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ASSIGNMENT
Participants are asked to explore Immersive Reader in MS Teams, the Edge browser and other 365 Tools and consider how they could use it to support literacy in the SET classroom.
Participants are also asked to consider how they can adapt their existing equipment to better suit the needs of a particular pupil and what other input devices might improve accessibility to technology for pupils.Post a reflective piece (150 words minimum) as a reply to this post.
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This course is my first time exploring Immersive Reader, the Edge browser, and other Microsoft 365 tools, and I was genuinely impressed by their potential to support literacy development. We use google in my school but it is good to know you can still access teams without Microsoft Office.I work in a junior school and think the picture dictionary within Immersive Reader would be particularly helpful for younger pupils, as it supports vocabulary learning through visual cues. The translation feature also stood out to me as a powerful support for EAL pupils, allowing them to access content in their home language while being exposed to English. This course also encouraged me to think about how we can better adapt our existing equipment. I had never seen the use of the different types of mouse, and I plan to try voice typing and touchscreen functions more next year.
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Hi Rebecca,
Welcome to the course and it’s good to hear how this module has introduced you to new tools and prompted you to consider on how existing equipment can be adapted to support learners. Immersive Reader’s picture dictionary and translation features are indeed well suited to younger pupils and EAL learners. Exploring voice typing and alternative input devices is a practical next step. As you’ve outlined Immersive Reader can be used in both Teams and Edge without needing a M365 login which you don’t use in your school.
For accessibility advice specific to Google tools, the Google for Education Accessibility page provides a comprehensive overview of built-in features across Google Workspace and Chromebooks, including screen readers, voice typing, and visual supports. Well worth checking out for anyone teaching in a Workspace school.
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Microsoft have really made some huge improveemnts in the area of accessibility and i think that it really blurs the line between inclusive technology and accessible technology (AT) which is fantastic and really enables UDL in a classroom. Not only are these tools high tech interventions but they are now there for all to make all environments accessible.
I loved the immersive reader, dictate, check accessibility, translate tools in addition to spell check. i intend to use these just like i would use spell check in the classroom to show all children the features and make it part ad partial of my IWB displayed ork. The features with immersive reader in particular the picture dictionary are fantastic and for CLIL i can ask what the word might be in Irish and the picture dictionary shows the Irish word also.
I have used my phone with the Microsoft lens app to photo a page or pages from the novel and save it to MS Word. The on my laptop i can open this and have the text from the novel on my IWB with full features of imemersive reader etc,
Forsome particular students i will definitely enable sticky keys, toggle keys and filter keys. short cuts are also fantastic and wile helpful for students who need it they are also a benefit for all students using laptops and a skill for life and can be UDL in application.
I have never used the mouse features but i have worked on targets around mouse skills using some of the many mouse skills practice websites. -
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Agree Rebecca.. the immersive reader with picture dictionary and translation feature sounds amazing. I was actually looking for exactly this resource last year when an EAL child joined my class mid way though the year with absolutely no English whatsoever. It is a great tool to know about for future EAL kids.
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Hi Karen
To use Immersive Reader in Google Docs, you need to install the Helperbird add-on. Get it as a browser extension. Once installed, highlight the text you want to read, then open the Helperbird sidebar and click the “Use Immersive Reader” button. The selected text will then appear in the Immersive Reader, where you can customize the reading experience
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Immersive Reader is an amazing tool built into many Microsoft 365 applications. I have never heard of this tool, so it is a very useful tool for use in the classroom as a whole and in a small group environement or one to one teaching. It offers a number of supports for students in Literacy in particular for reading, comprehension, and writing.
It can help children who have dyslexia that may have difficulty reading a text book. It can help children with ADHD that may struggle with focus and attention. It can also assist the EAL child. It uses mechanisms such as line focus, picture dictionary and a read aloud function to assist in literacy lessons.
For Microsoft Teams you can use Immersive Reader to support independent reading in school or at home. The In Class Notebook option, enables students to write or read texts using the tool.
For the Edge Browser the student can open daily news articles, or educational websites in reading Mode and activate Immersive Reader. The child can use text to speech here.
In terms of how this tool can help me with teaching in the SEN setting, I can use it for reading comprehension support for dyslexia students using the read aloud function and line focus. I can use it to teach grammar and sentence sturcture by highltighting parts of the text to focus on verbs, adjectives etc.
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Exploring Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools really opened my eyes to how much support is available for literacy in the SET classroom. I had already used Immersive Reader this year with a Fourth Class pupil to help them with reading, but I hadn’t realised just how many features it actually offers. Being able to change the background colour, adjust the spacing of the text, highlight one line or sentence at a time, and even change the font can make a big difference. I especially like the option to break words into syllables and the picture dictionary, these will be really helpful for younger pupils, and I’m looking forward to trying them out with my Senior Infants next year.
Another tool I found really useful this year was the Dictate option in Word. It made a huge difference for pupils who found spelling and writing difficult. Being able to speak their ideas out loud without worrying about spelling or handwriting meant they were more confident and produced much better work. It works very well in Irish also.
I also learned a lot about different input devices that can support pupils with physical needs, like trackball or joystick mice, foot mice, and head-controlled devices. I wasn’t aware of adaptive switches before, so that’s definitely something I want to look into further. It’s made me think more about how we can better match technology to individual pupils’ needs.
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Whilst I find Dictate helpful and beneficial; many of my students however, who would benefit most from it—particularly those with severe dyslexia and a history of phonological processing difficulties or early speech delays—often still have some residual speech-sound errors. As a result, Dictate frequently misinterprets their speech, leading to inaccurate transcriptions which can be really frustrating for those students. Therefore, to mitigate errors and speed up a writing task, careful, scaffolded support from a teacher or adult is required to review and edit the transcriptions whilst the child is dictating.
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Hi Claire. I can definitely relate to that in the past when I have used dictation tools and even translation tools, depending on the student, it was often quite inaccurate. Taking smaller simple chunks at a time definitely helped but sometimes it was more frustrating for the student when it repeatedly did not pick them up/ translate accurately.
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Immersive reader is something I never used before but definitely something I will be using going forward in SET and also sharing with my colleagues. It’s going to be beneficial in helping children with dyslexia and visual processing difficulties where they would face literacy challenges on a daily basis. For EAL students, built-in picture dictionary looks very useful. I would hope that these tools would allow students to feel more independent in their work and their abilities.The line focus and colour blocking options are excellent for struggling readers. I would have provided a dyslexia ruler in the past but I can see this tool is much more user friendly for a child with additional literacy needs. We use the Google platform across our school but I see that Pat has shared the link to help with accessibility advice etc. which is great. Screen readers, voice typing and visible supports will be available. The Reading Coach App is another resource that was shared which I’ve taken a look at and feel I could use in the SET classroom during the year.
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That’s a very valid point. While Dictate can be a great support, it’s not always reliable for students with speech sound difficulties. I agree that adult support during the process is essential to reduce frustration and ensure accuracy. It’s about finding the right balance, using the tool alongside human support to make it genuinely effective for those learners.
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Claire,
I completely agree with you- speech and language issues can be compounded sometimes by using speech to text, and can lead to more frustration than you started with. My sixth class groups used to use Google voice typing when working on extended pieces of writing, and it would take a session to sit down with each individual and amend the voice typing errors to get to the end product.
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I had no idea that there were so many tools at our fingertips to support all aspects of special needs.
I was particularly impressed with immersive reader and all the ways that it can be used. I have downloaded the Lens app which i feel will be so useful to capture texts from books which can be adapted for students with dyslexia, dysgraphia and EAL. There are so many features which make reading accessible for so many different abilities. I look forward to implementing this tool into my teaching.
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Exploring immersive reader in microsoft teams and other microsoft tools has highlighted how valuable built-in accessibilty features can be in supporting literacy development for SEN. Immersive reader offers a range of customizable tools such as text-to-text speech , picture dictionaries, etc, which can greatly benefit students with dyslexia, visual processing difficulties or attention challenges. Using these features can help students access content independently at their own pace. I also reflected on how existing classroom equipment can be better adapted to suit individual pupil needs, Simple adjustments like changing screen contrast or noise cancelling headphones, etc can improve focus and engagement. Alternative input devices such as adaptive keyboards, trackballs or voice recnognition software opens up more inclusive pathways for pupils with physical or motor challenges. This exercise reinforced the importance of a proactive, student-centred approach to technology in the classroom. By making small but meaningful changes and embracing accessible tooks, we can create a more inclusive learning environment that empowers every student to engage with literacy in ways that suit their strengths and needs.
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You’ve clearly highlighted the value of accessible technology in supporting diverse learners, particularly those with SEN. Tools like Immersive Reader are excellent examples of how built-in features can make a meaningful difference, promoting independence and confidence in literacy tasks. I think your emphasis on adapting existing resources—such as screen contrast or alternative input devices—which shows a practical, inclusive mindset is key to an inclusive classroom. Your recognition of the need for a proactive, student-centred approach is key to creating truly inclusive classrooms. It’s inspiring to see how small, intentional changes can empower all students to succeed on their own terms.
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I hadn’t used Immersive Reader properly before this module, but after trying it out, I can really see how it could help young children in the SET classroom. It’s easy to use and makes reading less overwhelming. The read-aloud voice and line focus are great for children who get distracted or struggle to track words on a page. I also like how you can change the background color and text size, which could really help some of my students with visual stress.
The fact that it works in Word, Teams, and the Edge browser is handy because these are tools we already use. I also tried Dictate in Word and think it would work well for children who find writing hard. They can speak their sentence and see it typed on the screen, which builds confidence.
Overall, these tools are simple but effective. I’ll definitely start using them more to support literacy.
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Like you Megan, I hadn’t used immersive reader before and I can see what a great asset it would be for any child who is struggling with reading. The read aloud option would be wonderful for them and they could track the words on the page. This would make it less daunting for the child and also allow them to listen to fluent reading and if the piece was at their reading level, they could try to read it themselves afterwards.
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I was very impressed with immersive reader. I particularly liked the picture dictionary option which would be fantastic for EAL learners. A high proportion of the children in my school don’t have English as their first language. I also liked the translate options. I will definitely use it next year as it is very user friendly. Through immersive reader, all children in the class regardless of their reading level could access the lesson so it would be so inclusive.
Previous to completing this module, I was unaware of how many built in accessiblity features are readily acvailable. These could be the game changer for children with SEN amnd EAL children. Simple changes like changing the background colour and size of fonyt could make them so much more accessible. I loved the all the keyboard shortcuts that again I was unaware of. I thought the trackball mouse wasan excellent idea as last year I had a child who had a tremor in his hand and find the normal mouse difficult to navigate so this mouse would have been perfect for him.
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Hi Catherine,
Thanks for sharing your thoughts with us here. You have raised some great points around the availability of ‘built-in accessibility’ within so many digital tools. Immersive Reader is a real game changer in terms of making content accessible for EAL learners, or those with reading difficulties. Whilst initially a Microsoft feature, a number of Chrome extensions can offer similar functionality for those without a 365 license.
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I agree with Catherine, I was surprised by how many built-in accessibility features are already available on the devices we use every day. It’s amazing how such simple adjustments, like changing background colour or increasing font size, can make such a significant difference for students with SEN or EAL needs. These small changes can reduce barriers and make learning feel more manageable and inclusive.
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The immersive reader is an invaluable part of the AT toolkit for the SET. The many functions of the immersive reader allows one to tailor the support provided to the student based on their particular needs. I particularly like the built-in picture dictionary and I used this a lot with a student with severe expressive language deficits. Adjusting the text size and spacing has helped me to make the reading more accessible to my students with visual impairments such as my students with DS. Breaking the words into syllables and talk-to-text features has really helped students with reading difficulties. The translate option is perfect for ESOL children and their parents.
I have also used: Open Dyslexic for Chrome, Talk and Comment, and Google Lens in Google Workspace. However, I prefer Microsoft Lens as it automatically connects to the Immersive Reader.
These tools support Universal Design for Learning (UDL), the goal of which is to use a variety of teaching methods to remove barriers and make learning accessible to all, which is very important in SET. UDL acknowledges that children learn differently and encourages flexibility in our teaching methods.
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I had no idea that there were so many tools at our fingertips to support all aspects of special needs.
I was particularly impressed with immersive reader and all the ways that it can be used. I have downloaded the Lens app which i feel will be so useful to capture texts from books which can be adapted for students with dyslexia, dysgraphia and EAL. There are so many features which make reading accessible for so many different abilities. I look forward to implementing this tool into my teaching.
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After experimenting with some of the tools available on Microsoft 360 and the Edge Browser, I am very impressed with what is available, and for free. I will definitely use the Immersive Reader in Literacy classes in the future, and also there are some students who use laptops in all classes as they have difficulty with reading and writing, who would benefit from this tool. The microphone option in the Immersive Reader would be very useful for Dyslexic and EAL students who struggle with English spelling.
The Dictate tool would also be excellent for students who have difficult in writing, in particular when completing their subject CBAs in Powerpoint.
We currently use microphones in EAL classes that translate into word (in native language) in Powerpoint, but this seems like an easier option.
The Immersive Reader would also be very useful for students when accessing and understanding documents across Sharepoint, Onenote and Teams.
I am now familiar with how to investigate and access the tools in settings and look forward to exploring on the desktop when I start back at school in end of August.-
Hi Oonagh,
Thanks for your post here. It is great that you have had the chance to look through some of the Microsoft tools that are available through the 365 suite. It really is an impressive collection, and fully available within the education license. Immersive Reader is a hugely beneficial tool for allowing children understand information better and help those with reading difficulties to consume information. However, Dictate can be so beneficial for those seeking to create content and turn speech into written text. As you have said,m this could be a powerful tool for students wishing to make their own content within PowerPoint.
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I really enjoyed this module which explained how beneficial Immersive Reader is and in particular in a SET environment. I loved the short video which showed the young boy named Karrick learning to read using Immersive Reader and it was so evident in his smile at the end of the video just how proud both he and his parents felt. Immersive Reader can make reading much more fun and I could think of a lot of children in my school who would really benefit from this way of learning how to read while at the same time building their confidence amongst their peers. Resources I am looking forward to using with my pupils this year are: Dictate in Word for pupils who find writing difficult and also Office Lens which will instantly read a given text back to a child who simply cannot read. What a great tool for children with special needs to have access to.
EAL students will get lots of use out of the picture dictionary and the translation features. These features will make learning to read and write in English much more fun and attainable for them. This coming year I envisage myself trying out voice typing and also using Microsoft Teams for online learning for pupils who may have bene absent from school a lot. I will be sure to keep the following quote in my mind from now on, Always remember to look at Assistive Technologies from an individual need’s basis. No one size fits all!’-
Hi Aoife,
Welcome to the course. It’s great to see how this module has highlighted the practical benefits of tools like Immersive Reader, especially in a SET context.
As you’ve outlined, using other Microsoft 365 tools like Dictate and Office Lens with your EAL pupils will offer valuable support in meeting diverse learning needs. You also mentioned plans to explore voice typing and Microsoft Teams next year, both great ideas. You might also consider trying out Reading Progress in Teams, which is a useful tool for tracking reading fluency and could complement your use of Immersive Reader. It also pairs well with Microsoft’s standalone Reading Coach app. Both are completely free literacy tools and worth checking out.
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Hi Aoife,
You’re very welcome! I genuinely believe Microsoft’s Learning Accelerators are outstanding. The latest addition, focused on numeracy, Math Progress, looks promising, although I haven’t had a chance to explore it yet, I’d expect it to be just as powerful and effective as its stablemates.
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After exploring Immersive Reader, I can see how helpful they can be for supporting literacy in the SET classroom. Features like text-to-speech, syllable splitting, line focus, and picture dictionary make reading easier and more engaging for pupils with additional needs such as Autism, ADHD, and Dyslexia.
I would use Immersive Reader to help pupils follow along with texts, understand instructions better, and build confidence in reading. It can also help make independent learning more manageable for some pupils.
When thinking about existing equipment, I’ve realised that even small changes—like using keyguards on tablets, larger keyboards, or adjusting font size and screen settings—can make a big difference. I also want to try other tools like trackballs, switches, or voice typing to help pupils who find it hard to write or use a regular mouse.
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Exploring Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools has given me lots of ideas for how I can better support literacy in the SET classroom. I can see how Immersive Reader, in particular, could be a valuable tool for students who struggle with reading fluency or comprehension. Features like text-to-speech, picture dictionary, and line focus would allow students to access texts more independently and with greater confidence. I plan to introduce it during reading and writing activities to support students with dyslexia and those who find large blocks of text overwhelming.
I also realise there are ways I can adapt existing devices to better suit the needs of specific pupils. Adjusting settings like text size, background colour, and using the Read Aloud function in the Edge browser are small changes that could make a big difference. It was interesting to learn how input devices like large-key keyboards or alternative mice can be easily adapted to help students with motor challenges engage more easily with digital tasks.
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Hi Lucy,
It’s great to see how you’re exploring Immersive Reader and other accessibility tools to support literacy. As you’ve outlined, features like text-to-speech, line focus, and picture dictionary demonstrate hor IR can help students work more independently and confidently.
Also again as referenced, cutomising device settings and exploring alternative input tools to meet individual needs personalises the support and these small adjustments can have a big impact.
Introducing new tools gradually and aligning them with specific learning goals is a practical and effective approach, using them with purpose, rather than just for the sake of using technology, ensures they will really enhance teaching, learning and assessment in your in your SET classroom.
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I was really impressed with Immersive Reader and the range of support it offers. I wasn’t actually aware of them until engaging in this course. One feature I particularly liked was the Picture Dictionary, which would be especially helpful for EAL (English as an Additional Language) learners. The microphone speaker would be beneficial for those who have ADHD or Dyslexia too.
The Translate function is another valuable tool, allowing pupils to access content in their first language if needed. This helps reduce barriers and gives all learners a better chance to fully engage with lessons.
I found Immersive Reader to be very easy to use, and I’ll definitely be incorporating it into my teaching next year.
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Hi Saoirse, I couldnt agree more, that picture dictionary and the translation tools features will be so helpful with my EAL learners in September. Also for all children who are still cementing the idea of nouns, verbs, adverbs etc, having those tools at their fingertips to help reinforce and remind could be a fantastic way to create revision tasks, that they could self-assess at the end using this tool.
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Hi Saoirse. I’m like you- I didn’t know these features existed until this module and I’m grateful to have started it. The immersive reader is super user friendly and I can already see some of my students using it next year. Like what Aisling said too, using it as self-assessment task at the end of their learning.
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My school uses Microsoft 365, and students from 4th to 6th class have access to individual laptops. Yet, I hadn’t realised how powerful the built-in tools like Immersive Reader, Dictation, and Office Lens could be until this module. These features can be hugely beneficial for literacy support, particularly for students with dyslexia, EAL needs, or processing difficulties.
However, one child in the senior classes that I support 5th class struggles to articulate full, audible sentences so I wonder about the level of independence that dictation could offer as regard its limitations with speech clarity—it may not always pick up their voice accurately which could add additional frustrations for the child. However, Immersive Reader could still support reading comprehension, especially with the line focus and picture dictionary tools.
This module made me realise that many high-tech supports are already at our fingertips but I was not aware of them. I feel far more confident now in embedding them meaningfully into SET lessons, while also understanding the need to tailor tools to individual student strengths and challenges.
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Hi Aisling,
Welcome to the course. It’s great to hear how this module has opened up new possibilities for using Microsoft 365 tools in your SET classroom and as mooted, akin to the adage ‘Hiding in plain sight’ often overlook what’s already available to us, and it’s good that you’re now feeling more confident about embedding tools like Immersive Reader and Dictate in your teaching.
Your point about the limitations of dictation for students with speech clarity challenges is well made and it’s important to recognise that not every tool will suit every learner, we must always be guided by the needs and not the technology. One idea that might help here might be to explore using the Dictate feature alongside Read Aloud or Voice Notes in OneNote. This might give that pupil a bit more flexibility and reduce frustration, particulary if they can record thoughts in their own time and space.
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I’ll be honest—I hadn’t really used Immersive Reader or the accessibility tools in Microsoft 365 before this module, so this was all new territory for me. I’d heard people mention them, but I didn’t realise how many features were already built in and how useful they could actually be in the SET classroom. Playing around with Immersive Reader in Teams and the Edge browser was a bit of an eye-opener. Things like line focus, text spacing, and the picture dictionary seem like such simple tools, but I can really see how they could take the pressure off kids who struggle with reading.
I’m especially interested in trying Dictate in OneNote or Word. For some of my students who find writing a real challenge, I think this could be a game changer. I like that it’s already part of the Microsoft tools we’re using anyway—it doesn’t feel like something “extra.” I’m definitely planning to give it a go in September and see how it works in practice.
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I had never come across so many of these assistive technologies before so I am so glad I’m doing this course! My own son is dyslexic and I have just spent ages showing him how amazing Immersive Reader and Office Lens are. The potential they have, along with the Edge browser and other 365 Tools, to support the development of literacy for so many struggling readers is very impressive. I love how you can change the background colour and font size and also how you can focus on one line at a time. I think the picture dictionary is a great feature, particularly for younger or EAL students. The translate function is fantastic for those students too. The Read Aloud function in the Edge browser is a great tool for reluctant and struggling readers and writers. It will make everything less overwhelming for them and boost their confidence levels. The alternative mice and large key keyboards are also great resources for those with visual impairments or fine and gross motor difficulties. These tools are so effective and I will definitely be using them from September (and from now with my own child!)I had never come across so many of these assistive technologies before so I am so glad I’m doing this course! My own son is dyslexic and I have just spent ages showing him how amazing Immersive Reader and Office Lens are. The potential they have, along with the Edge browser and other 365 Tools, to support the development of literacy for so many struggling readers is very impressive. I love how you can change the background colour and font size and also how you can focus on one line at a time. I think the picture dictionary is a great feature, particularly for younger or EAL students. The translate function is fantastic for those students too. The Read Aloud function in the Edge browser is a great tool for reluctant and struggling readers and writers. It will make everything less overwhelming for them and boost their confidence levels. The alternative mice and large key keyboards are also great resources for those with visual impairments or fine and gross motor difficulties. These tools are so effective and I will definitely be using them from September (and from now with my own child!)
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Significant potential for promoting reading in the SET classroom is revealed by Module 2’s emphasis on specialised high-tech choices, especially Microsoft’s Immersive Reader across Teams, Edge, and other 365 products. Features like read-aloud, line focus, image dictionary, and text spacing in Immersive Reader can significantly help students who struggle with reading by making the material more approachable and promoting understanding. A consistent, encouraging learning environment might be established by incorporating this into everyday classes through Teams assignments or Edge browsing.
Adapting current equipment is essential, even beyond software. A trackball, vertical mouse, or even a larger, more sensitive laptop touchscreen overlay could be used in place of a normal mouse for a student who struggles with fine motor skills. For students who have trouble using traditional keyboards and mice, investigating alternative input devices such as switch access, eye-gaze technology, or voice control software (like Windows Speech Recognition) could significantly increase technology accessibility, enabling them to interact with digital content and express their learning more independently.
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Hi Fiona,
Welcome to the course. You’ve clearly outlined how Immersive Reader can make digital text more accessible for pupils with a range of learning and physical needs, through features like read-aloud, line focus, image dictionary and text spacing. Using Teams assignments is a practical way to integrate these features, alongside other Windows accessibility tools like speech recognition.
To build on this, you could try designing a short digital task where pupils use voice control or speech-to-text to respond to a piece of text. This could support learners who find writing or fine motor tasks challenging, while also encouraging oral language development and confidence in using assistive tools.
You’ve also highlighted the importance of adapting input devices. Simple changes like using larger touchscreens or alternatives to standard mice can make a big difference. Assistive technology is often about small, thoughtful adjustments that help make learning more inclusive and accessible.
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Immersive Reader, available in Microsoft Teams, the Edge browser, and across many Microsoft 365 tools (such as Word and OneNote), is a tool of support for literacy development in the SET (Special Education Teaching) classroom. It enhances reading comprehension by offering features like text-to-speech, line focus, syllable splitting, adjustable font size, and grammar tools (e.g., parts of speech color coding).
In the SET classroom, Immersive Reader can support students with dyslexia, language processing difficulties, or attention challenges by making text more accessible and less overwhelming. For example, when working on reading comprehension tasks in Teams or OneNote, students can use the read-aloud function to hear the text while following along visually, improving decoding and fluency. Using Edge, teachers can open any webpage in Immersive Reader mode, removing distractions and simplifying the content layout.
By integrating Immersive Reader into daily literacy tasks, teachers foster independence, confidence, and personalized learning, while aligning with inclusive education goals and the SETT framework.
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I was impressed with the functionality within the immersive reader tool. I liked that it is readily available within the toolbar of Microsoft Word and is very user friendly. It would be very useful for children with dyslexia who struggle to track text on a page by reducing visual crowding. The option to reread and edit work becomes more achievable with dictation and spacing tools. Other tools I will use include the accessibility tools within the control panel which allow a user to create a high contrast screen, which again would benefit students with dysgraphia and dyslexia. Additionally, options to change font types, sizing and colours, as well as altering the appearance of the mouse pointer would be invaluable. Short cuts keys help students to create and edit documents more seamlessly, they are easy to remember and require less effort. Microsoft lens is also a quick and easy way to help a student to access written information by taking a photo of a document and having it read by you by immersive reader.
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I have to admit, I found module 2 extremely enlightening and am embarrassed to say I hadn’t heard of many of the high-tech resources mentioned. I also had no idea so many were already embedded into programs such as Microsoft 365, Teams and Edge. After exploring some of the features myself, it’s great to see so many simple ways we can be using these features to support in the classroom. I particularly like the use of the dictate feature in word which would be very helpful for students who find organising their ideas on paper challenging. I had some limited experience with immersive reader prior to this module but found some of the features I wasn’t aware of such as the translate option and picture dictionary would be particularly helpful when working with EAL learners. I’m really looking forward to trying out some of these AT resources next year and am really happy to have gained so much knowledge about what is available so I can continue to gain a better understanding of how best to utilise them with my students.
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As an NQT, exploring Immersive Reader in Microsoft Teams, Edge, and other Microsoft 365 tools has opened my eyes to how technology can meaningfully support literacy in the SET classroom. Also, tools like text-to-speech are simple to activate yet incredibly powerful for pupils who struggle with reading or processing written text. I can see how these features would benefit pupils with learning difficulties, in promoting their independence during literacy tasks. This module has also made me reflect on how high tech AT’s can be used in the classroom to meet needs, for example, using changing display settings. I’m really impressed with the immersive reader tool, a fantastic resource using visuals and really breaking down text and of course helping with EAL needs using the translation tool. I definitely see myself exploring and using these tools next year in SET, I can’t believe the extensive range of AT’s across the board covered so far in the last 2 modules.
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Hi Grainne,
Welcome to the course! It’s obvious from your post you’re carefully considering how AT can support your pupils in meaningful ways. I agree too that Immersive Reader is a powerful tool that can assist all learners but particularly those with reading difficulties and those acquiring English as an additional language.
It’s good to hear you’re planning to explore a range of AT tools in your SET role next year. I’d suggest, as you continue through the course, to keep an eye out for opportunities to trial these tools in small, manageable ways, possibly during literacy stations or as part of homework support. Building familiarity now will certainly help with implementation later on.
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Exploring the Immersive Reader in MS Teams, Edge and other Microsoft 365 tools has really shown me how useful assistive technology can be in supporting literacy, especially in the SET classroom. I work with students with dyslexia and I can already see how helpful the Immersive Reader tool could be for them. The picture dictionary supports their understanding by giving visual clues and the grammar tools break the text down into smaller, more manageable parts — highlighting verbs, adjectives and nouns in a way that really supports their grasp of language. What I find most useful is how flexible these tools are. They don’t just display the content — they adjust to suit the learner. Whether it’s changing the spacing of text, reading aloud, or even translating, students can access material in a way that works for them. I am delighted to have found this tool as I can already see the benefits it will have for my students this year.
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Hi Laura,
Welcome to the course! I agree, targeted use of Immersive Reader in the SET classroom can be a real game-changer for pupil’s with reading/literacy difficulties, particularly as you noted for pupils with dyslexia. The combination of visual supports, grammar tools, and flexible display options shows how assistive technology can reduce barriers and support literacy development.
One practical way to use Immersive Reader is during paired or small group reading sessions. You can have pupils take turns listening to a passage read aloud, then pause to discuss vocabulary, sentence structure, or content. This not only supports decoding and comprehension but also encourages collaboration and oral language development.
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Having the chance to explore Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools really opened my eyes—I had no idea there were so many helpful features built in. Things like text-to-speech, line focus, and the picture dictionary are great for supporting students with dyslexia, slow processing, or sensory needs, not just in the SET classroom but in ASD classes too. I can see how these tools could make reading and writing feel less overwhelming and help students feel more confident. Especially the EAL students.
It also gave me loads of ideas for how I can use these tools in small group work going forward. Even simple changes like adjusting background colour, increasing text size, or using the Read Aloud feature can make a big difference. I hadn’t thought much about different input devices either, but things like large-key keyboards or alternative mice could really help some pupils feel more comfortable using technology.
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I don’t have experience in using these tools as yet. I’m in a junior school so I suppose we tend to be at the early stages of interventions whereby we’re introducing low tech AT with some occasional use of medium tech. They’re incredible tools and I can see how useful they can be in supporting students access the English curriculum. The Immersive Reader is something we could use for young children supporting their ability to engage with texts they’re not yet able to read or to break it down for them. This would be really helpful for children with EAL and the picture vocabulary is a great aspect of it. The Immersive Reader would be helpful for a range of additional needs such as Dyslexia, Autism, ADHD and Dyspraxia. A fairly large percentage of our children have additional needs and also EAL so I think these tools would really help the SET team and class teachers create even more inclusive environments for them.
The accessibility options available in Microsoft would suit the needs of a child with Cerebral Palsy. I think giving access to the child at an early stage will give him time to learn how to use the laptop and then progress to using the Immersive Reader to access classwork when he is ready. A trackball or joystick mouse would be required to support the student.-
Hi Sarah,
Welcome to the course. Thanks for sharing how low and medium-tech tools are being used for early stage interventions in your junior school setting. Also as you’ve outlined, Immersive Reader should prove an invaluable support for EAL learners and pupils with additional needs such as Dyslexia, autism, ADHD, particularly with features like the picture dictionary and text-to-speech.
Your point about early access for students with physical disabilities is well made. Providing the right tools, such as a trackball or joystick mouse, along with time to build familiarity, can support long-term independence. AT is all about matching the technology to the individual need, not the other way around.
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I have never used Immersive Reader before and I am so grateful that I have had the opportunity to explore it. It is easy to access it through Word, OneNote, Teams, Office Lens and Microsoft Edge and it’s free! There are so many beneficial aspects to it. I would use it in my SET room if I had a child with a specific learning difficulty such as Dyslexia. I would consider what the child needs and use the tools such as changing the background, changing the text size/font, increasing the spacing and using the line options appropriately. The grammar options are useful to help develop literacy skills. The picture dictionary is a great tool to help the pupil with the comprehension of text. If I had an EAL pupil the Translate option would also be very useful. Immersive Reader is definitely something I will use and share with the SET team in my school.
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365 tools such as varied display settings can help children with special educational needs access the literacy curriculum. Tools such as Zoom Text would allow children with visual impairment to access texts that they may find challenging to access without such a tool. The immersive reader, which is available in the new Edge browser will be of huge benefit to children diagnosed with dyslexia. Options such as the line focus option will help avoid visual crowding and is one way in which the immersive reader can support literacy in the SET classroom. The picture dictionary is another aspect of the immersive reader that will help support children who may be diagnosed with dyslexia and who benefit from visual aids/ are visual learners. The translate options are another aspect of the immersive reader that will benefit EAL students. The ‘Dictate’ tool in Microsoft word is an excellent tool for children with dysgraphia as all they will need to do is talk and the tool will complete their writing for them. This is a great way to support these pupils in literacy.
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As I have been working abroad for a few years, I am not update with the features of these applications on Microsoft until now and wow how much as it come on!
When I think back to the struggling 6th class students I had with reading difficulties and undiagnosed dyslexia these apps would have helped a lot such as: The Immersive Reader on Microsoft Teams, as reading novels and comprehension is key factor in senior classes, using the text to speech is a huge benefit for students with Dyslexia in order to help them follow along with the texts. As schools have become more multi cultured now too it also acts as a great tool for EAL learners to translate. Students with sight and visual impairment can also adjust fonts and sizing.
In terms of the Office 365, I think it offers great tools in expression and so students who struggle with dysgraphia or dyslexia can speak their ideas instead of typing or writing. I find the Livescribe Pen an investable tool which could also tie in alongside this. Unfortunately I dont have experience using these tools but they are tools I would absolutely integrate into my lessons and classroom practice.
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I am really excited about the prospects of Immersive Reader as discovered through this course and believe that Immersive Reader has the potential to greatly improve engagement and motivation in Literacy and improve literacy skills.
Immersive Reader could be used to motivate reluctant readers. Often pupils with SEN lack confidence and motivation to read. The fact that there is so much accessibility in terms of background text colour, font size and speed and moreover that texts can be listened to and real aloud to pupils will reduce anxiety in relation to reading and encourage reading.
Immersive reader could also be used to teach grammar in insolation. The fact that nouns, verbs, adverbs, and adjectives can be highlighted and colour coded is a fantastic tool and is more accessible than traditional textbook grammar drills.
Dictation is another 365 tool which has the potential to enhance literacy skills in the SEN classroom. The fact that pupils can dictate and produce writing on Word, Powerpoint and Onenote has wonderful potential for instilling a love of writing and developing confidence.
Strategies to adapt my current classroom equipment to better suit a current pupil include utilising accessible formats in office e.g. dictation, adapt the use of Immersive Reader, download more Apps such as Learn to Write, Math Dual. Pupils currently have i-Pads but the potential is not being tapped into significantly enough at present and apps such as these will enhance the teaching-learning process.
Other input devices such as alternative keyboards and screen magnifiers will also improve accessibility.-
Hi Ursula,
I’m delighted to read that you found the content of the module so useful and that you can see the potential benefits of using the Immersive Reader to enhance and invigorate the language and reading experiences of children with a variety of different needs. The beauty of it is that so many of the accessibility features within it can be beneficial for all learners, and as such it doesn’t have to be solely contained to those with reading or wider literacy difficulties. The writing process is often something that I have found even more challenging than reading in terms of motivating pupils – having accessibility tools such as Dictate or speech to text can really open up the learning to all children and ensure their creativity can be recognised.
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We use Google Workspace in our school so I was unfamiliar with all of the accessibility tools that are available to use in MS Teams/MIcrosoft edge. I have had great fun trying out the tools and find the immersive reader particularly helpful. I think it would be important to give your pupils time to become familiar and play around with the various options you have available to change the font, voice and background etc. I can really see myself using it with pupils. I love the picture dictionary too and having just come from teaching infants I know that pupils would love it as well as being a helpful tool to have in the classroom. I downloaded Office Lens and find it great to take a picture and the text is then read back to you with an immersive reader. I think this would be really helpful with students trying to work on projects. Students could take a picture of the text from a book or website and then the information could be read back to them. It could help them with researching a topic for their project making it easier for them to understand information. I thought the trackball mouse was really good. I have never seen one before and think it would be very helpful for students with tremors in their hands.
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Hi Yvonne,
It is probably true to say that Microsoft and Office 365 have more accessibility tools built into their core products. However, the Chrome web store within Google Workspace offer a number of extensions that do very similar things. ‘Helperbird’ is a Chrome extension that incorporates the Immersive Reader and can be used within the Chrome browser and Google’s content tools such as Docs, Slides, etc. This link offers a range of AT options to support children with different needs, specifying the platforms they can be used with in some cases: https://www.ahead.ie/Our-12-AT-Categories
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I learned about Immersive Reader in this module. I have not used it before but I think it will be useful in this coming school year. It will be beneficial in my SET classroom. It can make reading less overwhelming for children who are struggling.
The read-aloud voice and line focus are great for children who get distracted or struggle to track words on a page. I also like how you can change the background color and text size. This can make a big difference for pupils.I have tried dictate before but I find it does some teacher assistance which can frustrate some children who want to be independent.
I liked the Office Lens app. I think this will be a very useful tool. You can differentiate texts easily which will really help my students and make everything more accessible for them.
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Using Immersive Reader in MS Teams, the Edge browser and other 365 Tools can significantly improve literacy development in a SET classroom. Immersive Reader helps to build reading fluency and develop comprehension, this would be hugely beneficial for students with dyslexia which is something that was quite prevalent within my class this year. The picture dictionary is something I really like the sound of to help visual learners and those students who are not yet reading. This could also be used for EAL students which is fantastic as often it can be difficult to find suitable technology for EAL. Immersive Reader is not something I am overly familiar yet and I am excited to use it with students in the coming year, the video included in this module was very helpful! The Dictate option was not something I was previously familiar with, however, I can see how valuable this tool would be for students who struggle with writing and this is a tool I am looking forward to trying with students. It is noted that a working microphone is essential for this tool. Overall, this module offered a range of technology resources suitable for a wide range of learners and I will certainly be looking at ways I can implement these going forward based on the needs of individual students.
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Hi Emily,
It’s great to hear that this module has offered you the opportunity to explore some AT tools that will be useful tools in your repository for the coming years. Dictate is a tool that is probably underused and undervalued, both inside and outside education. There are so many uses for this, from making searches and records easier to opening up the writing process to more children, including those with literacy challenges. Other versions of Dictate are also available through Google and Apple for those using those devices and operation systems.
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Hi Emily,
I love that you picked on the support which can be provided to EAL pupils also. I will be SET and EAL next year and I am looking forward to trying out the read aloud tool and the picture dictionary which are available with Microsoft 365. We currently use Google workspace for Education in our school so I must research this and see if there are similar options available.
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Exploring Microsoft’s accessibility tools in its different 365 applications has shown me how far ahead they are than their rival Google when it comes to SEN. Their Immersive Reader is an extraordinarily effective tool in enhancing literacy for students with special educational needs. It creates a calm, focused reading experience by offering line focus, text spacing and read-aloud features. I especially liked the addition of a built-in picture dictionary. For pupils with dyslexia, visual processing difficulties, or language needs, it significantly increases access and comprehension.
In the SET classroom, Immersive Reader in Edge and Teams can be used to scaffold online texts or classroom materials. The Dictate feature in Word is a also a valuable support for students with dysgraphia or fine motor difficulties, enabling them to articulate their ideas through speech rather than writing.
Their Accessibility Checker is also a clever tool that I hadn’t seen before. It reviews digital content and identifies accessibility issues such as missing alt text (something else I didn’t know about) or poor colour contrast before materials are shared with students. It ensures that learning resources are inclusive by design, not just by accommodation. -
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I enjoy this module and the resources I can now incorporate into my planning. Last term I worked as a SET teacher in my school and Immersive Reader could have been an excellent tool. I had two Polish students who struggled reading and writing in English. With Immersive Reader, I could have small texts translated in their languages and audios with the right pronunciation in English.
I found interesting the possible use of the smart pen in the classroom. We can create our own resources and materials adding our own voices and guiding the students during their learning.
I didn’t know about SpacePoint and how easily it can be introduced in the classroom as extra resources and support for our students. From previous experience, it is also important to train parents with videos, workshops or manuals about how to use these digital resources so they can be used efficiently at home too.
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Hi Nieves,
Thanks for your post here. It is great that you have been able to match the content of this module to a specific cohort of children you believe it could have assisted. Immersive Reader is such a powerful tool and is certainly one which can open up learning to those learning English as an additional language. The picture dictionary is particularly useful in this regard as it can allow these children make connections between English and their native language, which will ultimately lead to the learning being embedded that bit more.
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Immersive Reader is a tool I hadn’t used before, but I now see its great potential in the SET classroom and plan to introduce it to colleagues. It offers strong support for students with dyslexia and visual processing challenges, while features like the picture dictionary are ideal for EAL learners. Tools like this promote student independence and make literacy more accessible.
The line focus and colour-blocking options are particularly effective—far more adaptable than the dyslexia rulers I’ve used in the past.I also explored the Reading Coach App, which I see as a useful addition for targeted literacy work.Even small changes, when thoughtfully implemented, can create a more inclusive classroom
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Hi Ciara,
Thanks for your post and your interest in the use of Immersive Reader. When likening assistive technologies to other more concrete assistive tools, the word adaptability, which you have used, is a great choice. The dyslexia rulers do a very similar job to the ‘line focus’ in Immersive Reader but lack the same flexibility and adaptability. The option to focus on 1, 3 or 5 lines is a perfect example of this and may be interchanged depending on the length or complexity of a text.
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I am new to Immersive Reader and I was blown away with the potential it has for students with SEN. I am teaching in an
ASD class and it is something I will definitely be using going forward this coming academic year. We have a lot of students from various backgrounds and cultures in in our school and the translate option is a fantastic option along with the pronunciation button. In addition to this, the picture dictionary is an amazing tool especially for younger children. I found the Reading Coach program so impressive, as it listens while the child reads aloud amd provides a fluency report and word identification activities. As far as assessment goes, this is definitely something I will be using in the future as it helps with growth in word identification.
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Exploring Immersive Reader through MS Teams and the Edge browser has opened my eyes to how much potential lies in the tools we already have at our fingertips. In the SET classroom, I can see this being a real game changer for pupils who struggle with decoding, attention or processing written language. The ability to have text read aloud, broken into syllables or spaced out clearly can make literacy tasks feel far more manageable and less overwhelming.
I also found that adapting existing equipment does not always mean purchasing something new. A simple change like adjusting display settings, using a different keyboard layout or adding dictation features can completely transform a child’s access to learning. For one pupil with fine motor difficulties, introducing a trackball mouse made navigation far less frustrating. I am now looking into switch devices and eye gaze options for nonverbal pupils. This has reminded me to always start with the learner and build the tools around their needs.-
Your analysis of Immersive Reader matches exactly what I have found from using this brilliant resource. The tool, which is part of MS Teams and the Edge browser, is a powerful resource that makes reading accessible for all children. The key features of text-to-speech reading, word syllable breakdown, and spacing adjustment create huge improvements in learning accessibility for children who might struggle otherwise.
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Your analysis of Immersive Reader matches exactly what I have found from using this brilliant resource. The tool, which is part of MS Teams and the Edge browser, is a powerful resource that makes reading accessible for all children. The key features of text-to-speech reading, word syllable breakdown, and spacing adjustment create huge improvements in learning accessibility for children who might struggle otherwise.
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The Immersive Reader tool in MS Teams, the Edge browser and other Microsoft 365 tools is a great way to make reading more accessible for pupils who face challenges in literacy. From exploring these tools it will prove beneficial for all children in mainstream classes, those requiring SET support and also those who are in the autism classes in my school. The benefits include reading text aloud, highlighting words as they’re spoken, and letting pupils change font size, spacing, or background colour to suit their individual needs.
The picture dictionary and translation features are especially useful for EAL learners with different language backgrounds or those who need extra support with understanding.
In Teams, it can help students access instructions and resources more easily, while in Edge it strips away distractions from web pages so they can focus on the content. Tools like OneNote and Word also include Immersive Reader, giving students more control over how they read and engage with texts. Used regularly, it can help build confidence, improve comprehension, and make literacy tasks feel more manageable for every learner
I find that the use of these tools are very much linked with the SETT framework introduced in module one and would prove very beneficial in addressing many literacy challenges for pupils.
My understanding around the accessibility options already included in windows has improved greatly as I was unaware there were so many available. While completing this module specific children come to mind who I know will benefit from enabling such features on windows.
For those with physical impairments the use of alternative mice provides these pupils with opportunities to access the content which is available to their peers and also allows them to contribute in an alternative way.
This module has shown that all of these Assistive Technology tools and devices are making the content in the classroom more accessible for pupils with special educational needs.
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Hi Paul. As a fellow SEN teacher for many years, I have always found Immersive Reader to be a very versatile tool that can be easily adjusted to meet a wide range of pupil needs. The features you mentioned like having text read aloud with highlighting, and the ability to change fonts and backgrounds, can make a huge difference for a child who struggles with reading on a daily basis
Like you pointed out, it can be used in a variety of learning settings, from mainstream pupils to those in SET and autism classes. The picture dictionary and translation features are especially brilliant for EAL learners, giving them a level of support that was much harder to provide before.
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Immersive reader has a lot of really helpful uses, I can’t believe I never heard of it before. As an SET I know of so many children that would find this tool useful, but all in different ways because of their different abilities and backgrounds.
For reading Comprehension for my dyslexic students I would see this tool as particularly useful in the classroom and for homework. A lot of the time my dyslexic students just sit and stare at the page when this kind of activity is going on in the classroom. I would imagine they would find Immersive Reader really exciting and get stuck in straight away using this technology, particularly the more capabale children. For the ‘weaker’ children I would see the Picture Word extremely helpful and also for the EAL students, also the translate option would be of enormous use.
I would imagine there would be a lot of supervision required at the start to ensure the children fully understood the use of this tool and I also think there would be an element of training for parents too if this tool was being used at home for homework which I would definitely encourage!-
Hi Fionnuala.
Thanks for your post. A digital tool like Immersive Reader can make such a difference for so many learners who struggle with reading. This technology can remove major barriers to learning for children with dyslexia and allow these children to effectively engage with written content. I like where you highlight how different features would benefit different pupils, such as the picture dictionary for students with limited vocabulary and the translate option for EAL learners. It’s this potential for targeted use that makes Immersive Reader such a valuable tool.
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This year my school switched over from google to Microsoft and I am delighted to be able to use what I have learned here when I return to school in September. I must confess that I never knew the numeric keys could be set up as a substitute for the mouse. Neither was I aware of the existence of sticky keys, filter keys or toggle keys. If I had, I know of one pupil who would have benefitted this year. I have used google lens , but never used Microsoft lens . I will be working with older pupils this year and I think it will be particularly helpful with them as I can use it with immersive reader for large chunks of text. Immersive reader has so many amazing functions that give students the autonomy to work and guide their own learning. The ability to translate text into other languages is fantastic for EAL children and the picture dictionary adds another layer of support. It is great that so much of these supports are free.
Immersive reader breaks down barriers to reading and writing by offering a range of accessibility features that cater to diverse learning needs and is a great asset in SET. My own daughter is dyslexic and used the line focus and contrast tools to help her. The speech to text was also helpful for her. It’s important to assess what each child needs before determining what assistive technology to offer. However, immersive reader is so versatile that there is a good chance of success for many using it
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<p style=”text-align: left;”>I enjoyed learning about all the high tech resources available on MS Word applications, but then disappointed I couldn’t access them as we use Google Docs..</p>
Apart from that, I enjoyed learning about different devices that can support pupils with physical needs, like all the various types of mice, and head-controlled devices. While I had seen them used on videos or at a distance, it was interesting to think that this type of assistive technology can be planned or suggested by the school, thus making it a reality for children who need it to access the curriculum effectively. -
Through my own experience in college, I regularly used Immersive Reader to go through my assignments before submitting them. Listening to my work read aloud helped me identify awkward phrasing, spot errors, and improve the overall flow of my sentences. Having used it first hand, I have seen how powerful it can be, not just for proofreading but also for supporting reading comprehension, vocabulary development and fluency. For students in the SET classroom, Immersive Reader can offer the same benefits by breaking text into manageable chunks, providing visual tracking and allowing them to hear the text read aloud at their own pace, which can be especially valuable for pupils with dyslexia or other literacy challenges.
In almost every school I have subbed in, I have noticed that iPads are available, yet I had not fully appreciated how certain apps could be used to their full potential until completing this module. One example is Office Lens, which I now recognise as a tool that can greatly benefit both teachers and students. For teachers it can reduce workload by quickly capturing and digitising classroom materials. For students it can turn printed text into a digital format that can then be used with Immersive Reader. This means a pupil can access the same reading activity as the rest of the class but with the text differentiated to meet their needs, whether that is through text to speech, line focus or changing background colours to improve readability.
By combining these tools, technology becomes more than just a resource; it becomes a way to adapt learning so that every pupil can engage meaningfully with literacy supports built directly into the materials they use.
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Hi Leah. Thanks for your post and for sharing your thoughts and experiences on using Immersive Reader. Your personal experience with Immersive Reader highlights the versatility of this great digital tool. When hearing your own sentences read back to you, you can easily identify the rough edges or mistakes that you might skim over with your eyes. You can use this personal experience when you show students how it can support them, whether they’re working through a text or creating their own writing.
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Hi Leah, I love using Immersive Reader and Lens. Your example of using Immersive Reader for proofreading really highlights its wider potential, and I like how you showed the connection between teachers reducing workload and students accessing differentiated materials. It’s a great reminder that these tools can transform everyday classroom practice.
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Exploring Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools really opened my eyes to the level of support available for literacy in the SET classroom. I had already used Immersive Reader this year with a Fourth Class pupil to support their reading, but I hadn’t realised just how extensive its features are. The ability to change background colour, adjust text spacing, highlight one line or sentence at a time, and customise fonts can significantly improve readability for many pupils. I was particularly impressed by the syllable-splitting function and the picture dictionary—these features will be especially useful for younger learners, and I’m looking forward to trying them out with my Senior Infants class next year.
Another tool I found invaluable this year was the Dictate function in Microsoft Word. For pupils who struggle with spelling or handwriting, being able to express their ideas verbally was empowering. It allowed them to focus on content rather than mechanics, leading to greater confidence and noticeably improved work. I was also pleased to discover that Dictate works effectively in Irish, which opens up even more possibilities for language support.
Additionally, this module introduced me to a range of assistive input devices for pupils with physical needs, such as trackball and joystick mice, foot mice, and head-controlled tools. I hadn’t been aware of adaptive switches before, so I’m keen to explore those further. Overall, this learning has deepened my understanding of how assistive technology can be better matched to meet the diverse needs of all learners.
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I have not come across Immersive Reader prior to this course but I am glad I have now! It is very easy to use, and having trialled it on my son with dyslexia, he agreed it would be something that would make reading texts easier for him in the classroom. I am happy that it is built into a range of applications, such as Microsoft Edge and One Note, as pupils will only have to learn how to use this application rather than navigating different sets of instructions. It is great that this will read articles on web pages as many of the older children will use Chromebooks to research, but those with literacy issues can be held back by the overwhelming amount of text on the page, often in a very small font.
All of the aspects of assistive technology highlighted in this module would be suitable for use in the SET classroom. I would definitely look into having a mouse for the Chromebooks for pupils, rather than using the touchpad, and will invest in robust headphones with microphones for my pupils so as they can replay information using immersive reader during a SET session. I might chance my arm and ask for a small set of Chromebooks for my SET room too! -
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For me in our our SET Immersive Reader in MS Teams is a fantastic starting point. It’s built right into messages and assignments, which is super handy. We definitely get students to use the Read Aloud feature, as hearing the words while they’re highlighted can really help with tracking and fluency. For students who get overwhelmed by a screen full of text, the ability to adjust the font size, spacing, and background colour can make a massive difference. We also use the picture dictionary for new vocabulary.
Another powerful feature is how customizable it is. For a student who finds a cluttered page overwhelming, you can adjust the font size and spacing, and even change the background colour to reduce visual stress. I’d also recommend exploring the Grammar Tools, which can break words into syllables and highlight different parts of speech—a brilliant way to reinforce learning.
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Just to build on your point, I think for slightly older students who might benefit from using immersive reader but don’t necessarily want to feel like they are standing out because they are using AT, the fact that they can change the background colour/ font size etc. independently, gives them a certain level of ownership over their learning and might entice them to be more on board with the process of using AT as a result.
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Module 2 was helpful in exploring the many high tech assistive technology options available for learners with needs. I particularly found it helpful that the module outlined specific assistive technologies for various learning needs such as neurodiversity, visual, audio, dyspraxia and dysgraphia, as teachers face varying needs within their classrooms every year. In a SET classroom, Immersive Reader could be used in many ways to assist learners. Having worked for many years with EAL learners, I particularly liked the translation options, which I think would be very useful. The picture dictionary would also be useful for students who are visual learners and for English language learners. The Dictate feature is another new one for me and would be particularly helpful for students with dysgraphia. Office Lens would also be helpful for students who are struggling to read a text.
Sharepoint is a feature that I feel I could use to adapt my current practice to be more accessible for my students, particularly EAL learners. It ensures that although all of your students are receiving the same content, targeting the same objectives, you are ensuring that the information is made available in a way that targets a range of learning styles. It is certainly one I will be making use of in future schemes.
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Hi Jessica. Thanks for your contribution to the course so far. As you point out, knowing which tools match which learning needs is half the battle when supporting pupils with SEN. Technologies like Immersive Reader, Dictate, and Office Lens will definitely help you provide engaging learning experiences for the children you support. As you explore the possibilities of a tool like SharePoint, one idea might be to set up a simple class hub where each week’s reading materials, vocabulary lists, spelling lists etc are available in several formats. Perhaps you could upload a scan of a text and link to the Office Lens version for those who need audio support, or attach a simplified version of a text created with Immersive Reader’s tools, and include a few visuals or the picture dictionary for EAL learners. Encourage pupils to choose the format that works best for them. This will help make the content more accessible for each individual child.
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Immersive Reader is a powerful tool that can greatly support literacy development in the SET classroom. I was unaware of this tool before starting this module but it is one I will definitely use in my classroom this year. Immersive Reader has many accessibility features that help pupils with diverse learning needs engage more confidently with texts. Students who may find reading more challenging, such as those with dyslexia, would benefit from features like text-to-speech, the background colours and the adjustable font sizes. These features will aid their reading comprehension. I love the syllable breakdown function for pupils who are struggling with decoding words. The picture dictionary aids with comprehension and makes the texts more interactive. This would also help pupils with English as an additional language. The Office Lens is so practical as any text, whether that be a book in the classroom, or instructions on the whiteboard, can be instantly put into Immersive Reader and be displayed in a way that is accessible to a pupil.
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Hi Tara. Immersive Reader is proving to be very popular with many on this forum. The main reason for this is that it really does make texts accessible for pupils who might otherwise feel shut out. The combination of text‑to‑speech, the simple user interface and flexible layout, and the picture dictionary can make an enormous difference to reading fluency, confidence, and comprehension.
One simple way to get the most from this tool with your pupils is to run a short “tool orientation” session with the students who’ll be using it. Point out simple things like how to change the background colour and the font size. Show how you can get the tool to break words into syllables, and explain how they can access and use the picture dictionary. Give them plenty of time to practice with some familiar texts so that they can get comfortable with all settings. This gives them ownership over how they use the tool and takes away any stigma.
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After spending a bit of time exploring Immersive Reader in Teams, the Edge browser, and some of the other Microsoft 365 tools, I can really see how useful they could be in day-to-day SET work. Immersive Reader is brilliant for breaking text down, spacing it out, and reading it aloud – all of which are game changers for kids who struggle with fluency or processing. Edge has similar functions for online material, which is handy when you’re pulling resources from the web. I’ve also used Dictation in Word, and I think it takes the pressure off pupils who have great ideas but get stuck with spelling or writing.
Looking at equipment, I’ve realised we don’t always need new tech – small tweaks like adjusting text size, colour backgrounds, or contrast can make a big difference. For pupils with motor issues, I’d love to explore adaptive keyboards or switches more. After seven years in SEN, I’ve learned it’s often these little changes that give pupils real independence.
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Totally agree with you Jack. Making small tweaks to how we use the AT tools at our disposal will make a huge difference in terms of the teaching, learning and assessment in mainstream and special settings alike.
Pupils need to be able to choose how the content is delivered to them with regard to text size, background using the right mouse as an example if unable to use laptop properly yet, etc. I think these tools will become much more prevalent in supporting pupils self confidence and progression in their own learning.
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Hi Jack. Thanks for your contribution to the forum. Immersive reader is a powerful tool that can help those who struggle to access the written word in a meaningful and engaging way. It’s amazing how simple tweaks like contrast, font size, and the highlighter tool can help those with dyslexia. Something that you might find helpful and that I have tried is to create a short accessibility menu for your pupils. A simple one-page guide showing how to change and adjust options like background colour, text-to-speech, dictation, highlighter options, etc. Then, when starting a new piece of reading, allow the pupils to pick the tools that they like. This encourages them to take ownership of the software and also to become more independent.
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Excellent module.
Found this module learning very relevant to what I need to use in terms of professional development. Immersive reader reminds me of natural reader which I am familiar with already. What a game changer and the fact that is readily available as part of so many Microsoft apps is brilliant. I like the free Microsoft lens app and found it easy to use. Apps are great when they are user friendly firstly. Can visualise so many uses for immersive reader and share point in the coming school year e.g. keeping notes and creating docs/ notes with visual content for pupils o access using my voice as you go that will be used for progression in learning in literacy and numeracy development. Like the verb and grammar development aspect associated with this app too. I can see myself using COGI voice and notes recorder and dictate from now on too as a professional tool in order to speed up delivery of my own personal notes taken at meetings, etc.
Dictate is an excellent AT tool which will be very useful in supporting the weaker learners in a mixed ability setting in order for them to see their own language being formatted in front of their eyes.
All in all a very helpful module that really highlights the accessibility and supportive quality of the Microsoft 365 product range. -
I found this module very interesting and will be brining some of the ideas into my classroom this coming year. I can already see that the immersive reader tool will support a number of children in my class. Students who may find reading more challenging, such as those with dyslexia, would benefit from features like text-to-speech, the background colours and the adjustable font sizes.
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Hi Emily. Glad you enjoyed the module. Like you I am a big fan of Immersive Reader. I love the way it can make content more inclusive for users with visual impairments, specific learning difficulties, and users who find concentration and focus difficult. I worked in an all-boys school for years, and focus and concentration were big issues for lots of the students. Immersive Reader made a big difference to me, allowing me to differentiate for so many pupils.The Read Aloud function is also great for proofreading, allowing the child to audibly spot grammar and spelling mistakes.
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I really enjoyed exploring the accessible features available in Microsoft programs. Immersive reader was easy to use and I could see how it would be beneficial to many learners within the SET classroom. As I predominantly work with Junior Infants, the Picture Dictionary tool would be most suitable to my cohort of students. This tool could support the acquisition of new vocabulary through pictorial/visual learning.
When considering how to adapt existing equipment in my class, I focused on the IWB. Making simple visual changes to the background colour, brightness and adjusting the text size could be beneficial. Changing from a static interactive board to an adjustable one would allow for students of all heights to access and interact with the board. Utilising IWB pens that are designed for young learners, or those who are still developing their pencil grip and control, could improve how students control their movements when interacting with tasks on the IWB. -
Exploring Immersive Reader, the edge browser and other 365 Tools really highlight the different ways I can assist children literacy needs in the classroom. I wasn’t aware of many of these tools before and I plan to use them in the classroom to support all students. Immersive reader could really help children with literacy difficulties like dyslexia as it can change the colour on the background and focus on each line of a particular text. I really like the picture dictionary aspect of it as it shows an image for the word. One Note would be very beneficial as it allows children who find writing ore difficult to dictate. This would be excellent for some children who have the ideas in their head but find writing and typing more strenuous and time consuming. They wouldn’t have to worry about spelling. I think Office Lens is also great as a student can take a picture of text and it can be read back to them.
Regarding existing equipment I see how having something as simple as larger keyboards can make such a difference to help children access literacy easier. A vertical mouse would really aid children who struggle with their fine motor skills. This is another simple adaption that can make a huge difference to help children access the curriculum.
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Trying out Immersive Reader in MS Teams, Edge, and other Microsoft 365 tools really made me think about how useful they can be for supporting literacy in the SET classroom. Features like text-to-speech, line focus, and changing background colours or font sizes can make a big difference for pupils who struggle with reading, especially those with dyslexia or attention difficulties. The translation option is also handy for pupils who are learning English, as it helps them follow along without feeling left out. What I like most is that these tools are built in, so everyone can use them, not just pupils with additional needs.
I also realised that sometimes we don’t need brand-new equipment, just small adjustments to what we already have. Things like voice typing, using a different style of mouse, or adding simple switch controls can make technology easier for pupils to use. It’s all about removing barriers so they can focus on the learning, not the struggle with the tools -
This module on Immersive Reader has been a real eye-opener for me. It’s so much more than a simple read-aloud tool. I’m especially keen to start using the picture dictionary and parts of speech features in the SET classroom. Being able to break down a difficult text and highlight things like verbs or nouns could be a fantastic way to scaffold reading comprehension for students with literacy difficulties. I can easily see myself using it in MS Teams for assignments and even just for quick feedback in chat. The fact that it’s built into so many Microsoft 365 tools means it’s always right there, ready to go, which is a big plus and I’ve been using it in various scenarios for approximately 4 years now.
In terms of adapting existing equipment, it made me think creatively. For a student with fine motor challenges, a simple pencil grip on their stylus could make using a tablet a lot easier. I also have to consider the input devices I use. While a standard keyboard and mouse work for most, for some pupils, a switch or a trackball mouse could be what unlocks their ability to engage with technology. It’s not about expensive, brand new gear, but about making small, strategic adaptations that give a student independence.
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Hi James,
Thank you for your post and for going ‘under the bonnet’ in your review of Immersive Reader. Whilst it may seem at first glance to be an effective readaloud, it is so much more and you have accurately described some of its key features. Parsing of the text into the relevant parts of speech is a very important feature and one which can really assist children in consolidating this learning. Everything around assistive technology centres on those small, strategic adaptations and enhancements, and this applies to both hardware and software which you have so accurately referenced in your reflection.
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Module two highlighted to me the accessibility options that are available in established systems like Microsoft 365, Teams, the Edge browser and The immersive reader. The Inclusive Framework document explained in a lot of detail how to ensure every child in school has opportunity to access the curriculum – and ensures there is whole school planning when it comes to inclusion. To enhance Literacy/ English reading and writing lesson I will certainly be using some talk to text solutions that are readily available. Using Microsoft 365 as an assistive tool will hopefully help my students who are neurodiverse and have mobility issues to engage with lessons. I am hoping this AT tool will enhance their ready and writing experiences in the classroom and also ensure they feel like they are contributing to the classroom
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I think immersive reader on Microsoft is a great resource.
I have used the text to speech aspect and find it very beneficial for students who may find reading difficult.
It would be a good idea to use immersive
reader on Microsoft edge using the text book websites and then using text to speech where the books are read for the pupils.
I also like that the text is customisable where the spacing and background
colour can be changed to help improve the readability aspect of text for dyslexic students.
I have a student who reads better when the page he is reading doesn’t have a white background.
This would be a very useful tool to use with him.
I also like the idea of grammar tools as I haven’t used this before.
It would be very useful to help children understand sentence structure and different parts of a sentence for example nouns and verbs.
The picture dictionary would be also very useful as the pupil might be able find out the meaning of an unknown word independently.
I also hope to make more use of a reading pen which one of my pupils have and I hope this will help him to access the curriculum successfully.
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