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ASSIGNMENT
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.UPDATE JULY 25: Since July 1st our facilitators have occasionally observed that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own. -
This module really showed me the range of assistive technology (AT) tools out there and how they can support pupils in a very real and practical way. Working in a DEIS school, we often face a variety of challenges, ranging from literacy and language needs to emotional and behavioural difficulties so it was refreshing to see how AT can be used as part of everyday teaching to support inclusion and engagement.
One thing I had never come across before was the SETT framework. I found it really useful as a starting point for thinking about how and why we use assistive technology. I used to think of AT as mainly devices or apps, but the SETT model made me realise that we need to consider the student first, their strengths, needs, and environment before choosing the right tool. That way we’re not just throwing a tablet at a problem but making informed decisions based on real needs.
In terms of the School Self-Evaluation process, this learning really got me thinking. We already have a strong focus on improving literacy and engagement in our DEIS plan, and AT tools and visual supports could be really helpful in meeting those targets especially for pupils who struggle with reading or writing.
This also links well with the Digital Learning Framework, particularly Standard 1.3 (teachers using digital tools to support learning) and 2.1 (pupils actively engaging with digital technologies). Even something as simple as using immersive reader during reading tasks could help level the playing field for many of our pupils.
Overall, this module has given new ideas and a starting point for thinking of how I could use AT in my role as SET next year.
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The objective of the Digital Learning Framework is to enable teachers to embed digital technology in the teaching, learning and assessment process. The use of digital tools supports students with various types of special educational needs to access the curriculum despite the challenges they face. These could be reading, writing, mathematical or communicative difficulties etc. I have focused on the following domains and standards to address in my own practice: Domain 1: Learner Outcomes, standard: Pupils enjoy their learning, are motivated to learn and expect to achieve as learners. Domain 3: Teachers’ individual practice, standard: The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs. Many of the interactive games provided on the scoil.net website would be invaluable in motivating students to engage with the learning process, for example, when teaching place value in numeracy. When learning is fun, students are more engaged in the learning process and teachers can have greater success in achieving learning objectives than when using traditional teaching methods e.g. blackboard and chalk. This meets the standard in Domain 1: Learner Outcomes (see above). It also meets the standard of the teacher selecting the appropriate pedagogical tools (in this instance digital tools) to help children meet learning goals. Furthermore, webwise is an invaluable tool for teachers to educate children about safe online behaviour. It uses visually appealing videos for children which are both engaging and relative. This digital tool is more effective at motivating children to assimilate the information due to its highly engaging and appealing format.
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I agree with you Aimee, Webwise is a super tool to educate pupils and teachers on internet safety and online behaviour. In previous years we would have focused on internet safety for one week in the year but I find that it is best to dip in and out of Webwise throughout the year so that pupils are constantly reminded and made aware of internet safety.
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I appreciate your reference to Webwise, a resource which I had used in the past but will definetly be reimplementing in light of your reflection. You indicated that this example of technology in practice really enhances engagement and that is the aim of the implementation of Digital Technology, to enhance teaching-learning process.
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Hi Rebecca, I also teach in a deis primary school, and as a learning support teacher I, too, thought that the SETT framework provides an invaluable child centred approach for teachers to support students to learn, communicate or function better in the school setting. I believe it will allow me to really focus on the specific educational needs of a student with special educational needs, and to identify the appropriate digital tools to suit both their learning environment and the task in hand.
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Hi
firstly I wanted to point out that I am really enjoying the course and this is my first course with Teachnet.
When reflecting on the potential of AT and the options outlined in this module and inparticular how they can potentially impact on the school SSE process, the standards and domains that most obviously come to mind from within the DLF are Domain 3 in the teaching and learning dimension. Within the teaching and learning dimension the third domain: Teachers individual Practice has the following standard: The teacher responds to individual learning needs and differentiates teaching and learning activities as necessary.
I believe that these fit perfectly with the effort to ensure that ICT and AT are best utilised for all students including those with SEN
The SSE process is very focussed upon improving literacy and engagement in our plans, and AT tools and visual supports should be integral to this. As a teacher in a special school where AT are widely used it is still see as a separate policy – The AT Policy, and not an integral part of the schools whle school approach to inclusivity and addressing teaching and learning within the literacy and numeracy focus.
The statements of effective practice: Teachers facilitate pupils’ active use of a range of digital technologies to address individual learning needs and the statement of highly effective practice: Teachers reflect on and enhance pupils’ active use of a range of digital technologies based on their individual learning needs must be read with the levels of AT in mind. Not everything is hi-tech! Low tech solutions and approaches are something are used so widely but perhaps do not get recognition deserved. -
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I completely agree with your point about the SETT framework—it’s such a valuable shift in thinking. I also found it really helpful for making more intentional choices around assistive technology. It’s encouraging to hear how you’re linking this learning to your DEIS goals and the Digital Learning Framework. I think using AT to support literacy and engagement will definitely have a big impact, especially for students who need that extra layer of support.
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I agree with the point about using the SETT framework and how it builds a comprehensive picture if the child educationally and emotionally. We all have a habit of jumping into something that looks good, but does it really meet the needs of the child as a whole. Taking the time to plan using thia framework is imperative and will definitely be something I will be using going forward this year.
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Totally agree Rebecca. Had heard of the SETT framework but didn’t fully understand it. I definitely see its potential now after going through module 1.
I will definitely compare the needs of the child in the special setting to others in the same setting in terms of what AT they are able to use. Also need to receive more training myself on certain AT tools to better equip myself with the necessary resources to make a meaningful impact using the digital learning framework in the coming year.
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Module 1 was incredibly insightful. One of the standout aspects was the way it acknowledged and broke down the different levels of technology integration – low,medium and high tech. This categorisation made it much easier to understand how technology and be gradually introduced and adapted, depending on the context, resources and needs of students and teachers. It also reminded me that the effective use of technology doesn’t always mean having the most advanced tools, but instead the most appropriate tools.
Another key takeaway was the SETT framework; student, environment, tasks,tools. This is great for analysing how effective AT can be matched to individual needs. This provides a structured and student-centred approach, which is essential in both mainstream and special education settings.
There are so many online tools available to support teaching and learning. The digital learning planning guidelines will offer a helpful framework to ensure these tools are implemented effectively and sustainably within my class and school. As a mainstream teacher I already see how this module will influence my planning and classroom strategies going forward. School self evaluation will be made easier to identify the focus of AT and lead to real improvments.
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I agree that the categories low, medium and high tech were very useful in helping us to realise that some strategies we are already using in the classroom (low) and it also breaks down the next levels of AT that we can look at implementing. It is simplified in a way that we can also share this with our teaching peers which will be so useful for the year ahead.
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I agree too. The SETT tool is fantastic. I had a student with cerebral palsy a few years ago who arrived in my class with the same tech he had been using the previous year. His speech was affected by his condition . The speech to text tool he used could not understand him so was not of any benefit . SETT tool clearly wasn’t used in this case.
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I agree with your point Emily on the SETT framework providing a structured and student centered approach. I also agree that this is essential for mainstream as well as SET settings. As a mainstream class teacher, I now have a better understanding of how this SETT framework can determine how AT can be effectively matched to individual students.
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After going through this module, I’ve been thinking a lot about how assistive technology (AT) can really make a difference—not just for the pupils who need it, but for the whole school. One standard from the Digital Learning Framework that I think we could focus on is “Fostering teacher professional development that enriches teachers’ and pupils’ learning.”
We’re a large school spread across several buildings, and while there’s definitely a lot of expertise among staff when it comes to AT, I think we could do more to share and build on that knowledge. It’s important that both teachers and pupils feel confident using these tools, and that we create opportunities for collaboration and continuous learning around effective AT practices.
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Hi Fionnuala. Welcome to the course, and thanks for your post. You make a great point in relation to teacher professional development. In a large school like your own, it’s easy for pockets of expertise to develop without a forum to share them. If the aim is to ensure every teacher and child benefits from assistive technology, then building that culture of shared expertise and shared learning is essential. One idea that’s worked in other settings is setting up informal or short after‑school drop‑ins where a colleague demonstrates a tool they’ve been using, and others can see it and ask questions. You could also buddy up teachers from different buildings so they can visit each other’s classrooms and see AT in action. Not only does this spread knowledge, but it also promotes collaboration around inclusion and technology.
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After going through this module, I’ve been thinking a lot about how assistive technology (AT) can really make a difference—not just for the pupils who need it, but for the whole school. One standard from the Digital Learning Framework that I think we could focus on is “Fostering teacher professional development that enriches teachers’ and pupils’ learning.” We’re a large school spread across several buildings, and while there’s definitely a lot of expertise among staff when it comes to AT, I think we could do more to share and build on that knowledge. It’s important that both teachers and pupils feel confident using these tools.
I found the case study using the SETT framework really helpful. Looking at a pupil’s strengths and needs first, then thinking about their environment and what tools might help, just makes sense. Even something as simple as where plug sockets are located can become a barrier especially in an old building like ours if a pupil needs to use a laptop throughout the day.
I also liked how AT was broken down into no/low, mid, and high-tech options. It made me realise that we’re already using a lot of low-tech tools in our classrooms without even thinking of them as AT. Things like visual schedules or sloped writing boards are small changes that can make a big difference. I want to look more into the HWT adaptive paper that was mentioned, as it could be another simple but effective support for some of our pupils.-
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I agree Deirdre. We often think of the higher end of the technology devices when we think of AT but often forget that much of the low to medium tech options such as visual schedules etc can also be so essential in helping our students navigate their day and engage to the best of their abilities with the curriculum content.
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I agree with Deirdre that both teachers and pupils need to feel confident. In my last intervention we had a 5th class pupil who was reluctant to use a chromebook in class to support his learning. We did an in class station teaching intervention where one station involved everyone used chromebooks to complete literacy tasks to help that pupil feel more confident in using AT.
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I really agree with this point and wish this standard received greater focus. There is an abundance of assistive technology now available which can be of tremendous benefit to students but I do feel that more time should be made for CPD in this area, possibly through the provision of Croke Park Hours.
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From my experience teaching in an ASD class, I have seen how assistive technology, especially low and medium-tech options, can significantly impact a child’s ability to access learning. Tools such as visual timetables, First and Next boards, adaptive pencil grips, and communication books were part of our everyday routine. These were not just helpful add-ons, they were essential in helping students regulate, transition smoothly, and engage meaningfully with lessons.
This module reminded me that assistive technology does not have to be high-tech or overly complicated to make a difference. For example, one student in my class who struggled with fine motor skills made much more progress when we switched from worksheets to using magnetic letters and a whiteboard. Another child who had difficulty understanding instructions became much more independent when we introduced visual schedules on a tablet.
When reflecting on this through the lens of the Digital Learning Framework, I would focus on Standard 1.2 which encourages the use of digital technologies to support learning. This is an area where I believe small, thoughtful changes in how we use AT can lead to noticeable improvements in student engagement and achievement.
Overall, assistive technology allows us to meet students where they are. It helps us remove barriers, not lower expectations. The right tool, matched to the right student, makes all the difference in supporting confidence, independence, and a sense of belonging in the classroom.
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I completely agree with your point that assistive technology doesn’t need to be high-tech to make a real difference. Your example of using magnetic letters and visual schedules really resonates with me. As teachers, when confronted with a student who struggles with time management and staying on task during lessons, we introduce simple visual timers to help them see how much time is left for each activity. It’s not complicated, but it gives them a clear structure and helps reduce their anxiety. Over time, the student becomes more focused and begins completing tasks more independently. Acknowledging that effective support often comes from small, practical tools that meet the child’s needs in a meaningful way.
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I agree, too, with the view that AT, prior to what I had previously thought, can ‘no or low tech’ and still be effective at addressing the challenges a student faces in trying to access the curriculum e.g. magnetic letters may enable a child to achieve their learning outcomes in phonics, a graphic organiser may help a student structure their ideas for success in producing a piece of writing.
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- After years teaching in Autism Classes I have similar experiences of AT and totally agree that it doesn’t have to be High Tech to make a difference. Sometimes a combination of low/medium and high can have a great umpact. Using assestive technology to remove the barriers and create independence makes such a difference for these pupils.
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Part 2: Using the SETT Framework with a School Support File
Before this module, I had not come across the SETT framework, but I can see now how useful it is in helping to choose assistive technology based on a student’s actual needs. In the past, I often relied on trial and error or informal conversations with colleagues when trying to decide what supports might work best for a child. The SETT framework gives a clear structure and reminds us to think about the full picture, not just the tool.
Looking back, I can think of one student in my ASD class who would have really benefited from a more structured approach like SETT. He had very limited verbal communication and often became upset when he couldn’t express himself or follow classroom routines. At the time, we introduced a visual schedule, a simple communication book, and used a Now and Next board to help with transitions. These helped a lot, but using SETT might have made our planning more focused from the beginning.
If I were using SETT in conjunction with his School Support File, I would start by noting his strengths and needs under the Student section, followed by the Environment details like classroom setup and noise levels. The Task part would focus on daily routines and communication needs. Then the Tools section would include visuals, communication boards or apps, and sensory supports.
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Hi Megan,
Welcome to the course. I agree that the SETT framework offers a valuable structure for selecting assistive technology based on a student’s individual needs. and as you’ve explained regarding your student in you ASD class this year it can strengthen the interventions already in place by providing a structure and wholistic approach. Using the SETT framework alongside the pupil’s School Support File provides an improved and more structuredto planning, ensuring that all aspects of the learner’s needs and environment are fully considered.
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I found this module really beneficial and it highlighted to me the great potential AT has. It was fantastic how it was broken down into low, medium and high tech tools. This was reassuring for me as there were examples of low tech tools that I was using already like magnetic letters. I previously would have thought of AT to be specifcally related to actual devices like an ipad or tablet but it is so much broader than that. I was also introduced to the SETT model too in this module which I found really interesting.
The standard that struck me the most from the Digitial Learning Framework was ‘Student engagement and motivation.’ It is essential that students actively engage with digital technology to enhance their learning but equally important is that the students are motivated to learn. Without these two components, learning will not take place.
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Part 2: Using the SETT Framework with a School Support File
I think the SETT framework could be easily used in conjunction with a student support file. As the SETT framework focuses initially on the students strengths, this could be in the area of reading or maths before focusing on the learning environment. When working on a student support file, it is important to look at the Tasks that the class are expected to do as highlighted in the first T in the SETT model before examining the tools that can be used to help the child. The SETT framework is an excellent framework for schools to employ and use and one that I look forward to using in the future.
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Part 1: I appreciated the breakdown of the AT into low, medium and high as it made me reflect on what we already use in our school and what we could also potentially use in order to enhance the teaching and learning of the school. Many of the Low and Medium tools are already available to us, but it is important that all Teachers are made aware of these.
At a most basic level, all students should be able to access subject curriculum fully, regardless of their needs, and all Teachers should have knowledge of the tools available to them to assist students accessing the curriculum and achieving their full potential. It should be an item for inclusion in the school SE process, and there should be a Digital & SEN Champion from the school community present at review meetings.
I think all of the Standards in the Digital Learning Framework have their value, but in particular: Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum at a most basic level and also: Pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning.
In relation to Teachers the following Standards are of value: Teachers work
together to devise learning opportunities for pupils across and beyond the curriculum and Teachers contribute to building whole- staff capacity by sharing
their expertise.Part 2: The SETT model of Student, Education, Task, Tool would work very well in supporting the Student Support File. In assessing your student through this framework, it is working towards building the appropriate support network for them. It would also provide a uniform model of support and assessment in the school.
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Oonagh I also really liked the way AT is broken down into low, medium and high in this module. It made me think a bit more about the digital tools I already use in the classroom and how accessible they are to us as teachers, especially the low such as whiteboards, book stands and visual time tables and medium ones such as audio books.
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AT has been an invaluable addition to make learning more accessible for all students. However, I have often found it disheartening to see Educational Psychologists repeatedly recommend the same AT for students with wildly different learning needs. 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.
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This is a really clear and well-made point. It can definitely be frustrating when the same assistive technology is recommended for students with very different needs. I like how you linked the SETT model to the SSP process—it makes a lot of sense to use a structured approach when choosing the right tools for each child.
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Hi Claire,
Some great points here in terms of all of the things that need to be considered in terms of a student’s strengths and challenges and also issues that might arise concerning the child’s environmnet.
I totally agree that the same things keep popping up regarding AT. And when we are exposed to the vast amount of resources and tools that area available, it beggars belief that the same three or four recommendations keep popping up again and again. It’s been so useful to have learned about so many useful programs and apps that we can put to work in our classrooms.
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I found this module very useful in highlighting the range of AT options available for children with a range of special needs. I had not before used the SETT model when considering appropriate AT to use with specific children with Special Educational Needs and will definitely use this next year in finding the right tools to help children to complete tasks to the best of their ability.
I am eager to explore other resources that have been mentions, such as Dreamspace.ie in order to deliver the curriculum more through technology and in ways that will be more tailored to childrens’ learning style.-
Hi Mary,
Welcome to the course and thanks for sharing your thoughts and insights here. The SETT model is excellent for prompting us to consider the tools that may best meet the needs of the children in our class – when linked with knowledge of the children and pedagogical knowledge, it can be an especially powerful tool. There really are a myriad of resources when it comes to assistive technology, and it is for us to consider the individual needs of the children we teach to choose what would be most effective. The subsequent modules in this course may help with identifying key metrics for these choices.
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This module has really deepened my understanding of Assistive Technologies (AT) and their potential to support inclusion in a meaningful, practical way. I had previously associated AT mainly with high-tech devices, but I’ve come to realise that many low-tech tools—like visual timetables, pencil grips, or adaptive paper—are already part of my practice, even if I hadn’t labelled them as such.Reflecting on this through the lens of the School Self-Evaluation (SSE) process, I can now see how important it is to make these supports more visible and intentional. This aligns closely with Standard 1.1 and 2.3 of the Digital Learning Framework, which emphasise using technology to support differentiation and embedding it across school practice.I’ve also gained a clearer sense of how AT can be used to promote not just access, but also independence and confidence in learners with SEN. This reflection has made me more mindful of how I plan, assess, and even observe student engagement. It’s encouraged me to think about how my school could better integrate AT in a way that supports all learners, not just those with identified needs.Overall, the module has shifted my mindset: AT is not just about devices—it’s about giving students the tools they need to thrive, and supporting teachers to confidently implement them. This learning will definitely inform how I approach planning and collaboration going forward.
Part 2: This was my first time using the SETT model, and I found it incredibly useful for taking a more holistic view of student support. I thought about a pupil I previously worked with—a 10-year-old with dysgraphia who had brilliant verbal skills but really struggled with written output.Through the SETT lens, I reflected on their Student profile, the Environment (a busy mainstream class with occasional SNA access), and the Tasks that caused most frustration—like extended writing. I realised that even simple tools like speech-to-text software or predictive text apps could have made a real difference in how they engaged with learning.I would document these insights in their School Support File, noting appropriate assessment tools like teacher observation and digital work samples. This framework has helped me consider not just what supports are needed, but why, and how they link to the student’s environment and learning tasks.
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Hi Aisling,
Thank you for your post. You are very welcome to this course. It’s great that you can see much of your practice reflected in the ‘formality’ of the SSE Process and Digital Learning Framework. Seeing these as an affirmation of the great practice going on in our classrooms is so important for furthering our engagement with digital technologies, and AT in particular. The SETT model is an excellent framework for allowing us to think about the tool in question and consider how it meets the needs of the specific learners we are targeting in our class. Using this, through both formal recording and informal prompt questions, can enhance our use of AT.
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Part 2:
I had never used the SETT model when considering appropriate supports for children with SEN before but will definitely use it in the future. I think it really helps in making sure that all aspects are considered when coming up with a suitable plan for the child.
I applied the SETT model to a child who I worked with last year who had a dyslexia diagnosis but a good vocabulary and great discussion skills and a good capacity for engaging and working well within a group setting.
The SETT model helped me to consider lots of possible approaches for supporting this child in the classroom and made me more confident that I had considered all elements of their particular needs. I realised that while the child really did struggle to keep up with the level of reading in the classroom, he is however really capable of understanding the material and enjoying the book otherwise. A tool such as Microsoft lens should really help him to keep up with the reading, getting assistance where needed but progressing also. It will also allow him to be included in the class discussion as he won’t be at risk of falling behind.
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Hi Mary,
Thank you for your contribution here. It’s great to see that you have found the SETT model useful, and thinking of a specific child to which it can apply is a great of simulating its potential use in a classroom scenario. Like you have alluded to, it allows us to consider a plethora of resources to support an individual child. What’s great is that it removes much of the ‘outside noise’ that we might be thinking and allow us to think solely about one child’s individual needs and the tools that may be best suited in meeting this need.
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Reflecting on the potential of assistive technologies and the practical options explored in this module, I was particularly interested in how low-tech AT, such as visual timetables, magnetic letters, and First-Then boards, can have such a strong impact—especially in an autism class setting. These are tools I already use regularly in my classroom, and this module has helped me to recognise their value more clearly, not just as supports but as essential elements in promoting access, engagement, and independence for my pupils.
It also reminded me that assistive technology doesn’t have to be expensive or digital to be effective. For example, I’ve seen how using magnetic letters instead of writing tasks can reduce frustration for children with fine motor difficulties and increase their confidence when working on literacy skills. Similarly, visual timetables help reduce anxiety around transitions, allowing pupils to better anticipate and prepare for changes in their routine.
In the school self-evaluation (SSE) process, assistive technology is an important area to reflect on, especially when thinking about how inclusive our teaching methods are. One useful standard from the Digital Learning Framework is Standard 1.2: “Pupils use digital technologies to support their learning.”
In an autism class, this could include using tools like visual schedule apps, communication apps, or interactive whiteboards to help pupils understand tasks and take part more fully in lessons.
Looking at this standard through the lens of assistive technology helps schools think about whether they are using digital tools in a way that supports all learners, especially those with additional needs. Including AT in the SSE process can help schools build more inclusive, accessible, and supportive classrooms for every child.
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This module really opened my eyes to just how broad and impactful Assistive Technology can be in supporting all learners, especially those with additional needs. What stood out to me most was the reminder that AT doesn’t have to be high-tech or expensive to make a real difference – sometimes it’s the simple, practical tools that can be the most effective.
Low-tech options like visual timetables, adaptive paper (such as those from Handwriting Without Tears), book stands, and magnetic letters are things I already use with some students, but I now see them through a new lens – as valuable assistive supports, not just classroom tools. These strategies can be vital for children with dyslexia, ADHD, dyspraxia, or those who need clearer structure and routines.
The medium-tech tools discussed were also really interesting – things like audio books, adapted keyboards or basic communication devices. I hadn’t realised how accessible some of these are now, especially through resources highlighted on the NCSE website.
I really liked the reference to the SETT Framework (Student, Environment, Tasks, Tools) – a very practical way of thinking about AT, starting with the child and building supports around their specific needs rather than the other way around.
From a School Self-Evaluation point of view, AT links really well with the Digital Learning Framework, As we work towards a more inclusive classroom, AT gives us practical ways to support engagement, access and independence for all pupils.
AT isn’t just a SET tool – it’s something we should be thinking about as part of good universal design. This module gave me loads to think about and explore further, especially with the growing bank of tools available through Google, NCSE and Dream Space.-
Hi Melissa,
Welcome to the course. From experience, and having facilitated this course for a few years now, many of us don’t initially see simple tools like pencil grips, visual timetables, or magnetic letters as assistive technologies. But as you’ve noted, these are highly effective supports already present in our classrooms.
I agree, the SETT Framework is a great way to tailor AT to individual needs, and linking it to the Digital Learning Framework helps connect AT with SEN planning. A good next step might be sharing your low- and medium-tech strategies with colleagues as part of a broader discussion around UDL. This can help build awareness and confidence across the school.
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Part 2: The SETT framework is a practical and helpful way to plan meaningful supports for students with additional needs. I see it working really well alongside the School Support File, especially when creating and reviewing support plans. Starting with the Student, we gather as much information as possible – their strengths, needs, learning style, and how they currently engage with the curriculum. This can come from classroom observations, teacher input, parent feedback, and any relevant assessments (e.g. literacy, OT, SLT reports). Looking at the Environment, we’d consider the classroom layout, access to resources, teaching style, peer relationships, and any sensory factors. The Task section gets us thinking about what the student is being asked to do – is it reading, writing, communicating, managing routines – and where the barriers lie. Only then do we look at Tools – what supports (low-tech or digital) could remove or reduce those barriers? This could be anything from a sloped writing board to audio books or a Chromebook with voice typing. Assessment-wise, we’d use teacher checklists, informal observations, standardised tests where relevant, and student self-reflection. These all help build a fuller picture in the School Support File and guide our next steps.
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I feel that having completed this module the potential of AT in the SET classroom is huge. Many very practical options have been outlined in a very comprehensible way. I had never heard of the SETT model before and I think that it will be a very handy tool to use going forward. We must always consider the Students in front of us , their learning Environment, their Tasks for learning and the Tools available to us and our students being used to help them learn in the most effective way. I really like the way low/no tech, mid level tech and high tech were outlined clearly. We are all using some of these already such as book stands and audio books. Before when I would think about AT, devices such as computers, laptops and ipads came to mind but it is reassuring to know that we don’t always need expensive devices in order for our students to do their best learning. We must consider the individual needs and learning styles of our pupils in order to make informed decisions about what is the best AT to use in the classroom.
I am looking forward to using some of the resources mentioned throughout this module which I have never come across before such as the therapy resources on the ncse website, Dream Space and the Writing Without Tears Adaptive paper from easyteachingtools.com.
All of what I have learned so far will assist me in my planning in the years ahead which will help my school develop a more inclusive environment by using AT in the SSE process. -
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After completing this module on ICT and assistive technology, I have gained a deeper understanding of how these tools can support inclusive education. Assistive technologies (AT) are designed to help students with different needs—such as learning difficulties, physical disabilities, or sensory challenges—take part in learning more effectively. Tools like screen readers, voice-to-text software, and visual aids can make a big difference in how students access and understand the curriculum. One important aspect covered in the module is the SETT model (Student, Environment, Tasks, Tools), which provides a clear framework for schools to plan and make best use of the resources they already have. By focusing on the specific needs of the student, the learning environment, the tasks they are expected to complete, and the tools available, schools can develop more targeted and practical solutions.
This approach ensures that assistive technology is not chosen randomly, but rather is thoughtfully matched to the unique needs of each child who requires additional support.In terms of the school self-evaluation (SSE) process, assistive technology can play a key role. When schools look at how well they are supporting all students, it’s important to include how technology is being used to help those with additional needs. For example, schools can reflect on whether staff are trained to use AT, whether students are benefitting from it, and how it is being used to improve learning outcomes. This can help schools set goals to become more inclusive and supportive for all learners.
Looking at the Digital Learning Framework (DLF), there are a few standards that relate directly to this. One is Standard 1.3 “Teachers use digital technologies to support differentiated learning and assessment.” Using AT is a clear way to meet this standard, as it helps tailor teaching to suit different learning styles and needs. Another relevant one is Standard 2.2 “The school promotes a culture of collaboration and sharing of good digital learning practice.” Staff sharing ideas and experiences with AT can help improve practice across the school.
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Hi Lucy, I really liked how you highlighted the importance of staff training and collaboration in AT implementation—it’s something that could be very useful to address in beginning of year staff meetings and incorporated into croke park hours throughout the year to allow teachers to share knowledge or invite external facilitators in to upskill all staff.
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Lucy, I agree with you with regards to the importance of Standard 2.2. Fostering a culture of collaboration is so important. The idea that we can learn from each other and are open to peer observation is an important way to build on individual teachers skills while enhancing the overall educational experience for the children.
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I really enjoyed this module, as it showed me the main benefits and potential of Assistive Technology. One of the most helpful aspects was how the tools were categorised into low, medium, and high-tech options. I found this particularly beneficial, as I realised I was already incorporating low-tech tools like magnetic letters into my practice, which is something I hadn’t previously recognised as AT. Before this, I had mostly associated assistive technology with more advanced devices such as tablets or iPads, but this module showed me that it extends far beyond that, and that we are probably already using it in our classrooms!
I was also introduced to the SETT model for the first time, which I found really thought-provoking. It gave me a new perspective on how to consider the student’s needs, environment, tasks, and tools in a more structured way when choosing appropriate supports. This will help me when writing my SSP’s in September, as I will know what categories to focus on.
One element of the Digital Learning Framework that really stood out to me was the focus on student engagement and motivation. These two factors go hand in hand, because while technology can enhance learning opportunities, it only truly works when students are both actively involved and genuinely motivated. This is something I have learned over the past few years in my teaching career. If the child isn’t motivated, even the most sophisticated AT tools won’t work for them.
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Hi Saoirse,
Welcome to the course, It’s great to hear that you enjoyed the module and found the breakdown of Assistive Technology into low, medium, and high-tech categories helpful. Like you, many of us often associate AT with more advanced tools, so it’s really valuable to recognise how everyday classroom resources, like magnetic letters and pencil grips etc. already play an important role in supporting learners in SET.
It’s also great to hear how the SETT model gave you a new perspective. Having that structured approach to consider student needs, environments, tasks, and tools can be a real help when planning supports and especially when writing School Support Plans, as you mentioned.
Your point about engagement and motivation is well made. I agree totally, AT is most effective when it connects with the learner and supports their sense of ownership. To build on this, one idea you might try is involving pupils in choosing or customising the AT tools they use. Even simple choices like selecting a preferred voice in a text-to-speech tool or deciding how they want to present their learning can make a big difference in motivation and confidence.
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Hi Saoirse,
I felt exactly the same about the categorisation of no/low medium and high tech. It was nice to know that I was utilising more assistive tech in my classroom than I had previously realised. I also agree with your point on motivation. If it isn’t there, learning cannot take place. There are a lot of very interesting apps and AT’s out there now that keep the child engaged and interested which is key.
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Hi Saoirse, I love your reply to this assessment. I, like yourself, never knew we were incorporating AT into the classroom using magnetic letters. I have actually done up a small poster for my own classroom just with the Low- High tech system as it’s so beneficial to have.
I agree with using the SETT model when writing up our SSP’s in the new year, it’s going to help us greatly when deciding our SMART targets and how we are going to achieve them for the student.
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Hi Saoirse, I agree with your reply- particularly about student engagement and motivation. I think that if AT is used consistently in schools and is embedded as part of daily routines, this helps to maintain engagement. This alongside making sure that high quality AT resources are available to the students. I’m reflecting on a particular student who was given time out for touch typing. The device we used was very slow and she would get very frustrated during the activity therefore her engagement and motivation was understandably low. She was actually getting very little in terms of meaningful learning out of the activity which may not have been the case had she been provided with a good quality resource. My point is- we shouldn’t just be ticking boxes that we are using AT but making sure the AT is actually enhancing the students learning experience!
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Part One: I found this module very informative and it really made me think about my own practices in my classroom, but also those in the school as a whole. We often think of assistive technology as mainly the high tech devices and forget about the lower tech models we are often already using on a daily basis. I teach in an autism class and use visual schedules, Now and Next boards, visual and digital timers, adaptive pencil grips and so on. We find these tools essential to help enable our students access the curriculum to the best of their abilities. Also, to help with regulation so that they are able to engage in the lessons and activities in a meaningful way for them. Visual schedules and many other low tech practices are also in place in our mainstream classes.
When looking at the Digital Learning Framework, some of the standards that our school could address are “Fostering teacher professional development that enriches teachers’ and pupils’ learning” and “Teachers contribute to building whole-staff capacity by sharing their expertise”. Between everyone, our staff has lots of expertise and knowledge with regards to assistive technology. Some are more confident than others in using these and I think we could do more as a school with regards to sharing that knowledge. That way, everyones confidence levels will be raised and this can only benefit the children in our care.
Part Two: I have not used the SETT model of Student, Education, Task and Tools before but I can see how it would be an extremely useful and practical way to help choose what supports and actions are needed to assist the child in question, particularly when drawing up their School Support File, but also on a day to day basis. Having a specific framework will give structure and can also be used as a uniform format throughout the school.
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Hi Fiona,
Welcome to the course. As I’ve alluded to many times on this forum, you’re right that we often overlook the value of low-tech assistive tools like visual schedules, pencil grips, timers etc. and it’s good to hear how such tools are supporting your pupils, both in your autism class and in mainstream settings.
Your connection to the Digital Learning Framework is well made. It sounds like there’s a lot of expertise in-house, and one approach that could work well is introducing a mentoring or digital champions model. This would allow more confident staff to support others in using AT and digital tools, helping to build confidence across the board. It also encourages a culture of collaboration and shared learning, which benefits everyone.
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For students with Special Educational Needs (SEN), the transformative potential of ICT and assistive technologies (AT) has been deeply stressed in the first module. AT is a potent enabler that promotes independence, accessibility, and true inclusion rather than just being a compensatory tool. The useful solutions covered, including alternative input devices, visual aids, text-to-speech and speech-to-text software, and specialised learning applications, provide customised answers to a range of learning obstacles. For example, a student who struggles with fine motor skills might benefit from using a switch or eye-gaze technology, while a student with dyslexia can access complicated materials using text-to-speech.
The process of school self-evaluation is greatly impacted by the integration of these technologies. It calls for an intensive review of existing procedures, going beyond simple provision to include impact analysis and efficient execution. In order to make sure that staff members are properly taught and students are given the freedom to utilise AT, schools must assess if it is systematically recognised, acquired, and incorporated into instruction.
Although I haven’t used the SETT model, I can see how it would be a very helpful and practical way to help choose what actions and supports are needed to help the child in question, especially when creating support file, but also on a daily basis. In addition to providing structure, a particular framework might serve as a standard format for the entire institution.
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Module 1
1) Completing this module on ICT and assistive technology has really broadened my perspective on how digital tools can drive more inclusive education. Assistive technology (AT) plays a crucial role in supporting students who face a range of challenges by helping them participate in learning in ways that work best for them. From screen readers and speech recognition software to visual organizers and adaptive devices, these tools can transform how students engage with the curriculum. Like others here completing the course, I too was surprised at what technologies I was in fact already using in my teaching especially the no/low tech and medium tech resources. I am looking forward to using more of the apps that were mentioned namely the Pieces Basic app and Toontastic which I have heard of but haven’t used myself yet. Microsoft Dreamspace also sounds like something that would inspire much creativity in our learners. The skills that children are using – i.e. brainstorming, reasoning, problem-solving, communicating etc when engaging with AT, are invaluable to them.
In relation to the Digital Learning Framework (DLF), several standards connect directly with assistive technology. For instance, Standard 1.3 emphasizes the use of digital technologies to support differentiated teaching and assessment—something AT naturally supports by addressing varied learning styles and needs. Standard 2.2, which focuses on building a culture of collaboration and shared digital practice, also aligns well with the effective use of AT, especially when teachers share successful strategies and learn from one another.
2) I had never come across the SETT model before but feel that it marries nicely with the SSP in terms of finding the strengths of student, considering the relevant environment required to optimize their learning, choosing tasks and then deciding on what tools fit best for them. I am working as an SET in September, so can definitely see myself utilising this in when drawing up my SSP’s. The model encourages a thoughtful and systematic approach when selecting and implementing AT. Instead of applying generic solutions, schools are guided to consider each student’s specific context and needs, the nature of the learning environment, what tasks they are expected to complete, and what tools will best support them. This makes planning more strategic and effective, often making better use of the resources already available.
This kind of structured decision-making ensures that assistive technology is tailored to individual learners, rather than chosen on a trial-and-error basis. Within the broader process of school self-evaluation (SSE), AT can be a valuable focus area. Evaluating how well a school supports students with additional needs includes asking whether staff are equipped to use assistive tools, whether those tools are making a difference, and how they contribute to academic and personal growth. Insights from this reflection can inform meaningful goals that enhance inclusion and support for every learner. -
This module has helped me understand just how powerful assistive technologies (AT) can be in supporting inclusive teaching and learning. AT isn’t just for students with additional needs—it’s a tool that can make learning more accessible for everyone. Tools like voice-to-text software, screen readers, visual timers, and digital organisers can help students learn in ways that suit their needs and strengths.
When I looked at the School Self-Evaluation (SSE) process, AT can have a big impact. Using AT in classrooms can lead to better student engagement, more independence in learning, and more accurate ways for teachers to assess progress. It also shows that a school values inclusion and is using digital tools thoughtfully.
In terms of the Digital Learning Framework, I think AT connects closely with the following standards:
1.3 – Pupils using digital technologies to support learning;
2.2 – Teachers selecting digital tools to enhance learning;
3.1 – The school is developing a shared vision for digital learning.
This module has given me a great starting point on how to use assistive technology in my role in SETPart 2: Using the SETT Model with the School Support File
I learnt more about the SETT model (Student, Environment, Tasks, Tools)in this module. It is a helpful way to plan how best to support a student using AT. I would use it alongside the School Support File to build a full picture of the student’s needs.
Student: Gather information about their strengths, needs, and learning style.
Environment: Look at what supports are already in place in the classroom.
Tasks: Identify key learning goals and classroom activities the student needs help with.
Tools: Choose AT that supports the tasks and suits the student and the learning environment.
For assessment, I would use a mix of teacher observation, student work samples, checklists, and possibly input from external support teams. This approach makes sure the AT fits the student’s real needs and supports their learning effectively.-
Hi Michelle,
Welcome to the course. You’ve clearly outlined how assistive technologies can support inclusive teaching, not just for pupils with additional needs but for all learners. Tools like voice-to-text, screen readers, timers and digital organisers, as you mentioned, can make a real difference in how children access and engage with learning.
Your links to the SSE process and the Digital Learning Framework are well made. It’s encouraging to see how AT can support engagement, independence and more accurate assessment, while also reflecting your school’s commitment to inclusion and digital learning.
Like many other contributors on the forum, you’ve identified how the SETT framework can be integrated with the SSP. I also like how you plan to involve your pupils in the process. Having, and listening to, pupil voice is really important as the meaningful implementation of AT should be responsive and pupil-centred.
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Assistive technologies (AT) hold significant potential to enhance inclusion and equity in education, especially during the School Self-Evaluation (SSE) process. These technologies—ranging from screen readers and speech-to-text tools to communication devices and adaptive learning platforms—enable students with diverse needs to engage more fully in learning. When integrated effectively, AT can provide schools with richer, more accurate data about student progress and participation, thereby improving the quality of SSE.
Through the use of assistive tools, students who might otherwise struggle with traditional assessment methods can showcase their understanding in alternative ways. This inclusivity ensures a broader representation of learner experiences in evaluation activities. It also supports a reflective school culture that values all learners, a key element in SSE.
Several standards from the Digital Learning Framework (DLF) are relevant. Under the “Teaching and Learning” domain, the standard “Teachers use digital technologies to support assessment” can be addressed by leveraging AT to collect more diverse forms of student feedback and evidence of learning. Additionally, within the “Leadership and Management” domain, the standard “The school uses digital technologies to foster effective communication” can be fulfilled by using assistive tools that enable all students and parents, including those with disabilities, to engage meaningfully with the SSE process.
In summary, assistive technologies not only support individual learning needs but also contribute to a more inclusive, representative, and effective school self-evaluation, aligning well with the goals of the Digital Learning Framework.
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The SETT model (Student, Environment, Tasks, Tools) is a widely used framework for determining appropriate assistive technologies by focusing on the unique needs of individual students. It ensures a holistic and collaborative approach to support planning.
In conjunction with a Student Support File (SSF), the SETT model provides structure for gathering and analyzing information. First, the Student component involves identifying the learner’s strengths, needs, and preferences, as documented in the SSF. This may include learning style, communication needs, and cognitive or physical challenges. The Environment section considers the settings where learning occurs—classrooms, home, or community—and any barriers or supports present.
Tasks are the specific activities the student is expected to do, such as reading, writing, or engaging socially. Understanding these enables the team to tailor support. Finally, Tools refer to the assistive technologies or strategies that bridge the gap between the student and the task demands.
Assessment approaches may include observations, standardized assessments, teacher checklists, and student work samples, all of which can inform the SETT process. These assessments should be ongoing and involve input from teachers, parents, and the student to ensure the support plan remains dynamic and responsive to change.
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Before this course, I hadn’t really used the SETT model formally, but now I see how useful it can be when planning support for a pupil. I like that it starts with the student and not the tool—it helps us avoid jumping straight to “what tech can we use?” and instead makes us think about what’s actually needed.
For example, with the Student, we’d look at what the child enjoys, what they’re good at, and where they struggle. A lot of this information is already in the School Support File—from teacher notes, standardised tests, or reports from other professionals. But SETT helps organise it in a way that’s more focused on finding solutions.
Then comes the Environment—thinking about what’s going on around the pupil. Are they in a noisy class? Are they seated far from the board? Is the task too long or too text-heavy? This really made me reflect on how simple changes to the classroom setup could make a big difference.
The Tasks section makes me stop and think about what exactly we’re asking the pupil to do. Are we expecting them to read aloud, write long pieces, or copy from the board? That can be overwhelming for some kids unless we break it down or support it in some way.
Finally, the Tools—and this is where technology comes in. It could be using a tablet with a specific app, or a recording device, or even just predictive text. But the key is that the tools only come after we’ve fully understood the other parts.
I can definitely see myself using the SETT model as part of the support planning process going forward. It fits really well with the School Support File and would help when working with parents and SNAs too, because it keeps the focus on the child and their real, everyday needs—not just labels or test scores. -
I enjoyed this module. I have worked in SET for three years now and have used some assistive technology with my students but feel that I need to up skill in this area.
I didn’t realise that there are different classes of assistive technology including low, medium and high tech options. I understand that we are using plenty of these aids already in the classroom such as visual timetables, adaptive paper, magnetic letters, reading rulers. These do make a big difference to the confidence and ability to learn of many pupils.
I look forward to using some new tools this year.
I found the SETT framework to be very useful and I had not come across this before.
I like the way that it is student centred. We need to look at the pupil’s strengths and needs first of all and try to figure out what will work best for them. It needs to be specific and manageable.
The SETT framework will be very useful when updating Student Support Files.
From a School Self Evaluation view, assistive technology links well with the Digital Learning Framework. It’s important to look at how well we are assisting our pupils in the area of technology. This area is changing and it is important to keep up to date with new ideas and advances.
Looking at the Digital Learning Framework, there are a few standards that relat to this.
One is Standard 1.3 “Teachers use digital technologies to support differentiated learning and assessment.”
Teachers can use assistive technology to achieve this.
Another applicable one is Standard 2.2 “The school promotes a culture of collaboration and sharing of good digital learning practice.”
Collaboration and sharing ideas among staff can enable this to be achieved.-
Hi Marian,
Welcome to the course! It’s great to hear that this module helped clarify the range of assistive technologies available, from low to high tech, with many, such as visual timetables, adaptive paper, magnetic letters and reading rulers, already in use in your SET classroom.
I agree that the SETT framework is a practical, student-centred approach to matching tools with individual needs. As others have noted, using it alongside the Student Support File is the best approach..
Your links between assistive technology and the Digital Learning Framework are well made. Standards like 1.3 and 2.2 are particularly relevant. To support Standard 2.2’s focus on collaboration, you might consider setting up a shared drive or document for staff to share examples of effective assistive technologies. Even better, you could incorporate short tool or resource demos into staff meetings / Croke Park hours.
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After completing this module I have started reflecting on how effective assistive technology can be to support and facilitate inclusion for all pupils. It does not need to be complicated and the 3 categories of assistive technology outlines various examples of how I can use AT in my room and how it can be used within the school. The use of digital technology needs to be a core part of a pupil’s education and teachers need to be able to embed digital technologies in their classrooms. In my school we have ipads and chromebooks that are used in classes. As a school I feel that we could use the school self evaluation process to reflect and develop more in terms of using AT for children with additional needs in the classroom and not just as an in class intervention with SET or something to be done while the class completes Gaeilge. This would be addressed by standard 3.3 of the Digital Learning Framework ‘The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs’ and standard 4.1 ‘Teachers value and engage in professional development and professional collaboration’.
My AT skills wouldn’t be great and I sometimes shy away from ‘the unknown’ as I don’t feel confident. The SENCO in my school is great with AT and has used her knowledge to guide me in the right direction with using AT in my role as SET. I am hoping this course will further develop my knowledge and confidence in using AT. The SETT framework is an excellent starting point and pathway to effectively use AT. As stated in the module the characteristics of the environment, person and technology need to be considered. We need to carefully consider the pupil’s needs, environmental factors that will affect the pupil’s access to AT, the elements of the task that the pupil needs AT to complete and then choose the most appropriate AT tool to help the pupil. This framework will benefit my approach to using AT going forward.
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Hi Rachel I am also going to be fulfilling a SET role next year and definitely relate to shying away from AT’s that I am unfamiliar with. The SETT framework is really clearly laid out and is perfect for new and all teachers to follow in choosing the correct AT’s for students. I would also agree with your point on integrating AT’s in the mainstream classroom too to promote inclusion and integrate it into the everyday routine in the classroom.
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This module has significantly deepened my understanding of how assistive technology (AT) and digital tools can support inclusion and enhance teaching and learning. Working in a DEIS school, we encounter a range of needs, from literacy and language difficulties to behavioural challenges, and it was encouraging to see how accessible tools can make a real difference. The SETT framework (Student, Environment, Tasks, Tools) stood out as a practical and student-centred approach, helping me realise that AT isn’t just about devices, but about making informed, tailored decisions based on individual needs.
I also explored the Digital Learning Framework, focusing on Domain 1 (Learner Outcomes) and Domain 3 (Teachers’ Individual Practice). Using tools like interactive games on Scoilnet has proven highly effective in boosting motivation and engagement—particularly in numeracy. These digital strategies allow for more inclusive and enjoyable learning, helping pupils achieve better outcomes. Similarly, Webwise offers engaging content to teach online safety, making it easier for pupils to understand and retain key messages.
The module’s breakdown of low, medium, and high-tech solutions helped demystify AT and reminded me that meaningful integration doesn’t require expensive tools—just the right ones. Going forward, I see clear links with our DEIS plan and School Self-Evaluation (SSE) process. AT and digital supports can help us better meet literacy and engagement targets, and the Digital Learning Planning Guidelines provide a useful structure to implement this sustainably. This module has inspired me to incorporate AT more intentionally in my SET and mainstream teaching roles.
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Hi Phillip,
Welcome to the course! It’s great to hear how the module helped you see AT not just as tech, but as part of a broader, student-centred approach. The SETT framework really does shift the focus to what learners actually need, rather than just the tools or devices themselves.
I spent over 20 years working in a DEIS 1 school, so I’m acutely aware of the unique challenges that come with that context. Digital tools can be a huge support in DEIS from my experience, when used thoughtfully and with clear intent. Your examples from Scoilnet and Webwise are good examples, simple, accessible tools that can make a real difference. Hopwever, as you’ve pointed out, purposeful use doesn’t always mean high-cost solutions.
One suggestion (covered in the next module), is to try out Microsoft’s Immersive Reader, especially if your school already uses M365. It’s built into tools like Word, OneNote and the Edge browser, and it’s brilliant for supporting pupils with literacy or language needs. It works well in both SET and mainstream settings and is easy to integrate into everyday teaching.
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Part 1: As a teacher new to Ireland, having taught previously in the UK and the UAE, I found this module very informative. Although I was familiar with many of the AT resources discussed in the module, I like many others in the forum, was unaware that some of the Low/no tech resources are classified as AT. The classification is really useful and highlights the vast range of AT that can be used to specifically target a students needs. It is also a reminder that even simple adaptations can make a huge difference to a students ability to access learning effectively. In terms of school self evaluation, I feel there is a big need for collaborative practice as outlined in Domain 4. I have seen classrooms jam packed with AT resources and others with hardly anything despite the need for them. I think having a lead teacher who is confident in using AT resources open to peer observation and sharing good practice would be great to increase confidence in those teaches less familiar with AT. I also think it is important for schools to ensure they budget for the best possible resources that could benefit their students. I have too often come across IPADS which are too old to support up to date apps or other resources with pieces missing/not enough to go around between the students. This feeds into Domain 2: Learner experiences and Pupils engaging purposefully in meaningful learning activities- in order to do this effectively, students should have access to high quality resources.
Part 2: I had never come across the SETT framework before and think its a great tool to help teachers pinpoint the exact areas of need and allocate resources accordingly. It can often feel overwhelming, particularly with new students, working out how best to support them and I feel the SETT framework is helpful in simplifying this process. The framework is structured very clearly and helps to get a full picture of the students needs as well as what resources would be available/suitable to them. It would be extremely useful to use in conjunction with a student’s support file as it would serve well as a working document. You could use it to evaluate which resources worked well for the student following assessment, as well as trial alternatives to those that weren’t as suited. It would also be very handy for the students future teachers to see what AT resources they have used before and whether they should continue with those or offer alternatives.
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Hi Olivia,
Welcome to the course! Happy to hear that this introductory module provided a clear and practical overview of AT particularly as a teacher new to the Irish context. Your experience teaching outside of the country will be of great benefit I imagine as it lends important perspective.
Regarding SSE, your point about the need for consistent collaborative practice is well made. A lead teacher or AT Champion who’s happy to mentor colleagues would certainly help build capacity and confidence across a school. This type of peer-learning has proven time and time again one of the most effective ways to upskill staff.
To finish, on the SETT Framework, you’ve echoed the thoughts of many contributors to this forum. Its structure helps simplify decision-making and supports a more targeted approach to student needs. Again, as many have mooted, using the framework alongside the SSP makes the planning richer.
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Part 1:
As an NQT, exploring this module on AT’s has given me a deeper understanding of how digital tools can support inclusive education and aid differentiation. AT’s from a range of low-mid-high such as physical tools in the classroom, audiobooks and speech-to-text software, have the potential to break down barriers for learners with additional needs. These tools not only improve access but also help personalise learning in a way that supports engagement, independence, and confidence. I will be undertaking a SET role in September and will certainly be using a lot of AT’s with individual students.
In terms of school self-evaluation, assistive technologies offer valuable insights. Teachers can track how these tools impact student outcomes and engagement, contributing to whole-school discussions on inclusion and digital learning. This aligns well with the DLF, especially under the standard: “Teachers use digital technologies effectively in teaching, learning and assessment.” This is a standard that I can address in my role next year and in future roles at all class levels.Part 2:
This course highlights that a range of AT’s benefit all learners, not just those with specific learning difficulties. The key to is choosing tools thoughtfully and aligning them with the SETT framework which clearly outlines what teachers must consider to making informed decisions.
As I begin my teaching journey, I see the importance of embedding assistive technologies into everyday practice—not just as add-ons, but as essential elements of inclusive, effective teaching. I aim to reflect on their impact regularly and continue to assess and identify needs using the SETT framework and adapting the use of AT’s accordingly and these good practices will help to inform the students’ SS file. -
AT enables children to access the curriculum by supporting them in the areas they experience difficulty with. In doing so they are not hindered by a roadblock and can instead aim to work to their strengths and interests. It promotes an inclusive learning environment by enabling everyone to access the same material. This is turn supports the development of the students self-esteem and independence.
I found the categorisation of AT Tech in this module very informative and helpful. In my context of a junior DEIS school, we frequently use no/low tech interventions as a first port of call. The categories are helpful in identifying potential options to try for the children as often their needs are emerging or not fully assessed. The use of AT can support the Literacy and Numeracy targets set out in our DEIS plan. The SMART targets used in a DEIS plan wouldn’t include specifics of AT tech that is used but it can be included as an option for a resource.
Any of the standards under Domain 1 Learner Outcomes and Domain 2 Learner Experiences could be addressed with the support of AT. For example; pupils demonstrate the knowledge, skills, and understanding required by the primary curriculum. Assistive technologies can enable students’ access to the knowledge that they may not otherwise be able to like a text to speech tool.
In Domain 2 Learner Experiences; pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning. Assistive technologies can enable pupils to develop and then apply their digital competence in new contexts and support them in lifelong learning. -
I found this module to be really interesting and the digital learning standards to be quite well laid out, very informative and clear on how to implement. During my time as a special class teacher and as a support teacher, I have used and seen the benefits of assistive technology across all levels—low, mid, and high. From simple tools like pencil grips and visual schedules to more complex devices such as speech-generating apps and C-pens, asssistive technology plays a crucial role in breaking down barriers to learning.
Low-level supports, such as timers or coloured overlays, help pupils maintain focus and build independence. Mid-level tools like word prediction software or audio books support literacy and comprehension, especially for pupils with dyslexia or processing difficulties. High-level technologies— ACC communication devices—empower non-verbal or physically challenged learners to participate meaningfully in classroom activities.
These tools directly support Standard 1 of the Digital Learning Framework: pupils enjoying their learning, feeling motivated, and believing in their ability to succeed. In my special class, the right anssistive technology devices allowed pupils to access the curriculum in ways that were previously impossible, boosting their confidence and engagement. In my current role as a support teacher, I see how targeted assistive technology, combined with inclusive planning, fosters a culture of high expectations and personalised learning.
On a whole-school level, embedding these assistive technologies within a digital learning strategy enhances equity, promotes universal design for learning (UDL), and builds teacher capacity. Over time, this leads to improved learning outcomes, greater pupil autonomy, and a school culture where all learners are supported to thrive. The long-term impact is not only academic progress, but empowered, resilient learners prepared for life.
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Bridín
i think that our SSE process needs to be updated really, the focus is still very in line with content objectives of the 1999 curriculum and the PLC and PMC and perhaps AT implementation are highlighting fact that that is no longer where we are, classes are unique, children are unique, settings unique and a one fits all approach is no longer seen as the best approach. AT needs to be part of the whole SSE as does UDL and inclusive approaches to learning, teaching and assessment.
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Part 2:
I hadn’t heard of the SETT Framework before this module, but after reading the document and case study, I found it really useful. It gives a clear and simple way to make sure I’m picking the right tools to support the child properly.
What I liked most about the SETT Framework is that it starts with the Student! looking at their needs, strengths, and what helps them learn best. Then it takes into account the environment something I feel can be overlooked, having been an Sna and special class teacher and now a support teacher, like the classroom setup, teaching style, and how the student interacts with others. The focus on the tasks the student needs to be able to do really makes a massive difference to the tools you need too, before you can finally move on to the Tools—the assistive devices or supports that will help them succeed.
I feel using the SETT Framework now alongside the Student Support Plan will really helps to keep things organised and focused. It will make it easier to keep track of what’s working and what might need to change. I found the case study especially helpful for seeing how to use it in real-life situations. I can definitely see myself using this framework going forward to make sure I’m supporting each student in the best way possible.
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I think there was some great practical options for the use of assistive technology outlined in this module. This includes some low tech options that we provide without too much consideration such as magnetic letters for the teaching of phonics or individual mini whiteboards for use in maths or English lessons. These address the standard of allowing ‘Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum’. These may seem like basic learning resources but their presence significantly improves the learning experience for children in my opinion and their absence can be sorely felt. Other low tech tools such as visual timetables can be hugely beneficial for children with autism providing a simple and clear outline as to what they can expect from their day in school and thereby making the experience more enjoyable and less stressful. This means ‘The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs’, another standard from the digital learning framework. Some medium tech tools such as adapted seating, communication devices or braille translation software can assist children with specific educational needs and so meets the standard whereby ‘The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs’. The incredible value of communication devices was demonstrated to the members of staff in our school when a number of new pupils enrolled in the school after immigrating to Ireland as a result of the war in Ukraine. It is scary to think how difficult it would have been to provide a meaningful learning experience for these children if not for communication devices.
I found the SETT model useful. I like the fact the student’s strengths and weaknesses are assessed across a wide range of areas including in activities of daily living. I firmly believe such activities should receive greater focus in schools. I sometimes fail to reflect on the environment in which teaching and learning take place, focusing more so on the quality of instruction so it is worth reflecting on this regularly as well.
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I have been teaching for many years in the classroom but in September will move to SET. I have an interest in technology and am keen to use AT with my pupils. I found the first Module of this course very beneficial. I had not heard of the SETT model and plan to use it when assessing pupils’ needs. It provides a structured, child centered approach for choosing and using appropriate supports that the pupil may need. I like that the model starts with the learner and not the tool or device. I think that it is important to consider the child’s strengths, challenges and learning style when choosing AT. I also feel it is important that the environment is taken into consideration. Where the child will use the AT and teacher knowledge of the tools required to support the child also need to be considered. I found the case study very helpful giving an example of how to use the SETT model.
AT supports pupils’ engagement, motivation and participation. It enables meaningful learning where the pupils can make choices and reflect on their learning. The teacher can differentiate according to the pupils’ needs and broaden their assessment for all pupils. It promotes inclusion and is inclusive of digital teaching strategies. Using the SSE process it is important to gather evidence and use pupil voice to see what AT tools will make learning more accessible and enjoyable. It is important to gather feedback from teachers, SNA’s and parents on how the AT is impacting the child. I plan on evaluating practice and comparing those that use AT to those that don’t use AT. When looking at the child’s needs and using the SSE framework I hope that by using AT with pupils it will reveal strengths in inclusive and digital teaching strategies and show the gaps in teacher confidence or professional development in AT. Perhaps greater training will be needed in certain AT tools. When creating an action plan for our school I would set targets for improved AT and prioritise training and budgeting for AT resources. Once the plan was rolled out we would need to monitor and review it. Perhaps pilot programmes at certain levels could be rolled out and then assessed. We would monitor pre and post intervention to ensure monitoring the plan effectively. All resources would have to be reviewed to inform the next cycle of the SSE cycle. I think it is very helpful to use the SSE process when using AT with pupils.
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This module outlined various uses of Assistive Technology in the primary classroom, broadening my knowledge of AT and how it can be utilised. Prior to completing this module, I thought of AT as being resources such as laptops and C pen readers etc which are only made available to a select cohort of students in a school. I didn’t give consideration to the low/no teach and medium tech options which are being utilised daily across all classrooms. I have seen the benefit of using options such as visual timetables, magnetic letters, adaptive paper, audio books and adaptive seating. These options are more widely available for a wider range of students and I didn’t consider these to fall under the umbrella of AT. Most importantly, this module has made me realise that AT can benefit all students, not just those of which have specific learning needs. AT allows for a more inclusive and welcoming learning environment for all students. In accordance with the Digital Learning Framework, I feel the following standards can be met through the use of AT;
Pupils engage purposefully in meaningful learning activities.
Pupils achieve the stated learning objectives for the term and year.
The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs.
The SETT framework is an excellent resource for teachers and schools. It allows us to look at the specific needs of the student and what AT tools best meet their needs. I was not familiar with this framework and will now be utilising this going forward. This framework enables us to look at the bigger picture and choose AT options that suit the learner in a variety of ways, rather than a one fits all approach. It means that the tool chosen meets the specific needs of the learner and is not being used just to tick a box. This framework makes a lot of sense! -
This module informed me and opened by eyes up to the vast amount of assistive technology resources out there and what a valuable role it would play in schools. Within the school setting the use of AT can enhance inclusion and learning goals by supporting children with additional needs. Tools such as visuals, text-to speech software, communication apps are some examples. I was very intrigued to learn the different categories of AT also. Working in my school, we recently purchased a set of ipads however we were unable to decide which kind of apps to priorities in order to support student learning and now I feel I have a better insight from this module.
With regards to the School Self-Evaluation process, I think there is room in our school to develop the use of AT tools and IT policies within the school especially having now received our Ipads. Professional development across the school will be useful to best utilize AT as a valued resource in practice. I think this ties in well with Domain 4: Teachers Collective/Collaborative Practice : Teachers value and engage in professional development and
professional collaboration. Here the focus is on teachers upskilling in order to best use digital technologies to support differentiated leaners and help them work towards and achieve their goals more efficiently. -
Assistive Technologies have immense potential to enhance and develop the teaching and learning process and our education systems. There are a range of technologies and considerations that, before being implemented, must be weighed up and assessed using the SETT Framework.
There are a range of practical options that can be implemented to engage all learners, to improve accessibility and inclusion and to ensure that all learners needs are being met at their level. Low Tech examples may include visual timetables, book stands, whiteboards, magnetic phonic letters, adaptive pens and paper. There are also Medium Tech Tools which may be utilised in the classroom such as Audio books, adapted seating and adapted keypads.
The SETT framework has two parts and guides decisions over two areas, one being Research and fine-tuning decision making and the other the implementation element. SETT ensures that each individual and their strengths and development areas are identified. SETT also ensures that the environment is considered e.g. small group set-up, independent work station. The tasks then must be considered under the framework, specifically what tasks are essential for the student to achieve learning outcomes and what gaps are there. Finally SETT considers what Tools from low-high Tech would be most advantageous to enhance the learning –teaching process and what strategies could be used to motivate learners.
The Digital Learning Framework provides standards which could help teachers to adapt teaching practices to address all learning needs in the classroom. The use of Technology can ensure a more inclusive environment where all pupils can access reading texts for example be that in audio, adapted paper, or in a hardcopy textbook. The DLF also outlines areas which can make teaching practices more engaging and interactive. Through the use of multisensory technical aids, learning is more engaging and appeals to more learning styles in an active and energetic environment, -
As a Special Education Teacher (SET) in a large, progressive school, I’ve come to really appreciate the transformative role assistive technologies play in supporting diverse learners. There is a huge emphasis on digital learning in our school, and it’s embedded across all levels from whole-school planning to individual classroom practices. The practical options outlined in this module have reaffirmed the power of these tools in helping to bridge gaps for students with additional needs, ensuring greater access, participation, and engagement.
In my daily work, I see how digital learning enhances motivation and makes learning more accessible and enjoyable for children. The pupils are always eager to engage with digital devices, and I’ve found that integrating technology into their learning gives them a real sense of ownership. It provides new ways to express understanding and can often reveal strengths that might not be as visible through traditional methods. In the SET setting, this is especially valuable, as it allows for greater flexibility and more personalised support.
When considering the school self-evaluation (SSE) process, assistive technology can certainly contribute to improved learner outcomes, which ties in closely with the Digital Learning Framework. I see strong links with Standard 1.4: “Teachers collectively develop and implement consistent and dependable formative and summative assessment practices.” Digital tools allow us to gather better evidence of learning and track progress in more nuanced ways.
Reflecting on this, I believe it’s vital that we continue to build staff capacity in this area and keep the conversation going about best practices. Digital learning isn’t just an add-on anymore—it’s a core part of how we support every learner. -
As a Special Education Teacher (SET) in a large, progressive Irish primary school, I’ve seen firsthand the significant impact digital learning and assistive technology can have on pupil engagement, confidence, and independence. Our school places a huge emphasis on digital learning, not just as a tool for teaching, but as an integral part of how we support every learner, particularly those with additional needs.
Children love using digital devices in the classroom, and it’s clear that this enthusiasm can be channelled into deeper, more personalised learning experiences. In my own practice, technology allows for more flexible and inclusive learning environments. It opens up new pathways for children who might struggle with traditional approaches and encourages participation in ways that are meaningful to them. For us in SET, this is invaluable, as it supports targeted interventions while also promoting a more student-centred approach.
In relation to the School Self-Evaluation (SSE) process, assistive technologies contribute meaningfully to learner outcomes and teacher collaboration. This aligns closely with Standard 1.4 of the Digital Learning Framework, which focuses on consistent and dependable assessment practices. Technology helps us to collect more accurate, varied, and timely evidence of student learning, supporting better planning and goal-setting.
The SETT model (Student, Environment, Task, Tools) offers a very practical structure when developing and updating a Student Support File. It ensures that we consider the full picture, not just what the student needs, but also the learning environment, the specific tasks involved, and the most appropriate tools to support them. When planning interventions, I use the SETT framework to guide conversations with class teachers and parents and to ensure that any digital tools we select are a good fit, based on a clear understanding of the child’s strengths and challenges.
In terms of assessment, I find it essential to use a mix of formal and informal methods, teacher observations, work samples, checklists, and digital portfolios, so that we can build a comprehensive view of the student’s progress. Assistive technology often plays a role in these assessments too, enabling students to demonstrate their learning in alternative ways that are more accessible to them.
Overall, the SETT model, when used alongside the Student Support File, promotes a more collaborative and thoughtful approach to planning. It ensures that any technological support is purposeful, student-focused, and directly linked to learning needs identified through careful assessment.
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Module one has definitely deepened my understanding of the transformative potential of assistive technologies in supporting our SEN students. I hadn’t really considered tools like visual timetables as low tech assistive technology and am still not convinced it is the right terminology, but for medium and high-tech options such as communication devices screen readers etc, it’s clear that technology is helping students with meaningful access to the curriculum. When used thoughtfully, these tools don’t merely compensate for challenges, they empower students to participate fully in their learning environment.
I really liked the idea of the SETT Framework which offers a structured way of determining the most appropriate AT solutions for individual students. Its emphasis on understanding the learner’s context ensures that any selected tool is truly fit for purpose, promoting not just access but inclusion. Incorporating SETT into School Support Files ensures a consistent, needs-based, and consultative approach that aligns with NEPS and NCSE guidance.
This aligns closely with Standard 3.3 of the DLF, which focuses on teachers selecting and using teaching approaches appropriate to the learning objective and to pupils’ learning needs. By embedding AT into teaching practice, teachers directly support the school’s School Self-Evaluation process, especially in reflecting on how inclusive and differentiated teaching is promoted. It allows schools to reflect on their capacity to meet the needs of all learners and to plan meaningfully for improvement.
AT, when thoughtfully selected through frameworks like SETT and aligned with the DLF can absolutely transform not only individual student outcomes but also a school’s inclusive culture.-
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Hi Robin,
Your point about visual timetables and the broader definition of low-tech AT is a valid one and must admit I had similar reservations myself. That said, these classifications were first outlined in an earlier version of the course by Ann Jackson, who was Principal at the CRC and widely regarded as an authority in this area. So I’ve pretty much deferred to her expertise on that but very much accept it remains an ongoing debate.
Separately, your link to Standard 3.3 of the DLF is well made. Embedding AT into our teaching supports inclusive and differentiated approaches. As you and others have noted here, combining the SETT Framework with School Support Plans also promotes consistency and aligns closely with NEPS and NCSE guidance.
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I agree with you Robin. The SETT framework is very helpful providing a guide, context and tips about how to match AT according to the students needs.
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I have found this first module very informative and useful. I didn’t know about the classification of the AT according to the students’ needs. Magnetic letters or digital pens are resources that we usually have in a classroom but the way we use them should be different depending on the group and their needs. For example, this term I worked as a SET teacher and I used magnetic letters for blending sounds during stations in Senior Infants class, however I did also use them for spelling with a withdrawal group. AT could be a powerful tool for working with students with special needs but it is important to be flexible and understand that some students find this technology disturbing or difficult to use. I tried to teach a student how to use a Toby device as a way for expressing her needs and references. Despite trying to teach the pictures one by one and gradually introducing more, the student was not interested in using it, getting frustrated and agitated. As a result, I ended up using visual aids instead.
On the other hand, I found really handy the overview provided about the SETT framework. I like how the framework takes into consideration all aspects of the student: strengths, performance and weakness. Sometimes when we plan to introduce this technology in the class we are looking to support the student’s weaknesses and we don’t look at the overall picture.
Furthermore, the incorporation of the environment which is the class and the whole school could give us the opportunity for example of using this technology in small groups or for stations.
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I Find your points very interesting because I have experienced some children who use AT without actually understanding or learning from what they are using, they just like to get the IPad or tablet into their hands and play games, sometimes not understanding or learnig from them. So, it is extremely important to chose the correct tech, low or high depening on the ability or needs of the student.
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As someone who has very little knowledge of AT, module 1 has helped me to understand it’s importance, the types of AT from low to high and how the framework helps teachers to implemenet it most effectively. Gathering data about the student, the environment they work in, the tasks they have to accomplish and the finally the AT tools that would best suit their needs givcs teachers guidance so the framework is very useful in this way. It’s also centred on the child’s needs and their environment. Regardless of the AT used, the child must feel comfortable using it in their classroom environment. I found the case study on Theo helpful in breaking down the SETT framework. The table with heading helped to identify his greatest area of need. This is something I would use going forward.
When looking at the Student Support File, I think the SETT model encourages and promotes a more collaborative approach to planning. Lots of thought and consideration are put into the student’s needs as a starting point. I will be working with a student in SET this coming year who will need AT. I now have a useful guide as to how to best to identify what will suit the child best in reaching their potential. I was glad to note that the Digital Learning Framework recognises that schools are at different stages of making improvements in the effectives use of digital technologies. I think most schools are making big efforts to implement AT but it can be a slow process. Collaborative learning will be key in ensuring the whole school community are confident and competent in their use of AT.
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Hi Niamh,
Thanks for your post here. I am sure by the end of the course you will have experienced a range of AT tools that you may find useful to mix with your pedagogical approaches in class. The SETT framework is a really useful tool to have in mind and can complement a child’s school support plan. Seeing a case study is often the catalyst we need to be able to apply it to our own classes and contexts.
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I have really enjoyed this Module thoroughly and although this coming year will be my 4th year in an ASD class, I have had very little interaction with assistive technology. I have gained a huge insight already into the potential of assistive technology and how they can impact a child’s learning process.
What struck me most is that it is so vitally important that the pupil is integral in the selection process if an AT device. We might have the best program in the world, but does it meet the individual needs if the student. This leads me to Standard 1.3 within DLF, teaches using digital tools to support and 2.1, pupils actively engaging with digital ttechnologies. We as teachers must respond to each child’s needs and differentiate their teaching and learning activities as necessary.
This can be achieved effectively using the SETT model. Do we have a comprehensive outline of the student before we choose the appropriate AT tool; strengths and needs, cognitive ability, academic skills, student records, emotional issues, correct environment, internet access no tech/medium tech/high tech. It is only when we access all the factors above, that we can begin the process of selection to immerse the child in a program that fully suis their emotional and educational needs.
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Having completed this module, I am now reflecting on the use of assistive technologies (AT) to support inclusion and participation in a Gaelscoil setting, particularly for students with additional needs. I have worked in the SET setting for some time now and I regularly encounter barriers to learning that can be greatly reduced – or even removed – through the thoughtful integration of digital tools. This is especially relevant in an immersion environment, where the dual challenge of learning through Gaeilge can pose extra difficulties for neurodivergent learners especially those with dyslexia, speech and language needs, or sensory processing challenges (this is a DEIS school also which adds even more learning issues as aresult of the lack of education at home (parents/caregivers) there can be in some of the families in our school
Assistive technologies such as text-to-speech tools in Irish, voice typing, digital graphic organisers, and bilingual dictionaries can help learners access the curriculum more independently. These tools also foster a sense of competence and inclusion, allowing students to engage more fully with their peers in a language-rich environment. The recent improvements in Irish-language AT are particularly promising and should be explored further as part of our school self-evaluation (SSE).
In relation to the Digital Learning Framework – “Learners use digital technologies to support their learning” – stands out as particularly relevant. Through careful planning and integration, we can ensure all learners, regardless of ability, are actively engaging with digital tools to support their progress. Standard 2.4, which encourages teachers to “engage in professional development and collaboration to enrich teaching and learning,” also resonates strongly, as many of us in SET roles learn best from each other’s experiences in using AT creatively.
Embedding AT into our SSE process will support a more inclusive whole-school approach. It encourages us to view assistive technology not as a crutch for the few but as a universal design element that benefits many. In a Gaelscoil, where language learning is central, this inclusive mindset is not only beneficial but essential to ensuring that every pupil has the opportunity to thrive.
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Part 1
I thoroughly enjoyed this module on introduction to assistive technology. As many others have mentioned, it was interesting how it was broken down into low, medium and high tech tools. I was surprised and happy to note that I was already using a wide number of low tech tools in my classroom, without realising they were classed as assistive technologies (magnetic boards and letters, whiteboards, visual timetables etc). It appears to be a common misconception that Assistive Technology relates to electronic devices only, so it was reassuring to find that it was much more than that.
All teachers should have knowledge of these low medium and high tech tools available to them, in order to assist students to fully access the curriculum at their own pace and level , thus achieving their full potential at school. As was mentioned by others here, I also feel Assistive Technology could be an item for inclusion in the school self evaluation process.
I enjoyed learning about resources such as Dreamspace.ie in order to deliver the curriculum more effectively through technology. I look forward to using dreamspace in that it will be beneficial in tailoring the curriculum to the individual learning needs of each child.
Part 2
The Student Support File could be supported well by the use of SETT model of Student, Education, Task, Tool. The SETT model works by prompting teachers which tools they could use, based on their knowledge of the child, the child’s needs, and their own pedagogical knowledge. Collectively, this would work to support the child through their years in primary school if used as a uniform model of support to evaluate and assess the child. Again, good communication of this model would need to be maintained throughout the whole school, thus building the appropriate support network for children using Assistive Technology.
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Hi Karen,
It was great to hear that you found the module interesting and useful. There is amazing practice happening in classrooms all around the country, and it is great to be affirmed that we are on the right track with what we are doing. The low-, medium- and high-tech assistive options is a really nice way to show and outline this. As teachers, we are constantly trying to make small adaptions to give children to best chance to learn and participate in class. So many of these small actions can absolutely be categorised as an assistive technology. It is likely that so much of what we do could fall into the low-tech category without ever realising it.
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One element that really stood out was the clear breakdown of technology integration into low, medium, and high-tech levels. This classification made it much easier to see how technology can be introduced gradually and tailored to suit different learning environments, available resources, and the unique needs of both students and teachers. It also reinforced the idea that effective use of technology isn’t about having the latest gadgets, but rather choosing tools that are most appropriate for the situation.
Another important concept introduced was the SETT framework—Student, Environment, Tasks, and Tools. This model provides a structured and thoughtful way to evaluate how assistive technology can best meet individual learning needs. Its student-focused nature makes it particularly useful across both mainstream and special education contexts.
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After years of working in SET and Autism classes it is great to see that this module pays attention to the low tech supports which our children with the greatest level of need are accessing daily. The use of visual timetables, first then boards, slant boards, post-it notes etc were approaches which were embedded in the children’s routines and made significant impacts for these children. As teachers we can often feel that we are not doing enough if they are not accessing the high tech Level AT but we often implement the low teach without giving it a second thought.
In relation to SSE, Assistive-technology provide us with tools and insights into Pupil learning. Tracking and monitoring how these low, middle and high tech supports impact student engagement and progress is an essential element of whole school inclusive learning. The use of AT involves a collaborative and reflective process where the school can examine the provision and use of AT to support these students with diverse learning needs.
The SETT framework; student, environment, tasks,tools is definitely something which I will embed in my teaching going forward and something which I hope to introduce at a whole school level. It is a great tool for analysing how effective AT can be utilised for individual needs. This provides a structured and student-centred approach for all children.
This aligns with the DLF standard: “Teachers use digital technologies effectively in teaching, learning and assessment.” The SETT framework aligns with the DLF by highlighting individual pupil needs to determine the appropriate tools and strategies, both digital or otherwise. The DLF promotes pupil-centered, needs -driven intervention which mirrors the process of the SET Framework. -
Assistive technologies undoubtedly are key to the enhancement of learning and embedding of digital technologies into teaching, learning and assessment. They have great potential in all these areas. I really feel that they help to level the playing field so that all students get equitable access to teaching and learning . It also makes it easer for teachers to access pupils strengths and any areas they struggle with. As teachers, we are probably unaware of the low tech assistance we give our students every day . I regularly use mini whiteboards and a visual timetable in my room. I would also have used adaptive keyboards as a medium tech alternative for a vision impaired student but I would love to utilise audio books but I don’t have the facility to do so currently. It is very important to use the SETT framework when choosing which high tech AT to use with a pupil and their needs need to be at the forefront of our minds when choosing. One needs to consider how easy it is to use, what if any, level of training may be needed, whether the student will be comfortable using it , and if it is suitable for the environment in which it will be used. Financial considerations can often be an obstacle for schools
With regard to the digital learning framework, I would like to focus on Domain 1 from Primary teaching and learning
‘Pupils demonstrate the knowledge, skills and understanding required by the primary curriculum’ I want to enable pupils to guide their own learning with the support of digital technologies and develop their knowledge, skills and understanding of whatever curriculum objective is being taught .
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Welcome to the course, and thanks for sharing your thoughts. You have given a great reflection on the role of assistive technologies and how they can benefit our teaching. You rightly point out that they’re all about equity. By leveling the playing field, these tools give every student a fair shot at learning. That’s a key goal for all of us as teachers. You’re also right that these technologies can make it easier for us to spot a student’s strengths and areas where they might be struggling. I also like your point about the “low tech” tools we use every day without even thinking about them. Mini whiteboards and visual timetables are perfect examples of simple, effective tools that can make a huge difference in the classroom. I have made great use of these myself over the years as an SEN teacher.
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This module has deepened my understanding of how assistive technology (AT) can contribute to a more equitable classroom—one in which every child is enabled to reach their potential in their own unique way. The SETT framework has been particularly valuable in showing me how to apply AT in a way that is truly responsive to a child’s needs, starting with the student rather than the tool.
A key shift in my thinking has been realising that AT is not limited to high-tech solutions. Before this module, I associated AT almost exclusively with advanced devices or specialised tools. Now I understand that AT exists on a spectrum from no-tech to low-tech to high-tech, and that even the simplest adjustments, such as altering the classroom layout, or using visual supports, can remove barriers to participation and engagement. These supports, when chosen through a needs-focused process like SETT, can be just as impactful as more advanced tools.
This broadened understanding has direct implications for the School Self-Evaluation (SSE) process. By recognising the value of no/low-tech AT, schools can set improvement targets that focus on raising teacher awareness of the full range of AT options, embedding simple solutions into everyday classroom practice, and gathering evidence on how these approaches improve pupil engagement and learning outcomes. In the context of the Digital Learning Framework Standard 2.1, Pupils engage purposefully in meaningful learning activities, the word purposefully is critical to me, as it implies that learning experiences are intentional, relevant, and tailored to each learner. Using AT in the classroom, whether it is high tech or low tech, means pupils aren’t just sitting in the room but are truly involved in learning in ways that suit their abilities and interests. When this approach is built into the SSE process, schools can see and record how engagement improves, making fairness and inclusion a regular part of how the school plans and grows.
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I agree with your reflection Leah. Your point about AT not being limited to high-tech solutions is so important. Sometimes the simplest adjustments can have the biggest impact. I also like how you’ve linked this to SSE and the Digital Learning Framework, especially the idea of purposeful engagement for all learners.
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There is massive potential in using digital technologies as a tool to enhance learning for pupils with any additional needs. I was unaware of the NCSE’s Inclusive Education Framework and the structure within this framework for acknowledging no/low, medium and high-Tech equipment. Teachers may have instinctively made changes in the classroom environment, provided visual timetables, etc, so it is interesting to see that this is highlighted as a tool, and it should be recorded on a SSP as such. I am aware that one of the questions on the Assistive Technology application form focuses on what changes have been made, and it is often these small but significant changes are not mentioned.
I think that the SETT framework is a fantastic model to work to if the SENO has to use this framework, as mentioned in slide 12, it gives teachers an understanding of how assessments are made and hopefully provides clearer expectations for applicants.
In terms of the Digital Learning Framework, the Domains that would be first to be addressed in the short term in school is Domain 3: Teachers Individual Practice, and Domain 4: Collective / Collaborative Practice. There is no benefit in my situation to starting with learners practice and achievements if teachers are not competent and confident with the aspects of technology that are being used in the classroom. When teachers introduce topics with the support of digital technologies, we are engaging children in a totally different way to the traditional talk and chalk. If a teacher is not confident in the use of whatever technology they are using it can undermine the lesson content somewhat. Colleagues are a fantastic source of ideas and resources, but are also fantastic at sharing knowledge and practical tips on delivery through technological means. -
This module has been incredibly informative and truly opened my eyes to the wide range of assistive technology (AT) resources available, as well as the valuable role they can play within schools. In the classroom setting, the use of AT can significantly enhance both inclusion and the achievement of learning goals by supporting pupils with additional needs. Tools such as visuals, text-to-speech software, and communication apps are just a few examples of how technology can reduce barriers and promote access to the curriculum.
I found the categorisation of AT particularly intriguing, as it provided a clear framework for matching tools to individual pupils’ needs. In my own school, we recently invested in a set of iPads. However, we struggled to determine which apps should be prioritised to best support student learning. After completing this module, I now feel much more confident in making informed decisions around app selection and AT integration.
In relation to the School Self-Evaluation (SSE) process, I believe there is considerable scope for our school to further develop the use of AT tools and to review our existing IT policies—especially now that we have new technology at our disposal. Ongoing professional development will be essential to ensure that staff can confidently and effectively implement AT in their teaching practice.
This aligns strongly with Domain 4 of the Looking at Our School (LAOS) Framework: Teachers’ Collective/Collaborative Practice, which emphasises the importance of continuous professional development and collaboration. By upskilling in the use of digital technologies, teachers can better differentiate learning, support diverse learners, and empower pupils to achieve their individual goals with greater independence and efficiency.
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Assistive technology has the potential to transform classrooms into more inclusive environments by supporting students with diverse learning needs. AT enables students to have greater access to curriculum, promoting independence and participation for students who may otherwise face barriers to learning. I have learned in this module that AT does not only include high-tech tools such as iPads or chromebooks but also whiteboards, book stands and adaptive pens which are low-tech tools. These inexpensive low-tech tools could be the difference in a child effectively accessing the curriculum or not. One of the standards in Domain 2 (Learner Experiences) of the Digital Learning Framework states that ‘Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their own learning’. This fosters autonomous, self-directed learners. This links with the Statements of Practice in the School Self-Evaluation Guidelines 2016-2020 (Primary). In Domain 2 of these guidelines it states that ‘pupils assess their progress realistically and can describe their strengths and areas for development as learners’. Many apps and programmes allow pupils to save and view their progress themselves. It is easily accessible for teachers to view their pupils’ progress but the child is the one who directs their own learning based on their own progress.
Another standard in Domain 3 (Teacher’s Individual Practice) of the Digital Learning Framework states that ‘the teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills’. While AT can foster independence and can sometimes look like the teacher has given the child an iPad and that is where the teacher’s involvement ends, this is not the case. The teacher must research, trial and reflect on the different digital technologies available and suitable for the children in their classroom. They also need to consider classroom organisation and management when working with digital technologies especially if there are not enough devices for each child or the teacher is tight for space. AT brings so much potential to the classroom but it is ultimately down to the teacher to plan and evaluate the effectiveness of the technologies for their own class. -
I found Module 1 very interesting. One of the standout aspects was the way it acknowledged and broke down the different levels of technology integration – low, medium and high tech. This made it much easier to understand how technology and be gradually introduced and adapted, depending on the context, resources and needs of students and teachers. It also reminded me that the effective use of technology doesn’t always mean having the most advanced tools, but instead the most appropriate tools.
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This module served as an introduction to the range of assistive technologies available in education, many that we use every day without even considering them as adaptive practices. Low and medium tech options such as use of the whiteboard, HWT, audiobooks and adapted seating are small and achievable practices that can impact student learning, regardless of needs. As well as that, high tech options can have a truly profound impact on the outcomes for students with specific learning needs. Having explored the case study that showed how the SETT Framework could be implemented in the classroom, addressing the pupils strengths and needs and working on looking at the environment you have, the tasks they need assistance with and the tools available really breaks down what can often feel like a daunting task for a teacher/ school.
Using the Digital Learning Framework can help school’s take ownership of the practices they have in place and provide meaningful reflection to ensure they are providing the best learning opportunities for their students. In my current role, I would focus on the standard which encourages the use of digital technologies to support learning. Having previously implemented elements of the SAMR model in my classroom, I feel this framework aligns closely with the steps of the Digital Learning Framework and could help educators to focus on making small steps to modify or substitute some practices that could be of benefit to students.
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After completing this module, I have been thinking more about how assistive technology can remove barriers to learning rather than simply being an add-on for pupils with additional needs. AT provides opportunities for equity in the classroom by giving pupils tools that allow them to access content, demonstrate learning, and participate alongside their peers. The three categories of assistive technology gave me a clear structure for considering the range of options available and how they might be applied across subjects. In our school, iPads and Chromebooks are already available, but I feel there is scope to move beyond occasional use and make digital tools a more consistent part of teaching and learning. Using the School Self Evaluation process, we could reflect on how AT is being implemented across classes and align it more closely with the Digital Learning Framework, particularly standards 3.3 and 4.1.
I recognise that my confidence with assistive technology is not strong, and I often hesitate to explore new tools without support. Thankfully, our SENCO has been very proactive in sharing her expertise and guiding me toward effective strategies, which has encouraged me to experiment more in my own role as SET. I hope this course will give me the confidence to embed AT more intentionally in my teaching. The SETT framework has been especially valuable as it provides a clear process: looking at the student, the environment, the tasks, and then the tools. This structured approach ensures that the focus stays on the pupil’s needs rather than on the technology itself. Going forward, I believe this framework will help me make more thoughtful and sustainable choices when integrating AT in the classroom.
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My understanding after Module 1 with regard the potential of assistive technologies is as follows:
1. Meets the needs of the learner (teacher must identify and therefore have an excellent understanding of AT before assessing where the child is at in terms of their ability and capability in using AT)
2. How the digital plan for my school can enhance the teaching, learning and assessment objectives for the SSE process and the whole school plan.
3. I work in A newly labelled DEIS plan 2 status school where we are relentless in our pursuit of meeting all new teaching and learning initiatives on a yearly basis which has proven unsuccessful to date in terms of really supporting the teaching, learning and assessment of each child. A more realistic timeline is required.
4. We have a very strong IT team in our school. Digital resources are at the forefront of the teaching, learning and assessment process in our school.
Finally with regard to the SSE process, AT has proven to an excellent means of enhancing the teaching,learning and assessment especially as part of the SETT framework in our whole school DEIS plan.
I would be bringing the Mircosoft Dream Space model as shown in this module to the attention of the IT coordinator upon return to school in the coming weeks. -
I agree with Rebecca that this module highlights the range of Assistive Technologies and how they may support students in a practical manner. In our school, we utilise an abundance of low to no-tech AT. Yet, we rarely regard these visual supports/pencil grips/adapted seating etc. as being AT. These simple supports and adaptations promote inclusion and reduce barriers to students’ learning.
When reflecting on this module, I considered Domain 1, Standard 2 of the Digital Framework. This outlines how AT may contribute to inclusion and the holistic development of a learner, through the use of visual schedules, communication aids and social stories. This standard states that learners require the necessary skills and knowledge required to understand themselves and their relationships. This area is being addressed in our school, however, I feel that with further schoolwide standardised use of specific visual schedules and supports could be more inclusive and beneficial to all students and not just those with diagnosed disabilities.
I am not familiar with the SETT Framework, and for me, this was the most valuable and practical information that I gained from this module. The framework can be easily integrated and embedded into a students School Support Plan. It outlines how to gather a range of information on a students’ strengths and needs. It highlights the importance of checking the learning/classroom environment and adapting it to suit the learners needs. With regards to tasks, the SETT framework can assist in prioritising clear, time sensitive and specific student-centred learning targets. These tasks and targets are an essential element in the planning and instructional aspects of a student’ SSP. Finally, section 4 of the framework, Tools, should assist in identifying what adaptations, interventions, or possible AT that a student may require to access the curriculum. This section also encourages monitoring of progress which is intrinsically linked to the SSP. Appropriate assessment approaches identified in the SETT framework include: observations, checklists, standardised tests, assessments from professionals (OT, SLT, Psychologists etc.) and utilising and monitoring AT specific to the needs of the student. The information gathered from these assessments would be invaluable in the development and implementation of a students SSP.-
Hi Azora. Welcome to the course. You’ve really made the connection between the module, the Digital Framework, and the SETT model. I like the way you’ve highlighted that everyday things like pencil grips and visual schedules are valuable forms of AT, too.
If you want to have a consistent approach across the school, one idea would be creating a simple shared bank of visual supports. If all the teachers could access and adapt them, it would not only save time but also ensure pupils see the same approach from room to room and from teacher to teacher, which makes transitions so much smoother and really helps with inclusion. You could use something like Google Drive or OneDrive to share it.
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Part 1:
This module really opened my mind on how I can use assistive technologies in the classroom to assist students to access the curriculum. I am currently working in an autism class and I can see the huge impact assistive technology can have. Before this module I presumed that assistive technology would be the high tech end like iPads and computers. I would never have thought visual schedules, timers and pencil grips were assistive technology. I see how assistive technologies assist children with additional needs but also support the whole classroom to make learning inclusive for all. I think it is best that we try to find tools that can best suite the child. Even something as simple as a visual schedule in the classroom can assist all children in the classroom. Regarding School Self Evaluation I think the use of assistive technology highlights how the school is addressing the needs of children with additional needs. We can evaluate how effective our strategies and practices are to meet the needs of these children.
In regards to the Digital Learning Framework (DLF) The standard 2.2 ‘The school promotes a culture of collaboration and sharing of good digital learning resources’ I could address. Sharing our experience of different assistive technologies with other staff members I think is paramount to having an inclusive school for all. I believe it is important that we have a whole school approach and it helps develop a culture of using assistive technologies throughout the school. What works well for a teacher can be implemented by other teachers who are trying to meet the learning needs of children across the school.
Part 2:
The SETT framework is a basis to assistive technology assessment. Its aligns well with the student’s School Support File as it makes sure the assistive technology is individually tailored to best help meet the child’s needs and is more specific for the child. It is a collaborative approach and a structured approach for the child. Integrating the School Support File allows a more rounded and complete picture of the child. The SETT framework states that we must always start with the student. We can understand the student more by looking at their School Support File. This will let us see the child’s strengths and areas they are struggling with. We can also see any reports on the child. The next area is the environment. We can look at the physical arrangements of the classroom and how the child interacts with this environment. The SSF may also contain observations and notes from the teacher on this. The tasks area of the framework may have different assessments from the SSF that can help us get a better understanding. We must also assess the tools as they allow us to reflect on what we are currently doing to support the child and additional tools to help the child perform in the environment. By integrating the SETT model and the student’s School Support File it gives us a more comprehensive insight in the child’s needs and how we can try and meet these needs in a more structured way. This ensures we have child-centred and targeted approach. I feel it’s important that like the SSF that we review and have this as a working document. -
Part 1.
Hey everyone,
Having spent 13 years in the classroom, I’ve seen firsthand how technology has evolved from a novel tool to an essential part of our teaching toolkit. This module on assistive technologies (AT) has been a real eye-opener, pushing me to think beyond the usual suspects like smartboards and laptops. It’s not just about what’s shiny and new; it’s about what genuinely removes barriers for our students.
Thinking about the practical options, I’m particularly interested in low-tech solutions that are easily integrated without needing a massive budget or a tech wizard. Things like graphic organizers, visual timetables, and even simple text-to-speech apps on school-provided tablets can make a huge difference. These are the tools that empower students with diverse learning needs to access the curriculum on their own terms. It’s about creating a more inclusive learning environment for everyone, not just those with a diagnosed need.
This focus on inclusion has direct implications for our school’s self-evaluation process. In particular, I think we can directly address several standards in the Digital Learning Framework. The most obvious one is Teaching, Learning and Assessment, where we’re asked to integrate digital technologies to provide engaging learning experiences. By systematically using AT, we’re not just engaging students; we’re ensuring they can participate at all. I also see a link to School Leadership and Management, by fostering a culture where AT is seen as a core part of our practice, not an afterthought.
Looking ahead, I believe a great starting point for us would be to do an audit of our current AT practices and resources, maybe even creating a shared bank of practical, low-cost solutions. This would give us a tangible way to showcase our commitment to inclusive education in our next self-evaluation report.
I’m looking forward to hearing your thoughts and experiences.
Part 2.
Working with a student’s support file can sometimes feel a bit lacking in technology assistance descriptions, but learning about the SETT model has really made me rethink how I approach it. Instead of just listing a student’s needs and jumping straight to technology, this model gives me a clear, logical way to plan.
I’d start with the S – Student and the E – Environment, which is where the support file is so useful. I’d pull all the info from their file—what they’re great at, what they find tricky, and what their classroom environment is like. Then, I’d move to the T – Tasks. The support file has all our learning targets, so I’d use the SETT model to break those down into concrete tasks the student needs to be able to do.
Finally, I’d look at the T – Tools. This is the part that feels different now. I’d brainstorm a few different options, from low-tech to high-tech, and trial them with the student. It’s not about finding the fanciest tool, but the one that truly helps them with the task. This process makes the support file a living document, ensuring we’re always focused on what’s best for the student.
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Hi James. Thanks for your post and reflection on AT. I love how you highlight the importance and relevance of simple low-tech solutions. It’s often easy to forget how effective these can be. The idea of carrying out a whole school audit is a great idea. One suggestion you might find useful is to run a short staff session where each teacher brings along one assistive technology resource or strategy they already use, even if it’s something small. Collecting those ideas in a shared folder could quickly build the resource bank you mentioned. It would also help raise awareness among colleagues of what’s already working well in different classrooms.
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Module one showed me how AT can be used to assist children with a variety of different learning needs. I particularly liked how it broke it down in to low, mid and high technology. AT encourages inclusive learning for all pupils. It enables puplils to feel they can learn and participate in all aspects of the curriculum using a method that suits their needs.
I wasn’t aware of the SETT framework, as this will be my first year moving in to SET.The role of the SENO in matching the needs of the child to the correct tool using a framework was interesting, this being the SETT framework. It was interesting to see how we can identify the student’s needs and environment in selecting the correct technology for the child, instead of just selecting an app that the child may not engage with.
In terms of supporting the School Self-Evaluation process it can provide meaningful data and make the curriculum accessible for all learning, while alligning with the Digital Learning Frameowkr.
It links well with the Digital Learning Framework, in particular from review of the document, it links well with Standard 1.3: Learners use digital technologies to support their learning, and to collaborate and communicate effectively.
Standard 2.2: The teacher selects and uses digital technologies to enhance teaching, learning and assessment.Overall this module effectively hepled me to identify AT for use in my role as a SET next year.
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I found this module very interesting and informative. It gave a good overview of what assistive technologies are available in the school system. The digital learning framework states that teachers should plan for an integrate digital tools in their teaching. I think this is especially important for SEN pupils,as technology can be a pathway for them to access tour school curriculum.
I was very interested in the parts of the module relating to Microsoft Word and iPad
I think immersive reader is a great resource for dyslexic pupils and pupils who may find reading difficult or have a visual impairment. I was unaware that immersive reader was incorporated into Microsoft edge and I plan to use this in my teaching from September. I was also very interested to learn more about iPads and their accessibility function.As iPads are available in my school I hope to investigate this further in the next school year and to make use of these functions in my teaching.
I think that ICT and exist of technology is a great tool for SEN pupils and can be very helpful for them to access the school curriculum and to complete their schoolwork-
Hi Máire,
Thank you for sharing your thoughts on the module’s content – it is great that you have found it helpful and useful. As you mentioned, assistive technologies can provide the avenue through which children with additional needs can access the curriculum. Building our knowledge of both what these tools are and how to use them will enbale us to make more informed decisions on how these may help the children we work with – discovering the use of Immersive Reader within Edge is a perfect example of this.
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module 1 part 1
When reflecting on the potential of AT and the options outlined in this module and in particular how they can potentially impact on the school SSE process, the standards and domains that most obviously come to mind from within the DLF are Domain 3 in the teaching and learning dimension. Teachers individual Practice has the following standard: The teacher responds to individual learning needs and differentiates teaching and learning activities as necessary.
I believe that these fit seamlessly with the effort to ensure that ICT and AT are best utilised for all students including those with SEN.The SSE process is very focused upon improving literacy and engagement in planning and AT tools and visual supports should be integral to this.– The AT Policy, and not an integral part of the schools whole school approach to inclusivity and addressing teaching and learning within the literacy and numeracy focus. The statements of effective practice: Teachers facilitate pupils’ active use of a range of digital technologies to address individual learning needs and the statement of highly effective practice: Teachers reflect on and enhance pupils’ active use of a range of digital technologies based on their individual learning needs must be read with the levels of AT in mind. Sometimes the solutions are Low tech. Not everything is hi-tech! Low tech solutions and approaches are used so widely but perhaps do not get recognition deserved for example Handwriting without tears – is formatted writing paper for children to use
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