and other work I have done, I can attest that this is a common thread across many schools. Frameworks like UDL, and national policy publications like the DLF, Digital Strategy and Guidance on Preparation for Teaching and Learning are being missed. There are so much going on at the moment in schools, and it would appear that a rethink is needed on how key messages are being sent to teachers, and the ways in which we can be supported to adopt what is being proposed within these.
-
-
Using the SETT model is definitely something I want to use in my planning for SEN children in September. It forces you to think about every aspect of a child’s needs and support them on so many levels. It encourages you to be very specific, particularly with things like the environment, which I think is often overlooked. Using the SETT model, my plan is to sit down with the team involved in the child’s learning plan for the year (SSP/SSPP) and evaluate what the child’s strengths are, where the learning is taking place, what the tasks involved are and what tools will be needed.
-
Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process.
Most schools are adapting to promote digital literacy in their school In this technological environment it is essential to prepare and educate students to use all modern facilities available on laptops and Ipads. One of the most important steps in the schools’ self –evaluation process is ‘The planning tool’ Steps to progressing with a plan are clearly outlined on The PDST site and their webinars are very informative.
With the use of The Department of Educations’ grant, this can contribute towards assistive technology the cost of computers and specialist equipment for educational purposes, children with more complex disabilities who need essential specialist equipment are now facilitated for. The use of laptops, Ipads with modified and enhanced software create a positive and inclusive environment that enhance learning outcomes and experiences of students with and without special educational needs. Assistive Technology can facilitate collaboration and inclusion among teachers, parents and pupils and can
1. Support learners to improve their literacy and numeracy skills
2. Help to differentiate instruction
3. Help with assessment to meet various learning needs
4. Provide opportunity to further develop critical thinking skillsThe SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs. Since Covid here has been a huge focus on technology in schools, communication between home and school is necessary to scaffold each student with their learning. The use of QR Codes , Zoom for children who can be still at high risk of attending school every day and the use of interactive whiteboards has been so beneficial in presenting work, teaching and keeping children engaged with all its fantastic tools.
-
Hi Betty,
Thank you for your post and welcome to this course. I like how you have referred to the old PDST site ‘dlplanning.ie’ – this is a wonderful resource for teachers and school leaders when creating their schools digital learning plans, or when looking at how digital technologies and assistive technologies can be interwoven into the culture of the school. The SETT model is a great tools to help us plan for tailoring the use of assistive technologies to best meet the needs of pupils, and will be explored further alter in the course.
-
-
I am planning to integrate digital communication devices into my classroom to support pre-verbal autistic pupils in our special school and help them engage purposefully in meaningful learning activities. These devices will provide students with a personalised and adaptive means of communication, allowing them to participate in the educational experience.
Enhancing Communication
The primary goal of using digital communication devices will be to give pre-verbal autistic pupils a voice. By implementing apps like Proloquo2Go and LAMP Words for Life, I aim to facilitate effective communication through symbols and text-to-speech technology. These apps will enable students to express their needs, thoughts, and, in time, emotions, allowing them to engage in classroom discussions and interact with peers and teachers. This will also enable their sensory needs to be met more effectively.Personalising Learning
I plan to customise the digital devices to meet the individual needs of each student. By adjusting the interfaces and vocabulary sets based on students’ cognitive levels and interests, I hope to enhance engagement and motivation. For example, one student is interested in farm animals, and I will customise his vocabulary to include animal-related words. This personalisation should make learning activities more meaningful and relevant for each student.Developing Social Skills
Incorporating digital devices will also support the development of social skills. I intend to use guided activities and interactive apps to teach students how to initiate conversations, respond to questions, and collaborate with peers. This will augment low tech approaches currently in use such as PECS and colourful semantics. In time, features like social scenario pictures and video modelling will help students understand social cues and appropriate behavior in various settings. This approach will not only improve their ability to participate in community activities but also boost their confidence and self-esteem.Providing Individualised Learning Opportunities
The use of digital communication devices will allow access to a wide range of educational resources that cater to diverse learning styles. Interactive apps and multimedia content will enable students to explore subjects at their own pace, empowering them to take control of their learning. By doing so, we can ensure that pre-verbal autistic pupils have the opportunity to engage in meaningful and purposeful learning activities.In summary, by integrating digital communication devices into the classroom, I plan to enhance the educational experiences of pre-verbal autistic pupils. These devices will support effective communication, personalised learning, social skill development, and individualised learning opportunities, helping students participate meaningfully and achieve their full potential as members of the school and local community.
-
This was a very thorough overview of what is available for teachers to use in relation to ICT and Assistive Technologies. Schools have made remarkable adjustments over the past 20 years with most rooms now using a variety of digital learning options on a daily basis. This not only makes learning more fun and engaging for the children but also has a host of other benefits such a logging and tracking progress, assessing appropriate level of ability but most importantly, enabling all children to access the curriculum meaningfully.
Using the SETT model and the child’s Student Support File is an excellent starting point when deciding what needs to be put in place for a child. While lots of AT options may be enjoyed by the child, unless they are serving the purpose they were put in place for, then they are not the right item for the child. For example if children are playing games on an ipad but not using it as a communication device as intended, then the professionals may need to look at other options for that child.
The Digital Learning Framework Standards are an excellent guide to bear in mind before settling on AT equipment. It is vital that these standards are considered otherwise we may end up in situations like the above where the student’s needs are not being met.
One of the standards I will endeavour to develop in my own practice this year and going forward is that ‘Pupils engage purposefully in meaningful learning activities.’ While it can be easy to find digital learning activities on chosen topics, it is important to ensure that these activities are pitched at the correct level and that they are a meaningful learning activity on the topic.
-
The Digital Learning Framework closely resembles the domains and standards found in Looking at Our Schools, guiding the teaching and learning methods used in delivering content in schools.
AI is being more integrated into our classes’ daily learning experiences. We must ensure that these learning experiences are meaningful and serve a specific purpose to help the child improve skills and learning results.
Teachers need to remain knowledgeable and self-assured in the techniques and resources being utilized. The tools must have a function that helps the child benefit from using them and ensures that they help the child achieve their set goals.
Teachers need to equip the child with the essential abilities to seek information. The approach needs to be structured with a scaffold. Teachers have the ability to lead and instruct students at the beginning to ensure proper referencing and precise findings. Children must be provided with clear guidance and comprehension of the necessary content.
-
With useful alternatives that can greatly improve the educational experience for students with a variety of requirements, assistive technologies have the potential to transform the field of education. These tools, which range from interactive learning tools to speech-to-text software, offer students individualised support to help them overcome learning obstacles and promote diversity and fairness in the classroom. The incorporation of assistive technologies can provide important insights regarding student engagement and instructional effectiveness within the framework of school self-evaluation. Schools can more accurately assess how effectively they are addressing the needs of all students, including those with disabilities or learning issues, by implementing these techniques. This makes it possible to conduct a more thorough evaluation procedure that takes the inclusivity and accessibility of the learning environment into account. By using data from these tools to improve student outcomes and instructional tactics, schools can further cultivate a culture of continuous improvement through the practical application of assistive technologies. Assistive technologies offer teachers a critical sight through which to assess and improve their methods of instruction, in addition to motivating individual learners.
-
- You must be logged in to reply to this topic.