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ASSIGNMENT
Part 1: Participants will review the SETT model and outline how they would use it for in conjunction with a student’s School Support File, including identification of appropriate assessment approaches.
Part 2: Create a SETT plan in MS Word or Google Docs for a sample student and post a link to it and reflection here (min 150 words) as a reply to this post.
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Part 1:
The SETT Framework provides a structured approach for integrating assistive technology into a student’s educational plan, aligning seamlessly with the School Support File process. By systematically addressing each component, you can ensure that the AT solutions chosen are tailored to the student’s specific needs and learning context and not just giving an ipad without any proper planning or thoughts on apps provided. Student gives the teacher an opportunity to gather comprehensive information about the student’s abilities, challenges, and preferences and make observations on how they learn. Environment gives the teacher an opportunity to assess the physical and social settings where the student learns. Consider factors such as classroom layout, available resources. This evaluation helps identify potential barriers to learning. Tasks helps to define the specific academic and functional tasks the student needs to perform. This step involves breaking down tasks into manageable components and identifying where difficulties arise, guiding the selection of appropriate AT tools. Finally tools are then chosen based on the gathered information, after identifying and trialing AT solutions that address the student’s needs. This may involve exploring low-tech, mid-tech, and high-tech options, ensuring they are compatible with the student’s abilities and the learning environment.Integrating the SETT Framework with the support plan also allows for different methods of assessment by providing equitable access to everyone, enabling students to demonstrate their knowledge without being hindered by challenges unrelated to the content being assessed.
Part 2:
Implementing the SETT framework has provided me with a more structured and considered approach to addressing the phonics challenges faced by my student. By aligning the student’s needs with the appropriate tools and environmental considerations, the plan ensures a holistic support system. The integration of Immersive Reader allows for reinforcement of letter sounds and decoding skills, while ABC Kids Tracing & Phonics offers interactive engagement through tracing and matching games. Starfall’s multimedia content caters to diverse learning styles, enhancing motivation and retention. The classroom environment has been adapted to minimise distractions, providing a conducive space for focused learning. Regular assessments will monitor progress and inform necessary adjustments to the plan. This comprehensive approach aligns with the principles of Universal Design for Learning, ensuring the student has access to phonics instruction in a diverse way.
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Hi ladies, I agree with everything being said and just want to add to Marian’s response about how important regular reviewing of the document is. I always have it at hand on a clipboard for each group during their time in my SET room, then it goes back into their folder after. Just an easy way to help remind us the plan of action.
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PART 1:
The SETT Framework assists in aiding the integration of assistive technology into a student’s educational plan. The SETT framework enables the AT tools to be tailored to the student’s specific learning needs and environment. The STUDENT section compliments the IEP profile here where needs, information and learning targets are identified.
The ENVIRONMENT section analyses the learning style of the child, the setting the child learns in and the resources available in the school.
The TASK element identifies the priority areas for the child within the curriculum and what tasks they are finding challenging.
The TOOLS can then be identified as low tech or mid tech depending on the framework analysis and incorporated in to the child’s IEP.
Assessment approaches are undertaked at each section of the framework – through discussions with the child and family (STUDENT), observations (ENVIRONMENT), standarised tests and classroom assessments (TASK), feedback from the student and analysis of the AT tool being used (TOOL).Part 2:
Student: 8 Year Old boy with ADHD and dyslexia – difficulties with fine motor/written tasks
Environment: Inclusive classroom, supportive SNA, access to a sensory room and movement breaks
Tasks: Needs to complete written assignments, participate in class discussions
Tools: Speech-to-text software, visual aids,In the SSF:
Needs are documented in the student profile.
Targets to include – creating a paragraph about their past times, reviewing, editing and presenting it using power point.
Regular reviews assess effectiveness and adjust support levels and AT effectiveness.
Using the SETT and SSF together enables a child-centred approach to delivering and reviewing the support needed for a child with needs. Educational and AT supports are alligned to best support the child and ensure an inclusive environment.
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Part 1
The SETT model provides a structured and collaborative approach to identifying and supporting the needs of students, particularly when assistive technology or tailored learning strategies are being considered. When used alongside a student’s School Support File, it ensures a holistic and personalised plan is developed based on clear evidence and student-centered thinking.
The first step is to gather a deep understanding of the learner—this includes their strengths, challenges, learning preferences, and goals. The School Support File already contains valuable information such as teacher observations, parental input, and details from previous assessments. The SETT framework prompts us to look closely at where learning is happening. This includes physical settings (classroom, support rooms), social contexts (peers, teacher supports), and available resources. The School Support File helps here by documenting existing classroom accommodations and learning routines. Reviewing this allows us to identify any environmental barriers or supports already in place. We then identify the specific learning tasks the student is expected to complete, especially those that are currently difficult or inaccessible. The learning targets in the student’s support plan guide us in prioritising these. For example, if a student struggles with writing but is expected to complete written responses across subjects, this becomes a focus for support planning. Only after understanding the student, environment, and tasks do we consider what tools—whether they are strategies, accommodations, or assistive technologies—might support meaningful access and participation. These may include low-tech tools like graphic organisers or high-tech supports like text-to-speech software. To ensure the SETT model and School Support Plan are responsive to student needs, a range of assessment approaches should be used: Ongoing teacher observation, Curriculum-based assessments, Input from parents and support staff,etc.
Creating a SETT plan for phonics support allowed me to take a structured, student-centred approach to planning meaningful interventions. By breaking down the student’s needs through the four areas—Student, Environment, Tasks, and Tools—I was able to gain a clearer picture of how best to support their literacy development in a holistic way. It was particularly useful to focus on the student’s strengths and interests, such as their enthusiasm for digital tools, as this helped guide the selection of appropriate high- and low-tech supports.
Including tools like Cogi, Balabolka, and Immersive Reader highlighted the potential of assistive technology to increase accessibility and engagement, especially for students who may lack confidence when reading aloud. I also found that linking the SETT framework with assessment approaches and an implementation timeline helped ensure the plan was realistic and measurable. Overall, this process reminded me of the importance of collaboration, flexibility, and regular review when supporting learners with literacy needs. The SETT model is an invaluable tool for tailoring supports in a practical, student-focused way.
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i think that you hit the nail on the head with the word ‘tailored’ it is child centred and specifically for that child, in that class etc. i think in the past i was trying to get things to fit. i knew an AT tool and i wanted to assign it to the child. this new SETT approach is more about starting with the child and tailoring the approach around his needs, wants, classroom, tasks and then trialling approaches and reviewing.
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Exactly this Patrick – I think previously we used what little resources we had in a pre-digital age and they were the go-to for most children with additional needs.
Now this SETT approach is centred on the teacher first learning about the individual child, and then finding resources to fit that child’s particular needs based on the student, their environment, the task and tools that would work to fit the child’s individual needs.
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Emily I agree, this is a clear and practical explanation of how the SETT model works with the School Support File. It highlights the importance of understanding the student and their environment before choosing supports, and it’s great that you include ongoing assessments and input from others to keep the plan up to date and student-focused.
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Hi Emma,
I created a similar lesson and agree that the tools you’ve mentioned, immersive reader, cogi and balabolka would be brilliant for enhancing phonics lessons. I hope to give them a try next year.
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Hi Aoife I will also be in SET next year and I agree with you, so great to know about these resources before the start of the school year! We never covered any of these AT’s in college and they will be so helpful to engage students with literacy and numeracy learning needs. I will definitely be using ABC Tracing and phonics, learning alley audiobook reader and sensory speak up.
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I believe that the SETT framework offers an organised approach to understanding students needs and identifying appropriate AT solutions. When used in collaboration with the school support file, it can help teachers reflect on the student’s strengths and successes with AT and assess the student’s environment and the tasks the student needs to accomplish, and the tools that might support these tasks.
To use SETT with a School Support File, we must first focus on the student’s strengths, needs and skills. It involves gathering information about the student’s abilities and difficulties. This includes academic and social skills. Next, it is important to examine the environments where the student functions i.e. the classroom but possibly home too. Following that, it is crucial to identify the specific tasks the student needs or wants to perform. This includes academic tasks (e.g., reading, writing, maths), social tasks (e.g., communicating with peers).
Finally. AT devices and services that can support the student in achieving the identified tasks are explored. This includes a range of AT options, from low-tech to high-tech solutions.
Plan below in case link doesn’t open
Name: John
Age: 5 years old
Strengths: Enjoys hands on activities and working with other children.
Needs: Needs support in learning letter sounds, identifying letters, and beginning to blend sounds to read simple words
Current Skills: Can identify some letters 10/26 but can only write c, a and o,
Environment:
Classroom environment, sitting in a small group with three other children. Each child will have their own tablet. A SET teacher will work with the group.
Other Resources: Magnetic letters, whiteboards, flashcards
Tasks
Learning outcome: To learn the letter sounds, to focus on one letter sound a day and not to begin a new letter sound until the previous sound is known.
Access to a tablet with the ABC Kids tracing and phonics app installed, pencils, paper, and other supplementary materials (e.g., flashcards, magnetic letters).
Daily/ weekly assessments to track progress
Tools
Using the ABC Kids tracing and phonics app to trace letters, both uppercase and lowercase.
Matching letters to their corresponding sounds using the app’s interactive features.
Using flashcards, magnetic letters, and other hands-on activities to reinforce concepts learned in the app.
Reflection:
The SETT framework provides an excellent structure to integrate technology into phonics instruction. The ABC Kids tracing and phonics app would engage young learners and help them to develop fundamental literacy skills. The app’s features, such as letter tracing, sound association, and interactive games would engage a 5-year-old student who thrives on visual and auditory learning
Apart from using the app, the plan incorporates supplementary activities, such as flashcards and magnetic letters, to provide a multi-sensory approach. The child could sort an array of magnetic letters by sound and identify the letter on being shown a flashcard.
Like any teaching plan, the success of this plan relies on consistent implementation, ongoing assessment, and making the necessary adjustments based on the student’s progress. Regular monitoring of the student’s performance is vital and regular consultation between the SET and classroom teacher. The use of technology, such as the ABC Kids tracing and phonics app, can make phonics instruction more enjoyable for young learners. The use of the SETT framework ensures that the technology is used effectively to support the student’s learning.
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Catherine, I like your plan and hope to use ABC phonics app to make learning more enaging for pupils. I also think that it is a great recomendation to give for parents to use as home with their child as often homework and work on phonics can be quiet stressful. A fun alternative might prove more beneficial.
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Part 1
The SETT framework is a framework that facilitates critical thinking in order to select the most appropriate ATT for a student.
In my opinion, the SETT framework aligns very well to the SSP. In both plans, the teacher or SET must first consider the student. The student’s strengths and weaknesses are recorded. In the SSP, the student’s previous standardised test results, including relevant information such as reports from outside agencies are also noted. This part of the SSP could be used to inform the SETT framework when considering the student. The environment section of the SETT framework also aligns with the SSP, particularly when creating a classroom intervention plan. A learning environment checklist is provided on page 9 of the Special Educational Needs Continuum of Support Resource Pack.
https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf
The task section aligns with the SSP, as the teacher or SET must identify priority learning needs and set measurable targets based on these. The SSP must list ways in which it is envisaged that the student will reach the target. A set of interventions and programmes will be listed in this section.
Using the SSP and the SETT framework, the teacher and SET will choose the most appropriate ATT to aid the specific learning needs of the student as outlined in both documents.
https://docs.google.com/document/d/1OllVJHosA4xeG28Ka8wKZvSECQy-EDhD2hcXorO-RbQ/edit?usp=sharing
Above is a link to my SETT plan in MS Word. I have used the SETT framework to help to organise and plan for the specific needs of my student. It also allows me to consider the best AT that will support my student in this particular task – writing a book review. My student is an 11 year old boy with dyslexia. He is on a SSP and is withdrawn three times weekly for targeted literacy support.
Reflection
Designing this SETT plan clarified how powerful a targeted assistive approach can be. Starting with the Student profile ensured I kept the student’s strengths—like strong expressive language skills and motivation—at the forefront, prompting me to choose tools that aligned with his learning style. Considering the environment helped me identify supports already available (like Chromebook access) and adjust the instructional setting to minimize pressure during writing.
Breaking down the task into discrete, manageable steps—planning, drafting, revising, presenting—helps the student build confidence and independence. The choice of tools such as mind-mapping software, voice typing, and text-to-speech allows the child to bypass handwriting and spelling challenges while still developing writing structures and self-monitoring skills.
My main concern is ensuring that school-wide access to the necessary apps and consistent teacher familiarity with them is maintained. To address this, I plan to share the plan during year group collaborative planning and to suggest school-wide CPD in the area of assistive tech for teaching students with SEN. The SETT template will guide future individualised planning and support a cohesive assistive tech approach across the staff.
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SETT is a tool which helps to gather and organise information which can be used to make collaborative decisions about services that foster the educational success of pupils with disabilities SETT framework takes into consideration the student, their environment, the tasks required for active participation, and the tools needed for the pupils to address the task. It provides a framework for where to from here when in comes to assistive technology.
It suggests that we should always start with the pupil, focus on their strengths and abilities whilst also being mindful of their limitations. For the environment, we need to look at whether their setting is going to be fixed or mobile, do we need to look at both school and home? For tasks we need to be cognisant of what we want the pupils to achieve. Finally, we need to look at the tools themselves, these can be devices or services anything that is needed to help and support the pupil in accessing the curriculum and participating fully in class. There are also additional factors which need to be kept in mind such as ease of use and cost. Trials and evaluations/ assessments.
There are two parts to the SETT tool, the first part is gathering the data and making decisions whilst the second part is the implementation of the SETT plan. This is very similar to how we would look at setting up a student support file. We would always begin by gathering the data, including the parents and the pupil themselves, if appropriate in the planning process. We would use observations, conferencing and teacher designed tasks and tests to help with the decision-making process.https://docs.google.com/document/d/1a6yNodAPKnsaK8yDGpK5LKnIRH-oMSxQ0gTZKGrQjNw/edit?usp=sharing
Reflection:
I really like the SETT approach because it fits well with the Student Support Plan (SSP) and keeps the pupil at the heart of everything we do. It helps us focus on what each pupil needs to succeed and reminds us to consider their strengths, interests, and challenges. The new Relate programme has some great tools and templates for finding out what a pupil enjoys and what they’re good at. When we build on their interests, learning becomes much more fun and engaging for them. One feature I find really helpful is the dictate function—it’s great for boosting confidence in literacy and gives pupils a real sense of pride in their work. Just like with the SSP, the SETT plan isn’t something we do once and forget about. It needs to be checked regularly and updated to make sure it’s still working and meeting the pupil’s needs as they grow and change.-
I Really liked how you highlighted the importance of keeping the plan updated as the pupil develops. It’s a great reminder that these tools should be working documents, meant to evolve with the child. This includes reflecting on aspects that are going well, achievements the child has made, as well as those that the child is not achieving as easily, and questioning how we can better support the child using all the available tools disposal.
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I completely agree with your point about the importance of keeping the plan updated as the pupil progresses. It’s essential to view these tools as dynamic, working documents that reflect the child’s current needs, strengths, and areas for growth. Regularly reviewing what’s working well and where challenges remain allows us to adapt our support strategies in meaningful ways. This ongoing reflection ensures we are using every tool at our disposal effectively, always aiming to provide the best possible support. Your emphasis on flexibility and responsiveness really reinforces a child-centred approach that is crucial for meaningful, inclusive learning
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Part 1:
The SETT framework is an invaluable tool for assessing a child’s needs and ensuring that the support provided is both comprehensive and tailored. By focusing on four key areas—Student, Environment, Tasks, and Tools—the model promotes a holistic understanding of the learner. It enables educators and support teams to build on the child’s strengths while systematically addressing areas of difficulty. This structured approach ensures that every relevant factor is considered, leaving no stone unturned in the effort to provide high-quality, meaningful access to learning.
Part 2:
SETT plan attached below:
Using the SETT planning approach reminded me to consider a wider range of resources and tools that I might not have otherwise thought of. It particularly helped me ensure that the child’s strengths were fully recognised and incorporated into the planning process. This shift in perspective supported the development of more personalised and effective strategies for learning and engagement.
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*edit to add:
Part 1: The SETT plan overlaps in many areas with the SPP and much of the information can be pulled directly from one to the other. However, it serves a different purpose in that it focuses on the tasks that the student will encounter and the tools which will best align with the students strengths and needs. The two documents can be used hand in hand and should be referred to and updated regularly as the students needs evolve over time.
Part 2:
The SETT framework not only supports planning for individual needs, but it also serves as a valuable tool for informal assessment. By focusing on the whole child—looking at their strengths, environment, tasks, and the tools available—it allows educators to gather meaningful insights into what a student can achieve when supported appropriately.
In contrast, I have encountered significant challenges with formal standardised assessments, such as the Sigma T. Students who struggle with reading were expected to complete these tests without any accommodations, even when they had clearly demonstrated strengths in the content area—just not in the reading component. This results in an inaccurate reflection of their actual ability and potential.
The SETT model reinforces the idea that assessment should be about access as well as ability. It encourages us to consider alternative ways of measuring progress and understanding, using tools such as verbal responses, supported reading, or technology, so that no student’s potential is underestimated due to a mismatch between the test format and their learning profile.
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The SETT framework is a valuable tool to support personalised planning for students with additional needs. When used alongside a School Support File, it allows for a structured analysis of the learner’s profile, learning environment, and appropriate assistive supports.
For this assignment, I applied the SETT model to a 9-year-old student in 3rd Class who has dyslexia. The School Support File indicated that the student struggles with decoding, blending, and reading fluency, and shows signs of anxiety when reading aloud. These challenges are impacting their engagement with written material and their self-esteem.
Using the SETT model:
– I identified the student’s literacy needs and emotional well-being.
– Considered the mainstream classroom environment with access to a laptop and headphones.
– Broke down classroom tasks such as reading comprehension, phonics, and oral reading.
– Selected tools like Immersive Reader, Dictate, and the Read&Write extension, which support independence and reduce the cognitive load.
This process also helped inform the choice of assessment methods, including phonics screeners, teacher observation, and the use of digital learning logs to monitor the student’s engagement and progress. The SETT model makes it easier to link supports directly to barriers in learning and identify technology that genuinely makes a difference.
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Part 2:
SETT Plan – Literacy Support for Student with Dyslexia
S – Student
Student is a 9-year-old in 3rd Class who has dyslexia. They struggle with decoding, blending, and reading fluency, particularly during independent reading tasks. The student experiences anxiety when asked to read aloud and often avoids writing activities. They are currently receiving support at the School Support Plus level.E – Environment
The student is in a mainstream classroom with some small group withdrawal for literacy support. They have access to a laptop, headphones, and assistive software during literacy time. Classroom seating has been arranged to reduce distractions and maximise focus.T – Tasks
Tasks include independent reading, comprehension questions, oral reading in small groups, and written responses to texts. The student is also expected to participate in spelling and phonics activities. Tasks are often challenging due to difficulties in decoding and writing.T – Tools
• Immersive Reader in Microsoft Word – for text-to-speech and line focus.
• Dictate feature – to support writing through speech-to-text.
• Decodable readers with audio versions.
• Read&Write Chrome extension – for additional reading and writing support.
• Sensory Speak Up app – to build oral confidence and engagement.
• Coloured overlays and large print materials as needed.Reflection:
Completing this SETT plan gave me a more practical and holistic understanding of how to plan for a student with additional literacy needs. It helped me move away from simply choosing a digital tool and instead start with the student’s real challenges, building out from there. By identifying the tasks they find difficult and examining the environment, I was able to choose tools that were not just appropriate, but also empowering.
Through this course, I discovered tools like Immersive Reader and Dictate in Microsoft Word, which I hadn’t used before. Now, I can see just how valuable they are, particularly for students with dyslexia. Tools like these not only help students access text but also reduce anxiety and encourage independence.
The SETT model has changed how I will use technology in my classroom. It’s not about adding more tech, but about selecting the right support for the right reason — based on a clear, student-centered plan.
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This is a great response. I really enjoy how you have highlighted how the SETT model not only allows you to choose an apporpriate tool but by doing so it empowers the student. This is the fundamental of teaching our children. once they feel empowered it enables them to become more confident learners.
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Part 1: Participants will review the SETT model and outline how they would use it for in conjunction with a student’s School Support File, including identification of appropriate assessment approaches.
In my opinion, the SETT model and the Student’s School Support File would work in conjunction with one another. However, the SETT model would be the initial framework of investigation – information gathered from this would then go on to form the correct supports for the young person to be included in the Student’s Support File. Once a student’s strengths and weaknesses are identified, the appropriate tools can then be selected for them to be Active Learners and the Environment modified/adjusted as necessary. Appropriate tasks could then be identified for learning. Through carrying out these tasks, Teachers would then be able to adjust/modify lessons accordingly and to practice formative and summative assessments from the information gathered from these.
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Hi again Oonagh,
As you’ve outlined, the SETT model and the School Support File are closely connected and I like how you’ve positioned SETT as the starting point as it makes sense to use it to build a fuller picture of the student before putting supports in place and writing uo the SSP. Your focus on identifying strengths and needs first, then choosing tools and adapting the environment, is the way to go and I also like how you’re thinking about assessment as part of the process, not just at the end.
As I’ve already mooted on these fora, an idea worth considering is involving the pupil in parts of the SETT process, possibly, through a short interview or reflection activity. It can give valuable insight and help them feel more involved in their own learning journey.
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Hi Pat
Thanks for your comment. Yes, without a doubt, it would be great to have a standardized questionnaire for students and parents at the beginning of every school year asking for their input on the student’s strengths/weaknesses, areas they would like to focus on, what supports they might have at home etc.
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Part 2: Create a SETT plan in MS Word or Google Docs for a sample student and post a link to it and reflection here (min 150 words) as a reply to this post.
https://docs.google.com/document/d/1lk4-iRUouyq1x5oZhqOR_r98IuwX2ZcfKHYBigBDqr8/edit?usp=sharing
Reflection: After reading about The SETT model and creating one for a sample dyslexic student in this task, I believe it really encourages us, as educators, to think strategically about a student’s strengths and weaknesses and how best to maximize their learning potential with the tools and environment available to us. By thoughtfully examining the student’s needs, learning environment, tasks and available tools, I was able to create a personalized plan for a 15-year-old dyslexic student in a mainstream classroom. By adding in free Microsoft tools, such as Immersive Reader and Dictation, this ensures the student has accessibility and it also promotes independence and therefore allowing the student to have autonomy over their own learning. These tools would also encourage the student to engage more confidently in any reading and writing tasks and, in addition, active participation in learning in a mainstream classroom with the use of a tablet. In conclusion, the SETT framework not only provides practical, student centered solutions but it also nurtures the student’s self-autonomy and confidence. In addition, it also provides a uniform and standardized model for all Teachers and Parents to work from.
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As a primary school teacher, I find the SETT model (Student, Environment, Task, Tools) an invaluable framework for supporting pupils with additional needs, especially when used alongside a pupil’s School Support File. The SETT model ensures that I take a holistic view of the learner, considering not just their difficulties, but also their strengths, preferences, and needs.
Student: I begin by gathering detailed information about the pupil’s learning profile from the School Support File, including previous assessments, teacher observations, and parental input. This helps build a full picture of the child’s cognitive, emotional, and social needs.
Environment: I then evaluate how the school and classroom setting supports or hinders the pupil’s access to learning. For instance, I consider seating arrangements, sensory sensitivities, and classroom routines. If the environment isn’t supportive, small changes like visual schedules or noise-reducing headphones can make a big difference.
Task: Analysing the demands of specific tasks helps me adapt learning goals appropriately. For example, I might simplify instructions or provide extra time for a child with processing difficulties.
Tools: Finally, I identify assistive tools or resources, such as word banks, tablets with text-to-speech functions, or graphic organisers. These are selected based on ongoing formative assessment, including teacher observation, pupil self-assessment, and standardised screening tools.
By integrating the SETT model with the School Support File, I can ensure that interventions are targeted, student-centred, and based on real evidence, making my support plans both effective and inclusive.Part 2
https://docs.google.com/document/d/1fvOvkqXhJ3gpnFDAwhTP7SBBaKoyVPnbXU1qifmxGKY/edit?usp=sharingCreating XYZ SETT plan reminded me how essential it is to consider the whole child and not just their diagnosis. This model helped me look beyond her speech challenges and focus on practical ways to support her in the classroom. I realised how her visual strengths could become a powerful tool for communication and learning. By adapting tasks and using visual tools, I can boost her independence and participation in class. The environmental changes are simple but effective, like using visual cues and reducing auditory overload. Tools like a communication book or tablet can make a huge difference in her ability to express herself. Most importantly, the SETT process ensures I don’t work in isolation. It promotes collaboration with SET teachers, SNAs, and parents, ensuring that XYZ needs are consistently supported across settings. I’ll be using this structured, thoughtful approach with other pupils too, it really brings clarity and focus to individualised planning.
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Hi again Lucy,
Like others have said and I agree, the SETT model works so well when used in conjunction with the pupil’s SSP. It really helps ensure the support we’re giving is based on real evidence and tailored to the individual child. Also, your point about collaboration is well made, it’s not just about what happens in your classroom, teachers don’t teach in silos and it’s really important that everyone around the pupil callaborate to maintain support consistency.
One idea to build on what you’ve shared could be to explore some of the digital tools we’ve looked at in this course, like Immersive Reader or Reading Coach. They’re a good fit for the ‘Tools’ part of the SETT model and can be great for supporting independence and accessibility, particularly when paired with the visual supports you’re already using.
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Part 1: Reflection on Using the SETT Model with the School Support File
The SETT model provides a practical and structured way to plan for students with additional needs by focusing on the Student, Environment, Tasks, and Tools. When used alongside a student’s School Support File, it helps ensure that support strategies are tailored, realistic, and responsive to the learner’s specific context.
When reviewing a support file, I would start by identifying the student’s strengths and needs through teacher observations, previous assessments, and input from parents or SNAs. This forms the “Student” section. I would then reflect on the “Environment”—including classroom layout, noise levels, peer support, and access to devices. The “Tasks” would be analysed to determine what exactly the student is being asked to do, and where they may be encountering barriers.
Based on this, I would match appropriate “Tools”—ranging from low-tech options like visual schedules, graphic organisers, or pencil grips, to high-tech tools such as Immersive Reader, Dictation, or language-support apps. Assessment approaches would include informal teacher checklists, work samples, oral responses, and feedback from team teaching or SET support. Using the SETT model in this way ensures that supports recorded in the School Support File are evidence-informed, person-centred, and adaptable over time
Struggling to be able to post with the link so I’ve included the SETT plan here instead:
SETT Plan – Literacy Support for a Student with Dyslexia
Student Name: Sample StudentClass Level: 4th Class
Primary Need: Diagnosed Dyslexia – difficulties with phonological processing, decoding, spelling, and reading fluency
Target Area: Literacy – improving decoding and reading comprehension
S – Student
• Strengths: Good verbal comprehension, enjoys group work and listening activities, creative thinker.
• Needs: Struggles with decoding unfamiliar words, reading fluency, and confidence when reading aloud.
• Motivation: Highly motivated when using technology and enjoys interactive tasks with visual elements.E – Environment
• Mainstream classroom with daily SET support (3 sessions per week).
• Access to a laptop and headphones.
• Quiet reading station with minimal distractions.
• Reading tasks supported by visuals and access to online learning platforms.T – Tasks
• Literacy: Decode CVC and CVCC words, improve reading fluency, and answer simple comprehension questions.
• Supported tasks include reading short digital texts and orally responding to questions.
• Tasks are chunked into short sessions with guided support.T – Tools
• Immersive Reader (Microsoft Word and Edge) – to provide text-to-speech and line focus.
• Read & Write Extension – to support decoding with phonetic spellcheck and audio playback.
• Coloured overlays and printed texts with larger fonts – to reduce visual stress.
• Dictation tool – to support reading responses without handwriting burden.
• Audio books and voice-recorded reading logs – to build fluency and confidence.Part 2:Reflection on SETT Plan
This SETT plan was created for a 4th class student with a formal diagnosis of dyslexia, who struggles with phonological processing, decoding, and reading fluency. The process helped me break down not just what the student finds difficult, but also how to match those needs with practical tools in a supportive environment.
By using Immersive Reader, audio books, and Read & Write tools, the student can access text in a way that builds confidence and supports independence. Low-tech supports like coloured overlays and enlarged font also play an important role in reducing visual stress.
I found the SETT model useful in ensuring that every intervention is purposeful and documented clearly in a way that links directly to the student’s Support File. It also encouraged me to consider the student’s environment and tasks more holistically—not just their diagnosis. I’ll definitely be using this framework in my future planning.
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Part 1: The SETT model provides a practical and structured way to plan for students with additional needs by focusing on the Student, Environment, Tasks, and Tools. When used alongside a student’s School Support File, it helps ensure that support strategies are tailored, realistic, and responsive to the learner’s specific context.
When reviewing a support file, I would start by identifying the student’s strengths and needs through teacher observations, previous assessments, and input from parents, SNAs & teachers. This forms the “Student” section. I would then reflect on the “Environment”—including classroom layout, noise levels, peer support, and access to devices. The “Tasks” would be analysed to determine what exactly the student is being asked to do, and where they may be encountering barriers.
Based on this, I would match appropriate “Tools”—ranging from low-tech options like visual schedules, graphic organisers, or pencil grips, to high-tech tools such as Immersive Reader, Dictation, or language-support apps. Assessment approaches would include informal teacher checklists, work samples, oral responses, and feedback from team teaching or SET support. Using the SETT model in this way ensures that supports recorded in the School Support File are evidence-informed, person-centred, and adaptable over time.
https://docs.google.com/document/d/1dwOxJSJMNKp2jwRvAuaQkvHGFlPX2yZfpvVgtyNVyck/edit?usp=sharing
Part 2: Reflection on SETT Plan
This SETT plan was created for a 4th class student with a formal diagnosis of dyslexia, who struggles with phonological processing, decoding, and reading fluency. The process helped me break down not just what the student finds difficult, but also how to match those needs with practical tools in a supportive environment.
By using Immersive Reader, audio books, and Read & Write tools, the student can access text in a way that builds confidence and supports independence. Low-tech supports like coloured overlays and enlarged font also play an important role in reducing visual stress.
I found the SETT model useful in ensuring that every intervention is purposeful and documented clearly in a way that links directly to the student’s Support File. It also encouraged me to consider the student’s environment and tasks more holistically—not just their diagnosis. I’ll definitely be using this framework in my future planning.
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Hi Aisling, I like how you’ve described using the SETT model alongside the School Support File. Your step-by-step approach makes it very clear how Student, Environment, Tasks, and Tools connect in practice. I also agree that combining both low-tech and high-tech options gives real flexibility and ensures supports remain responsive to the child’s needs.
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In my opinion, the SETT framework works really well in conjunction with the School Support Plans.
S- Student. As we know, SSP’s are student centered, and based around their strengths and needs. It allows us to look at the child holistically and plan accordingly. As teachers, we need to gather information on the student, to help build a full picture on their academic, social, emotional and behavioural needs.
E- Environment. As part of my assessment, I look at how both the school and classroom environments influence the pupil’s ability to engage with learning. This involves examining elements like where the pupil sits, how they respond to sensory input, and the structure of daily routines. When the setting proves to be a barrier, even simple changes such as using visual timetables or ear defenders can greatly enhance the pupil’s learning experience.
T- Tasks. Changing tasks to suit the child. Are they able for more hands-on tasks? What sort of tasks do they enjoy doing? Do they need more time to complete tasks?
T- Tools. What tools can I use to help the child learn? I know there are many tools mentioned in the course so far that are beneficial, so they could be trialled.
Using the SETT model alongside the School Support File allows me to design interventions that are tailored to the individual student, grounded in evidence, and focused on meaningful outcomes—ensuring my support plans are both inclusive and effective.
https://docs.google.com/document/d/1wx553aqTJ2XrMEkP3WDNcMM-H9vjteM36_DQx4NE5Y8/edit?tab=t.0
Reflection:
The SETT framework offers a valuable foundation for incorporating technology into phonics instruction in a structured and purposeful way.
The student benefits from tools like Immersive Reader, audiobooks, and Read & Write software, which make reading more accessible while promoting self-reliance and boosting confidence. Additionally, simple strategies such as using coloured overlays and increasing font size help alleviate visual strain and enhance reading comfort
As with any effective instructional plan, success depends on consistent implementation, careful monitoring, and ongoing adjustments based on the pupil’s progress. Close collaboration between the Special Education Teacher (SET) and the classroom teacher is essential to ensure alignment and responsiveness. When used thoughtfully, tools like the ABC Kids app can make phonics learning more enjoyable and accessible. The SETT framework helps guide this process, ensuring that technology serves as a meaningful support rather than a distraction.
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Part 1.
The SETT model is an invaluable framework for supporting students with additional learning needs, providing a structured and holistic approach to identifying and implementing appropriate interventions. By focusing on the four components—Student, Environment, Tasks, and Tools—the SETT model ensures that supports are not generic, but are individually tailored to the student’s own learning profile. When used in conjunction with a student’s School Support File, the SETT model will enhance the clarity of the support planning process. It allows the teacher to gather detailed information about the student’s strengths, needs, and preferences; evaluate the learning environment; identify key tasks the student is expected to perform; and explore tools that might enhance participation and achievement. To identify appropriate assessment approaches, I would include formal and informal assessments, classroom observations and teacher and parent input. Integrating these insights within the SETT framework will ensure a more effective and responsive support plan.Part 1.
The SETT model is an invaluable framework for supporting students with additional learning needs, providing a structured and holistic approach to identifying and implementing appropriate interventions. By focusing on the four components—Student, Environment, Tasks, and Tools—the SETT model ensures that supports are not generic, but are individually tailored to the student’s own learning profile. When used in conjunction with a student’s School Support File, the SETT model will enhance the clarity of the support planning process. It allows the teacher to gather detailed information about the student’s strengths, needs, and preferences; evaluate the learning environment; identify key tasks the student is expected to perform; and explore tools that might enhance participation and achievement. To identify appropriate assessment approaches, I would include formal and informal assessments, classroom observations and teacher and parent input. Integrating these insights within the SETT framework will ensure a more effective and responsive support plan.Part 2.
Reflection
The act of creating this SETT plan has emphasised the importance of tailoring support to both the student’s academic needs and emotional well-being. By using the SETT framework, I was able to analyse how the student’s dyslexia lets him interact with his learning environment and daily tasks, leading to a more holistic support strategy. The inclusion of assistive technologies such as text-to-speech software like Balabolka and audiobooks aims to reduce the anxiety he experiences when reading, while tools like word prediction software and Write About This, help him express his ideas more effectively. Also, noise-cancelling headphones offer a practical way to support his focus and minimise distractions. These assistive technologies serve not only as academic tools but also as confidence boosters, allowing the student to celebrate progress. This plan ensures that the student receives targeted, practical support while also promoting independence and self-esteem—critical components in his learning journey.
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Part 1.
The SETT model is an invaluable framework for supporting students with additional learning needs, providing a structured and holistic approach to identifying and implementing appropriate interventions. By focusing on the four components—Student, Environment, Tasks, and Tools—the SETT model ensures that supports are not generic, but are individually tailored to the student’s own learning profile. When used in conjunction with a student’s School Support File, the SETT model will enhance the clarity of the support planning process. It allows the teacher to gather detailed information about the student’s strengths, needs, and preferences; evaluate the learning environment; identify key tasks the student is expected to perform; and explore tools that might enhance participation and achievement. To identify appropriate assessment approaches, I would include formal and informal assessments, classroom observations and teacher and parent input. Integrating these insights within the SETT framework will ensure a more effective and responsive support plan.
Part 2.
SETT Plan for Student with Dyslexia.docx
Reflection
The act of creating this SETT plan has emphasised the importance of tailoring support to both the student’s academic needs and emotional well-being. By using the SETT framework, I was able to analyse how the student’s dyslexia lets him interact with his learning environment and daily tasks, leading to a more holistic support strategy. The inclusion of assistive technologies such as text-to-speech software like Balabolka or Read and Write and audiobooks, aims to reduce the anxiety he experiences when reading, while tools like word prediction software and Write About This, help him express his ideas more effectively. Also, noise-cancelling headphones offer a practical way to support his focus and minimise distractions. These assistive technologies serve not only as academic tools but also as confidence boosters, allowing the student to celebrate progress. This plan ensures that the student receives targeted, practical support while also promoting independence and self-esteem—critical components in his learning journey.
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Sorry, I copied and pasted Part 1 twice from Word in my first submission and then couldn’t edit it to fix it!
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Part 1: The SETT model is a really useful when planning support for students with additional needs. It makes you pause and look at the whole picture—not just the tools, but who the student is, where they are learning, what they’re being asked to do, and what might help. I would use the SETT model in conjunction with the School Support File by going through each part of SETT as part of the review process.
For example, for a student with dyslexia, I’d start by identifying their strengths (e.g. oral expression), areas of need (e.g. reading fluency), and any specific recommendations from assessments. Then I’d consider the classroom environment—are they seated where they can access support? Are noise levels an issue? For Tasks, I’d look at what’s required of them during literacy lessons and whether differentiation is already in place. Only then would I select Tools—this might include Immersive Reader, audiobooks, or voice-to-text apps like Dictate or Cogi. Assessment would be ongoing and might include work samples, teacher observation, running records, and digital tools like ReadTheory for comprehension tracking.Part 2:
https://docs.google.com/document/d/1K8UQ33S8kQWZwEWwG0DNvHgdiZZ3gPMMtCJrVK5T0kU/edit?tab=t.0
Creating the SETT plan helped me really step back and see the value of personalised planning. I based it on a fictional 2nd class student who is struggling with both reading and number sense, showing signs of dyslexia and possible dyscalculia. In the Tools section, I suggested using Immersive Reader and Office Lens to make printed content more accessible—especially for reading instructions or story problems in maths. For writing, I’d introduce “Write About This” to support visual thinking, and use Dictate to ease the pressure of handwriting.
I also added Read & Write for literacy support and the “Maths Assistant” feature in OneNote for numeracy—something I hadn’t even heard of before this module! For fun reinforcement, I’d include Starfall for phonics and Maths Duel for fluency.
This process really showed me how the SETT model encourages thoughtful decision-making rather than rushing to use a tool just because it’s available. It made me more mindful of aligning tools with tasks, and also factoring in things like classroom layout, sensory needs, and teacher expectations. I’ll definitely be using this model going forward, especially when updating School Support Files in September.-
Hi again Melissa,
Thanks for such a comprehensive reply outlining how you would apply the SETT model in your context. Like other participants, using it alongside the School Support Plan is the best approach and helps ensure that tools are selected based on actual needs and context.
Unfortunately, I wasn’t able to access the example you shared via Google Docs, likely due to permissions but from your outline, the example of supporting a student with dyslexia and possible dyscalculia is practical and well thought out. The range of tools you’re exploring with this fictional pupil show how digital supports can be matched to specific tasks. As you noted, creating your own SETT plan really highlights how the model encourages thoughtful decision-making rather than defaulting to what’s available.
One suggestion going forward is to include pupil feedback as part of the review process. This can help ensure the supports remain relevant and effective, while also giving the pupil a sense of ownership of their learning.
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Part 1.
The SETT model—Student, Environment, Tasks, Tools—is a structured framework used to guide decision-making around assistive technology for students with additional learning needs. It ensures that technology solutions are tailored to the individual by considering the broader context in which learning takes place. The model promotes a collaborative and holistic approach, involving teachers, parents, and support staff.
When used alongside a Student Support File (SSF), the SETT model helps identify specific barriers to learning and determine the most suitable supports.
Student: Focuses on the individual learner’s strengths, needs, preferences, and abilities. The SSF provides valuable data here, including psychological assessments, teacher observations, and learning targets from Support Plans.
Environment: Considers the physical and social learning contexts, such as classroom layout, peer support, teaching methods, and access to digital tools. The SSF can include notes on classroom adaptations and support strategies already in place.
Tasks: Looks at the specific academic or functional tasks the student is expected to complete. The SSF helps identify areas where the student may struggle (e.g., writing, reading, organisation) and where support is needed.
Tools: After considering the above elements, appropriate assistive technologies or strategies are identified to support the student. These may include text-to-speech software, dictation tools, visual schedules, or specialised apps.
Assessment approaches to support the SETT process should be varied and ongoing. These might include:Teacher observations of classroom performance and engagement
Checklists and rating scales (e.g., for attention, literacy skills)
Work samples and student reflections
Parental input and student voice, which are key in understanding preferences and impact
Standardised assessments or diagnostic tests, when relevant
Using the SETT model alongside the SSF ensures a focused, responsive approach to support planning. It helps create a learning environment where the student can access the curriculum with greater independence and confidence
Part 2.SETT Plan – Student: Aoife (5th Class)
Student: Aoife has dyslexia, with strong oral skills but difficulties in reading fluency, spelling, and written expression. She lacks confidence during literacy tasks.Environment: Aoife learns in a mainstream classroom with SET support four times weekly. She uses a Microsoft Surface Go with access to Microsoft 365 tools in a quiet work area.
Tasks: Reading comprehension, narrative writing, research, and classroom presentations are key learning tasks.
Tools:
Immersive Reader (OneNote/Edge) for text-to-speech and decoding
Dictate tool in Word to support writing
Line Focus and visual checklists for attention and structure
OneNote for organising tasks and storing work
Assessment Approaches:Observations, work samples, reading/writing checklists
Student reflections and parent input
Termly standardized tests
Reflection:
The SETT model supported a clear, student-centred plan. Microsoft tools increased Aoife’s independence and literacy engagement, while ongoing assessment ensured her supports remained effective and adaptive. -
Part 1:
A strong, cooperative lens for smoothly incorporating assistive technology (AT) into the academic path of students with Special Educational Needs (SEN) is offered by the SETT (Student, Environment, Tasks, Tools) framework. When used methodically in conjunction with a student’s School Support File (SSF), which serves as an extensive repository of their educational profile, its impact is increased. Each component of the SETT framework is filled in large part thanks to the SSF:
Student: The SSF provides a thorough picture of the student, including their distinct learning preferences, cognitive advantages, problem areas, and any medical issues they may have been diagnosed with. The “S” in SETT is guided by this extensive data, guaranteeing that AT solutions are properly tailored to each person’s requirements and preferences.
Environment: Details on the multiple learning settings (such as a regular classroom, special education setting, or home learning space) and the supports that are currently in place (such as differentiated instruction and SNA allocation) are essential inside the SSF. This provides information for the “E,” assisting in determining how the physical and educational surroundings affect students’ learning and where assistive technology can fill in gaps.
Tasks: The SSF outlines the student’s academic and functional expectations, including curriculum goals, particular learning objectives, and areas in which they find it difficult to show that they comprehend or finish assignments. This explains the precise tasks that the learner must complete, defining the “T” (Tasks).
Tools: Equipped with knowledge from the Student, Environment, and Tasks, the SSF’s past evaluations and intervention data are essential for investigating possible “T” (Tools). This directs the choice of AT tools or approaches that specifically address barriers that have been identified.
In order to successfully integrate the SETT model with the SSF, a thorough evaluation approach is essential:
To create a baseline and spot reoccurring trends, carefully go over all of the SSF’s current documentation, including therapy evaluations, educational reports, and psychological tests.
To identify particular sites of breakdown and current coping methods, observe the student directly while they are performing the goal tasks in various situations.
Curriculum-Referenced Assessment: Determine the precise areas in which AT can help students gain access or show mastery by comparing their performance to curriculum standards and particular learning objectives.
Trial and Error with AT: Conduct organised tests using many possible AT tools, carefully recording their efficacy, usability, and the involvement and development of the students. To discover the best fit, this iterative testing is essential.
Part 2:
https://docs.google.com/document/d/1C9NbJXsKCI7MyAUxTGbj3IDCTgDE9Efyx86BwZ4u-bk/edit?usp=sharing
Chloe’s key challenge—the contrast between her outstanding verbal comprehension and her trouble with writing output—is the main focus of the sample SETT plan. Her strengths (verbal thinking, comprehension, and enthusiasm in science) and weaknesses (dysgraphia, fine motor issues, and writing dissatisfaction) are described in the “Student” section. The main classroom, SET room, and house are described in the “Environment” section, along with the availability of Wi-Fi and school gadgets.
The term “Tasks” refers specifically to assignments that demand for written expression in a variety of subject areas, such as writing paragraphs, responding to open-ended enquiries, and producing brief reports. This aids in focussing AT’s attention. The main solution for “Tools,” according to the idea, is speech-to-text software (like Microsoft Dictate in Word/OneNote), which enables Chloe to get around handwriting and typing obstacles. In order to address her organisational issues, mind mapping software (such as Microsoft Whiteboard) or basic drawing tools are also provided to assist her in graphically organising her thoughts prior to dictating. Another tool mentioned for reviewing her dictated text is text-to-speech (Immersive Reader).
Along with a review schedule and training for Chloe and her instructors, the plan provides a clear execution method. By using Chloe’s verbal skills to overcome her writing difficulties, this SETT approach directly meets her needs. It seeks to boost her independence, engagement, and eventually her capacity to successfully demonstrate her knowledge by offering resources that lessen the mental and physical strain of writing. Because the SETT model is iterative, this plan would be reviewed and modified in response to Chloe’s development and input, guaranteeing that the AT stays suitable and useful.
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Part 1
The SETT framework provides scaffolding for the teacher in incorporating assistive technology into the students support plan. It ensures that the specific needs of the student are catered for and that the supports chosen are appropriate for the environment and the task in question. The SETT framework includes due consideration to the student’s strengths and challenges. After the teacher has carefully considered the different elements (i.e. student, environment, task and tools, they will elect to use low tech, mid tech or high tech depending on what is most appropriate. (the area of need could be in Literacy, Numeracy, Language and Communication, Mobility etc.) Different assessment tools will be utilised to ensure the SETT framework and support plan are aligned. Assessment methods include, teacher observation, teacher questioning and teacher-designed tasks.
Part 2
The student is a ten-year-old boy with dyslexia and the setting is the learning support classroom for a one-to-one lesson. The learning objective is to decipher the correct context for the homophones ‘their’, ‘they’re’ and ‘there’. The student has difficulty tracking text on a page, reading small font and he often loses his place in a passage. I have adapted the lesson according to the SETT framework to ensure that his specific learning needs are met. This student enjoys playing computer games so using the Microsoft word immersive reader tool is catering for both his strengths and weaknesses. Spacing text, focusing on one line at a time, and using the dictation tool will help this student to successfully achieve the learning target for the lesson.https://drive.google.com/file/d/1dN3VNQVYy63zOCYxWf-wowFRpG67TLVE/view?usp=sharing
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Part 1
The SETT model can be used with the Students Support File by leveraging the information contained in the SSP. Firstly, the students’ strengths and interests are outlined in the support plan as well as the areas that require support. The learning environment in Primary would be known or if not obtained from the class teacher. In terms of tasks, this would be linked with the SMART targets identified in the support plan and the tools that are needed to help achieve these objectives are then decided upon. Low/no, medium or high tech would be chosen depending on the needs of the child.Part 2:
SETT Plan for Student A. Aged 10 in 4th class.
S: A is a caring and sensitive boy in 4th class. He has a great curiosity for nature and space and loves learning about these topics on his iPad. He is able to recall facts and information beyond what is covered in school. A has been unable to retain the 42 initial sounds and his progress in literacy in particular has been stunted as a result. A has a diagnosis of Autism and dyslexia.
E: The phonics lessons were taught in whole class settings using a phonics programme on the interactive whiteboard. The children would be sitting on the floor close to the board. The whole class setting is mostly used in the class.
T: In 4th class, the children are expected to be able to read independently with fluency and phrasing. Decoding phonemes is the standard approach to learning to read however as A has a diagnosis of Autism, it is likely he is a Gestalt learner and decoding is not the optimal method.
T: The tools that will enable A to access the 4th class curriculum is a text to speech tool like Immersive Reader with the picture dictionary enabled for visual representation. A MS enabled laptop is required with access to electricity and headphones will be essential to allow A to focus and engage with the text. A dictate tool is also required so that A can respond to texts. -
Part 1: I understand the importance of using the SETT model as a practical and student-centered framework for supporting learners with additional needs. The model aligns well with the collaborative and reflective practices required in the development and implementation of a student’s SSF. I would use the students voice, strengths and weaknesses, their classroom environment, the tasks that are their areas of needs and the AT’s that could meet their needs when considering their SSF. These considerations and regular reviews will inform my identification of appropriate assessment approaches such as teacher observations, designed tasks and students’ self assessment and reflection.
Part 2: This SETT plan highlights how targeted assistive technologies can empower a young learner with dyslexia to access the curriculum more confidently. By focusing on tools that address specific literacy challenges—such as decoding, spelling, and reading fluency—we ensure that interventions are both personalised and evidence-informed. The selected apps and software promote independence, reduce cognitive overload, and create engaging learning experiences tailored to her needs.
Google Docs Link: https://docs.google.com/document/d/1rvA4gn1xs1MXVbF4bGUQInjCP_3kAKxJFu0sEBiSXgE/edit?usp=sharing
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Student:
Name: Y
Age: 6 years old
Strengths: Enjoys working in a small group, gets very overwhelmed when classroom is very noisy.
Needs: Needs support staying seated for extended periods of time, knows most letter sounds, needs help blending.
Current Skills: Loves art and music lessons. Very creative and really enjoys sensory experiences such as theraputty, aqua beads and kinetic sand.Environment:
Sitting in a small group with two other children. SNA nearby and regular movement breaks. Child has access to a tablet.
Other Resources: Magnetic letters, whiteboards, flashcards. Big books.Tasks:
Learning outcome: To improve comprehension/ reading level and understanding of phonics.
Access to a tablet with the ‘Learn with Homer’ and ‘Light Sail’ apps installed.
On going assessment to determine level of improvement.Tools:
Using the Learn with Homer and Light Sail teaching tools.
Use of voice recordings and songs to enhance the child’s learning experience.
Using Big Books for child to enjoy on their own or with their peers.I feel that the SETT framework is a super way to integrate technology into the teaching of phonics in primary school. The ‘Learn with Homer’ and ‘Light Sail’ apps would be great to use with weaker students as it would provide a fun way for them to learn. Children would really enjoy using the tools such as voice recording and listening to stories and songs through the app. Through the use of these apps children will become much more confident in carrying out independent reading. I really like the way in Light Sail the student has to answer questions which will in turn gauge their level of comprehension so that they are constantly being assessed. Children are by nature quite competitive and I feel that they would really enjoy earning badges for their hard work. Regular conferences between class teacher and SET would be necessary to make sure that the child is working at the right level of instruction. I feel that the use of the SETT framework will ensure that the correct technology is used in order for the child to have a positive learning experience.
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Part 1:
The SETT model provides a helpful framework for gathering and organising information to support students with additional needs. When used alongside the School Support File, it ensures that planning is thorough and student-centred.
First, I would use the SETT model to build a clear picture of the Student—their strengths, needs, interests, and learning preferences—drawing on teacher observations, parental input, and any professional reports already in the School Support File.
Next, I would examine the Environment, including classroom settings, routines, peer interactions, and existing supports or barriers noted in the support file. This helps identify what’s already working and what might need to change.
Then, I would consider the Tasks the student is expected to complete, especially those they find challenging. Linking these to the learning targets in the School Support Plan ensures that the focus stays on meaningful, relevant goals.
Finally, I’d identify the Tools—including strategies, accommodations, and assistive technologies—that could help the student access learning and participate fully.
Throughout the process, I would use a range of assessment approaches such as teacher observation, curriculum-based assessments, checklists, and feedback from parents and support staff to ensure decisions are based on clear evidence.Part 2;
Plan
• Student: Liam is an 8-year-old student with strong verbal skills but difficulty with handwriting and organising written work. His support file notes fine motor challenges and frustration during writing tasks.
• Environment: Liam is in a mainstream classroom with access to SET support. He works well in small groups and benefits from a quiet, structured space for written tasks.
• Tasks: Liam struggles with extended written responses, written maths problems, and written homework. These tasks are central to curriculum access and assessment.
• Tools: Suggested supports include the use of a tablet with speech-to-text software, graphic organisers, word prediction tools, and opportunities to present work orally where appropriate.-
I like that you provided opportunity for the child to present orally as apprpriate. i forgot to add that to my SETT framework model. it is very important that the AT is seen as part of the classroom, normalised and accepted just as much as non tech answers.
i like doing groupwith with at also as different groups can work around a shared device and the AT is an inclusive tool that all ca share the experience, all can learn and it is a ULD approach (i believe so anyway 🙂 )
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PART ONE
The SETT framework is a format for processing the collaborative decision-making process and documenting it. It is now becoming more widely used and now considered best practice to determine appropriate assistive technology (AT) and supports for pupils with additional support needs in Irish schools.
The structure of the document is useful in Irish schools to track progress through the Continuum of Support. They both align however the SETT perhaps helps give professional structure to starting the process. This is important having looked at the Cosán framework where the emphasis is on ensuring that all teachers are adhering to professional standards in teaching in Ireland.
Focusing on the specific child, (identifying strengths and needs)
Assessing the environment (checklist p9 https://assets.gov.ie/40645/20f442fa414940f894506ed717d7f635.pdf ),
Identifying the tasks the child needs to access (the priority learning needs) and then
trialling AT solutions – low, medium and high-tech and reviewing is a professional structure for this process. Assessment may include intuitive assessment, planned interactions and assessment events, including studnet voice, parent voice and SNA/professional inputs.
PART TWO
Following the SETT format– 4th class pupil Seán with new diagnosis of Dyslexia
S – The Student
Seán is a sport loving and popular 10-year-old with dyslexia. He is very conscious of his challenges and can attempt to mask struggles with immature behaviours and distractions. He rarely completes much during any independent reading tasks and as a teacher i do not ask him to read aloud in class due to obvious anxiety build up and behaviour avoidance. He struggles with reading fluency and decoding. Seán was previously receiving support at the Class Support Plus level emotional behaviour, but he has just received a diagnosis for dyslexia.E – The Environment
seán is seated at the front of the class with a support plan focussing on behaviour. Classroom seating is arranged to help lower distractions and allow teacher to remind and intervene as needed. This also works for in class group literacy support. The class has access to 3 laptops, headphones, and an iPad., which is usually used in group work.T – The Tasks
The tasks that present most difficulty include independent reading and comprehension type questions across the subjects.T – The AT Tools
MSWord: Immersive Reader– picture dictionary. Demonstrated by teacher on laptop/IWB and build students ability and capacity to utilize it.
Keyboard shortcuts – with whole class (benefit all)
MS Word: Trial digital-coloured overlays and dyslexia friendly font.
MS Reading Coach – short pieces about GAA and World Cup for practice
MS Word – Dictate – speech-to-text for answering
Reflection:IPad: speak screen, spell check and colour filter
Reflection:
I think that prior to this course and the SETT framework i was trying to fit things to children rather than working from a child first perspective. This process professionalises the steps involved and is very simple to follow.
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Hi Patrick,
Thank you for sharing such a comprehensive overview of a potential plan to assist ‘Seán’ using the SETT Framework. Your overview clearly outlines your understanding of the framework and how it can be used to provide targeted interventions to address the needs of individual children or groups of children. Your final comment is one which really strikes a chord with me (and many others likely). For a huge length of time, I was always looking for the next tool or the next piece of content. A couple of years ago I decided to step back and think about the specific children in my class, and what their needs and motivations were. I found it really transformational and had so many knock on effects in terms of classroom culture, behaviour, etc.
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The SETT ties in very well with a student’s support file. A support file requires a teacher to begin by identifying a student’s strengths and areas of concern and this is also the first step in the SETT model whereby the teacher must seek to identify the strengths and weaknesses in a variety of areas including reading, writing, communication, vision, hearing, mobility an activities of daily living. Completing a support file also requires a teacher to identify strategies to help a student achieve targets set out by the teacher and this ties well adapting the environment so that it is appropriate for the student and providing them with tools that may be assistive (environment and tools and two more areas of the SETT model). Support Plans can act as a method of assessment themselves as they can include checklists of targets. Teacher observation and teacher designed tasks can be valuable in deciding if targets have been achieved.
A teacher in an autism class could create a SETT plan while establishing the class in the school. Some of the points to be focused on could include:
Students: Identifying the strengths of the students and areas they may improve in. The children in the class may be very academically capable and I could introduce reading material from older class settings in order to challenge them in the area of literacy. I may feel that some of the children in the class could benefit from social stories focusing on turn taking and this is something I could spend a lot of time focusing on.
Environment: I could make sure the classroom included a visual timetable and visual prompts to clearly outline the day’s activities for the children in the class. I could also include many objects such as fidgets that would assist with emotional regulation as well as building a special sensory space for the children in a spare space in the school.
Tasks: Tasks for learning could vary widely from literacy and numeracy lessons to social stories and lessons focused on effective communication with their classmates.
Tools: There could be great use of assistive technology in the classroom. The ‘Write About This’ prompt could be used to help out in the area of creative writing. Duo Lingo could be used by some of the children for language learning. One of the younger children in the class could use ABC mouse app to assist with their phonics.
The fact I could focus on both the students strengths and areas for improvement as part of the plan means I could choose appropriate environmental features and tools to benefit the children’s academic and emotional development.
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Hi Aidan,
Thanks fir your post here and for your overview of how the SETT framework could be used to support children in an autism class. I like the way you have identified how this could be one approach to compliment the child’s school support plan and how it can prompt us to think specifically about both what and why we are doing something or using a particular tool.
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SETT PLAN: Student Support File
STUDENT
1. Pupil Name: xxxx
2. Class: 2nd class
3. Background: Autism, Dyslexia, ADHD, Difficulty expressing emotions. Externally agencies included OT, S&L
4. Strengths: Enjoys station work independently, visual learner and engages well in ipad activities and digital learning, responds positively to structure, visual aids and working towards Choice Time.
5. Learning Needs /Areas for Development: Reluctant reader, lacks fluency and confidence in reading, work avoidance, difficulty with social interactions
ENVIRONMENT
Special Class
– 6 pupils
-Teacher x1
-SNAs x2
– visual time-table
– station tasks x4 working for choicetime then repeated (2 rounds)
– Teacher Time
-Group work: morning circle and Creative/SPHE/SESE session
Sensory roomTASKS
Literacy Tasks:
Reading for enjoyment
Sight words and phrases fluency
Complete writing tasks based on high interest reading material
Numeracy Tasks:
Number sense: strategies such as skip counting/doubles/addition and subtraction table fluency/place value
Social Tasks:
Think it – Say it differentiation
TOOLS
Continued use of visual timetable and task board working toward choice time
PM online reader which reads and highlights the text aloud
Immersive Reader for high interest texts – reading aloud
Kahoot comprehension questions based on high interest video clips/texts
Powerpoint presentation with sight words & phrases & dictation option
Write About This – Writing about interesting visuals
Training Requirements:
Training for staff (self-directed familiarisation)
Parent Training – communication via Seesaw App which is already implementedSETT ensures that decisions regarding interventions for pupils are based on the real needs and strengths of the pupil. Although tools proposed may require training and be time consuming to set up, the SETT Framework is a sound basis for ensuring individual needs are met.
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The SETT model is a framework which teachers use when making decisions about interventions and targets for pupils with special educational needs. It directs educators to make decisions about which technological supports are deemed suitable for pupils based on their strengths and needs to ensure they can access the curriculum and achieve. SETT considers the student, the environment, the tasks and the tools that can be tailored to suit the individual. See below a sample SETT for a pupil in a special class:
SETT PLAN: Student Support File
STUDENT
1. Pupil Name: xxxx
2. Class: 2nd class
3. Background: Autism, Dyslexia, ADHD, Difficulty expressing emotions. Externally agencies included OT, S&L
4. Strengths: Enjoys station work independently, visual learner and engages well in ipad activities and digital learning, responds positively to structure, visual aids and working towards Choice Time.
5. Learning Needs /Areas for Development: Reluctant reader, lacks fluency and confidence in reading, work avoidance, difficulty with social interactions
ENVIRONMENT
Special Class
– 6 pupils
-Teacher x1
-SNAs x2
– visual time-table
– station tasks x4 working for choicetime then repeated (2 rounds)
– Teacher Time
-Group work: morning circle and Creative/SPHE/SESE session
Sensory room
TASKS
Literacy Tasks:
Reading for enjoyment
Sight words and phrases fluency
Complete writing tasks based on high interest reading material
Numeracy Tasks:
Number sense: strategies such as skip counting/doubles/addition and subtraction table fluency/place value
Social Tasks:
Think it – Say it differentiation
TOOLS
Continued use of visual timetable and task board working toward choice time
PM online reader which reads and highlights the text aloud
Immersive Reader for high interest texts – reading aloud
Kahoot comprehension questions based on high interest video clips/texts
Powerpoint presentation with sight words & phrases & dictation option
Write About This – Writing about interesting visuals
Training Requirements:
Training for staff (self-directed familiarisation)
Parent Training – communication via Seesaw App which is already implemented
SETT ensures that decisions regarding interventions for pupils are based on the real needs and strengths of the pupil. Although tools proposed may require training and be time consuming to set up, the SETT Framework is a sound basis for ensuring individual needs are met.
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Part 1: The SETT Framework provides a structured method to identify and implement assistive technologies for students with SEN. It helps ensure that selected tools are not chosen in isolation, but instead aligned with the child’s unique profile, classroom environment, curricular tasks, and realistic, sustainable technology use.
When used alongside a School Support File, the SETT model enhances the quality of planning and intervention by making the teacher’s decision making process more visible and reflective. For example, if a student has dyslexia and speech and language needs, the Student profile would include a psychological report and teacher observations. The Environment section would identify the student’s placement in a mainstream class with SET support and access to Microsoft 365 tools. The Tasks may involve reading, written expression, and oral language development. The Tools might include Immersive Reader, Dictate, audio books, or C-Pen technology.
Assessment approaches could include teacher-designed tasks (e.g., oral retelling vs. written recounts), running records, digital portfolios using OneNote, and checklists for reading fluency or writing accuracy. The SETT framework ensures the focus remains on access, progress, and participation, rather than deficits.
Part 2: SETT Plan
Creating this SETT plan has shown me how helpful structured frameworks like SETT can be when planning targeted supports for pupils with additional needs. By breaking the planning process into the four distinct areas, I felt it was easier to move beyond a generalised approach and really focus on the individual’s strengths, barriers, and context.
What stood out most was how well the SETT process aligns with inclusive practice and the Digital Learning Framework. It helped me think carefully about not just what the student struggles with, but why. It also shows how technology can offer meaningful, sustainable support. Tools like Immersive Reader, Dictate, and Read & Write are no longer just ‘extra features’ but necessary accommodations that allow students like Sarah to access the curriculum with dignity.
I also think these plans when utilised in conjunction with the students School Support File, provide clarity for parents, SNAs, and SET teachers. It encourages collaboration and helps us to document and evaluate the effectiveness of our strategies more consistently. -
Part 1:The SETT framework helps identify a child’s needs and make sure support is both complete and personalized. By looking at the Student, Environment, Tasks, and Tools, it gives a full picture of the learner. This approach helps teachers and support teams build on strengths, tackle challenges, and make sure nothing important is missed in giving the child the best possible access to learning.
The SETT framework can be used in conjunction with the Support Plans. It allows the teacher to focus on the individual child and what they need.
To ensure the SETT model and School Support Plan are responsive to student needs, a range of assessment approaches should b be used: teacher observation, Curriculum-based assessments, Input from parents, diagnostic tests etc.Part 2: SETT Plan – Literacy Support for Student with Dyslexia
S – Student
Student is a 4th class pupil who has dyslexia. They struggle with decoding, blending, and reading fluency, particularly during independent reading tasks. The student experiences anxiety when asked to read aloud. The student enjoys story writing but struggles with spellings. They are receiving support at the School Support Plus.
E – Environment
They are in a mainstream classroom. Receives support in a small group setting three times a week. Can use a laptop and headphones during literacy sessions. Does not have access to a laptop at home.
T – Tasks
Tasks include decoding activities, independent reading, comprehension questions, oral reading in small groups, and written responses to texts. A differentiated spelling programme is already in place in the classroom. Tasks are often challenging due to difficulties in decoding and writing.
T – Tools
• Immersive Reader in Microsoft Word – for text-to-speech and line focus.
• Dictate feature – to support writing through speech-to-text.
• Decodable readers
• Read&Write Chrome extension – for additional reading and writing support.
• Coloured overlays and large print materials as needed.
Reflection:
This SETT plan gave me a structured way to plan for a student with literacy difficulties. It helps to identify the specific needs that the child has and work from there. It’s important to try to boost a child’s confidence and make the curriculum more accessible for them.
I learned about new tools which will be very useful in my support groups in the new school year. I have learned that it is about looking at the child first and break things down to see exactly what they need. -
Part 1: The SETT Framework is a tool used to guide implementation of assistive technology for students with special educational needs and help the children to differentiate effectively and efficiently for children’s individual learning.
Student: Understanding the student’s abilities, needs, and student support plan.
Environment: Supporting children in various learning environments
Tasks: Breaking down the learning objectives as per their SSP
Tools: Selecting the tools and resources that may help the student achieve those tasks effectively.Part 2:
Link: https://docs.google.com/document/d/1L7oezJdvYJGczLI_OIJEURaeW5Tu6i_DIXTxtjsITYI/edit?usp=sharing
Reflection:
Making this SETT plan for a student with dyslexia showed me how important it is to focus on the student first, not just the tools. The framework helped me think about Sarah’s strengths, needs, and preferences before deciding on any technology. Since she is strong in speaking and listening but struggles with decoding and spelling, the plan uses tools like text-to-speech and speech-to-text to help her access and express her ideas. Looking at the environment is relevant: knowing the class size, available devices, and teacher support. Thinking about the specific tasks she needs to do, like reading novels or answering comprehension texts, kept the plan focused and practical. Choosing tools last meant that each one had a clear purpose. Overall, I learned that assistive technology works best when it is matched to the student, the setting, and the tasks, rather than just giving them random apps or devices.
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Your SETT plan seems very appropriate, Ciara, for your dyslexic student. Assessing the child’s specific strengths and weaknesses is so important before jumping in with various approaches and resources. In this case you selected appropriate and beneficial tools to target your students’ issues with decoding and spelling.
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Task 4 Part 1:
SETT Model in Practice with the School Support File
As a class teacher in a busy primary school, I’ve found the SETT model to be one of the most practical and down-to-earth ways of planning for children with additional learning needs. It encourages me to slow down and really tune into the child in front of me, rather than jumping straight to strategies or tools. When I use it alongside a child’s School Support File, it allows me to make much more meaningful decisions that are tailored to their real, lived experience in school.
Student:
The first thing I do is spend time getting to know the pupil through their file, but also through chats with parents, other staff, and the child themselves. I look at teacher notes, any reports from outside professionals, and what the child enjoys or finds tricky. I find drawings, work samples, and conversations often give me just as much insight as formal tests. What I’m really trying to understand is: what helps this child to feel safe, confident, and ready to learn?
Environment:
Next, I look at what’s happening around the child every day. Where are they seated? What routines are in place? Are they overwhelmed by noise or finding it hard to keep up with transitions? Sometimes, it’s as simple as moving a child closer to the teacher or allowing them a quiet space to regroup. I also work closely with SNAs and support teachers to ensure the environment is not just accessible but welcoming and predictable.
Task:
When it comes to tasks, I look carefully at what I’m asking the child to do and whether it suits their strengths and needs. If a pupil struggles with writing, can they show me their understanding through drawing, discussion, or using a tablet? I might use checklists, chunk the work into smaller parts, or include more visuals. The aim is always to reduce stress and increase success.
Tools:
Finally, I consider what tools might help this pupil to participate fully. These could be as simple as a pencil grip or as specific as a communication board. I often trial different resources in consultation with the pupil and the team around them. I use a blend of observational notes, feedback from the child, and standardised assessments (like literacy screeners or socio-emotional checklists) to guide these decisions.
Altogether, the SETT model gives me a way to make sure nothing is overlooked – and that I’m not jumping ahead to solutions without understanding the full picture first. Combined with the School Support File, it ensures that every action we take is grounded in real evidence, careful reflection, and most importantly, the voice of the child.REFLECTION
Creating this SETT plan for Eoin (sample name) reminded me of the importance of meeting a child where they are. It is very easy to get caught up in curriculum goals or compare pupils to year-level expectations, but that does not always serve the child in front of us. With Eoin, the SETT model allowed me to take a step back and really consider how he experiences learning, particularly in maths.
I realised early on that the biggest barrier for Eoin was not just understanding numbers. It was the fear of failure. He had learned to associate maths with stress and embarrassment. By focusing first on the student, the plan naturally became more compassionate and realistic. It was not about rushing him to catch up but about helping him feel safe and successful in his own way.
The section on environment reminded me how small changes such as adjusting seating or allowing him to use supportive tools can have a big impact on a child’s mindset. It also gave me a chance to work more closely with his SET teacher and his parents, so we are all moving in the same direction.
Most of all, this process reminded me that tools are only useful if they are matched to a real need. It is not about throwing everything at the problem but choosing the right supports based on evidence and understanding. That is where the SETT model really shines. It encourages you to slow down, ask the right questions, and plan with the child, not just for them.
Going forward, I will continue using the SETT model as a lens when reviewing School Support Files. It helps me stay organised, grounded, and focused on what matters most, which is helping each pupil feel capable and included.-
You are right. We cannot throw everything at the problem. The SETT model in conjunction with the SSP will really help us meet each student’s individual needs. I saw a video clip earlier this year and it really highlighted that we cannot ‘fix’ the student. We need to look closely at the student and other factors when planning. Here is a link to that video
https://padlet.com/sharonhealy1/ncse-relate-1pb19qcfkamisp1z/wish/YDgnZel3l4OoQwrA
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Part 1:
I believe the SETT framework and the SSP work hand in hand, with the SETT framework being the starting point for the SET teacher. The teacher analyses the student in terms of their strengths, greatest learning needs, learning style etc in conjunction with the SETT framework. It’s important to take into account the child’s communication skills/needs, their cognitive ability and any sensory needs. The student’s school environment will be important to take into careful consideration too when completing the SSP and selecting AT with the aid of the SETT framework. Teacher observation will be an important assessment tool to identify the above. Also checklists, work samples, informal interviews with child and parental input if necessary will be key. The best suited AT solutions can then be sourced after all of this analysis.
Part 2:
SETT Plan
Student:
9 year old student with dyslexia diagnosis
Poor phonological awareness
Unable to learn or retain CVCC spelling words
Finds it difficult to concentrate on task for longer than 5 minutes
Enjoys picture books and free writing activities
Environment:Inclusive mainstream classroom (24 students in total). Access to daily SET support in small group withdrawal. Sits in table group of 4-5 students close to class teacher and whiteboard.
Tasks:
Spellings and phonics activities. Read aloud activities in small groups. Reading for enjoyment during DEAR time.
Tools:
Text-to-speech, colour background and line focus in Immersive Reader. Dictate feature – to support writing through speech-to-text. Noise-cancelling headphones to aid concentration. Picture dictionary to help her engage in weekly spellings.
Reflection
With the headings Student, Environment, Tasks, and Tools, I found this to be a good guide and starting point to identify the child’s needs. Sometimes as teachers, we can feel overwhelmed as to where to start when catering for pupils. AT will certainly provide greater accessibility and engagement for this particular student. From my learning too, I think communication with the pupil themselves is key too. Listen to them, observe them, take time to figure out exactly what they need to succeed and feel more confident and comfortable in the classroom.
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The SETT model is a practical, student centred approach to help choose appropriate AT tools for the student. This approach is useful when completing a child’s School Support Plan as it is tailored specifically to the child’s needs. Student (S) gives the teacher the opportunity to focus on the student’s abilities, needs, preferences, challenges, and current skills.. Environment (E) examines the contexts in which learning happens — classroom layout, available resources, peer and adult support, cultural factors, and potential barriers. Tasks (T) enables a teacher to consider the elements of the task the child is being asked to complete so that we can begin to understand what skills or knowledge are being tested and which demands need to be supported with AT tools. While focusing on these sections teachers will plan assessments for the child to find out exactly where they are at in their learning and the exact nature of their difficulties. These can be teacher designed tests or diagnostic assessments.These sections of the SETT model will help with the background information and Student’s Strengths/Interests and Priority Concerns sections of the School Support Plan. Once teachers have a good understanding of the Student, Environment and Tasks they can select appropriate Tools (T) and strategies based on the SETT model. This will all inform SMART targets and strategies as part of the Student Support File.
Part 2:
https://docs.google.com/document/d/1nPzp-Kn3geXPbH-N8WCvyk39ibXdesBdnJ9mvXei-kg/edit?tab=t.0Using the SETT model is a clear, structured, and student-centred way to decide what supports, especially assistive technology and strategies, will actually work in practice for a learner with additional needs. It makes us stop and think about the student before we race ahead with a tool(s) that may not be the best choice for the student. There is no one size fits all and this model keeps the tools we use practical and relevant. It is also relevant to the Student Support File template we use.
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Part 1
The SETT framework in conjunction with the student support plan could guide us on how to offer support to our students. In the student’s support file, we can gather information about the student’s interests, background, diagnosis and specialists who work with the student such as occupational therapist, nurse or speech and language therapist. This information is vital so we can picture the student in different areas. On the other hand, the SETT takes into consideration the environment such as the school and home which is also important as they will affect the progression of the student’s learning. We as teachers should start by getting to know the student before planning which resources and strategies to use in the classroom.
Part 2
Student: 10 years old girl. She can read CVC words but struggles with CCVC and CVCC words. She can copy texts from a book or the whiteboard but finds it difficult to follow spelling and dictation activities. E loves PE classes and outdoor activities. She needs frequent sensory breaks along the day as she loses attention easily and acts up in the class.
Environment: E lives with her parents in a house near to the school. She has a small sister in Junior Infants class. E is in 4th class and is being withdrawn with a SET teacher three times a week in a small group of 3. She also takes part in Maths and literacy stations joining the weakest group twice a week.
Task: E will create a word document with CCVC and CVCC words with Immersive Reader so she can listen back to the pronunciation of these words. The teacher will pick 4 words every week and E will use the magnetic letters for creating simple sentences and use them in contexts. E will join the Reading eggs programme on the iPad twice a week.
Tools: office 365 with Immersive Reader, magnetic letters, iPad.
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The SETT model is a widely used model for making effective decisions about assistive technology and supports for students with additional needs. The model provides a structured, student-centered approach to identifying and implementing tools and strategies that enhance learning and participation. I have applied the SETT model for a 4th Class student who has a diagnosis of dyslexia. The SSF has identified the needs of this student as follows; Struggles with written expression, spelling, reading fluency, and organizing written tasks. The SETT model has allowed me to initially identify the student’s needs and how I can support these needs using the appropriate tools. Tools can be modified or altered once in use while under observation of the class teacher as part of ongoing assessment. I can use the SSF to record how the tools were chosen based on the SETT data. Trial periods can be implemented for tools and outcomes can be documented in the student’s SSF.
Part 2: link to SETT plan
https://docs.google.com/document/d/17z4ITMKzSwVbhdFQjPJBrXHWl_0-QqlNRQ7O9sRHhxI/edit?tab=t.0 -
Student, Environment, Tasks, and Tools. It offers a structured approach to making informed decisions around assistive technology (AT) and supports for students with additional learning needs.
When used alongside a School Support File (SSF), the SETT model helps ensure that interventions are holistic, evidence-informed, and responsive to the student’s unique context.
Integration Process:
Student – Begin by reviewing the Student Profile section of the SSF, which includes learning strengths, needs, and key concerns. This aligns with the “Student” element of SETT, focusing on cognitive, sensory, physical, and communication needs.
Environment – Use information from the SSF to evaluate the settings where the student learns: classroom layout, teacher practices, peer interactions, and available tech resources.
Tasks – Draw from the learning targets and priority concerns in the SSF to define the specific tasks the student needs to complete, e.g., reading fluency, writing, comprehension.
Tools – Match appropriate assistive technology or supports to the above three elements. These tools must be trialled and reviewed as part of the student’s Support Plan, with input from parents, teachers, and support staff.
Assessment Approaches:
Teacher observation and checklists aligned to learning targets
Curriculum-based assessments
Assistive tech trials with pre/post comparison (e.g. writing samples before and after using dictation)
Pupil voice through interviews or reflection journals
Collaboration with outside professionals if required (e.g. OT, SLT)
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The SETT framework is a great facility that assists all those working with a student with disabilities to make decisions regarding what services or assistive technologies will foster their educational success, The acronym of Student , Environment , Tasks and tools help you to really focus in on exactly what is needed. You first look at what the student needs to have to be able to learn, then you look at where the learning will take place, you discuss the tasks you want them to complete and then decide what tools will be most effective. Factors such as ease of use, practicality, size and cost also need to be considered when making a decision. The students willingness to use the tech must also be considered.
The link to how I would use SETT in conjunction with SSF is below
SETT Plan for 5th class.docx
The plan really helped me to pinpoint exactly what I wanted to work on with the student and how I would go about it. I chose to work on maths skills with a 5th class student as I love Onenote now and cant wait to start using it with the Maths function. I think students can lack confidence when it comes to their ability in Maths and one note could really help to reduce anxiety and help with revision. It also creates a link with home as it can be done anywhere . SETT is a really structured way to plan for assistive technology decisions and it helps me to take a step back and make a more student centred decision.
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SETT Plan for 5th class (1).docx
https://1drv.ms/w/c/000b1f33b46235f5/EcHb2hdk0XpFpg6Lx3OfcqEBGoWxcEa3Qx0FnZ3pja1TTA?e=NGg25G
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Part 1 :
The SETT Framework provides a structured approach for integrating assistive technology into a student’s educational plan, aligning seamlessly with the School Support File process. By systematically addressing each component, educators can ensure that AT solutions are tailored to the student’s specific needs and learning context rather than simply providing a device such as an iPad without thoughtful planning or consideration of appropriate apps.Integrating the SETT Framework with the School Support File also supports the use of varied assessment approaches by ensuring equitable access for all students. This allows students to demonstrate their knowledge and skills without being hindered by challenges unrelated to the content being assessed.Part 2:
Creating Liam’s SETT plan highlighted the importance of aligning assistive technology with a student’s specific strengths, needs, and learning environment. Focusing on his difficulties with reading fluency, spelling, and handwriting allowed me to select tools—like Immersive Reader, ‘learn with Homer’ app , that directly support his challenges while building on his creativity and oral skills. Breaking tasks into manageable steps, such as reading passages and writing short stories, helps clarify learning goals and promotes independence and confidence. . Overall, this process reinforced that assistive technology planning is most effective when it is student-centered, task-focused, and integrated with ongoing assessment to track progress and adapt supports as required.link to SETT plan https://docs.google.com/document/d/1XEp_O9cNvqwZ-1VJ8S26v0WfqGIeI4n0Uhxym43zxzI/edit?usp=sharing
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Part One:
I will answer part one of this question by drawing on a hypothetical support plan I created for a student named Molly, using the SETT framework to show how assistive technology can be matched to her specific needs. In the Student section of the plan, Molly is a 6-year-old in First Class who is sociable, enjoys sports, and learns best through hands-on activities. Her main challenge is segmenting, blending, and reading consonant digraphs in multi-syllabic nouns, so any supports must target this specific skill.
In the Environment section, her classroom is organised in mixed-ability groups with access to a range of no-tech to high-tech tools, including iPads, an interactive whiteboard, and headphones. Knowing this, I would ensure Molly is seated where she can see the teacher’s instruction clearly and has easy access to her iPad with preloaded apps, reducing transition time.
In the Task section, her goal is to learn and recognise consonant digraphs such as “wh”, “ch” and “th” and to blend and segment these in words like “chap”, “chat”, “whine” and “bath.” The supports in the Tools section are selected to match these tasks. For example, Star Fall on the iPad provides interactive phonics practice with visual and audio prompts to strengthen blending skills, while Immersive Reader allows her to access the same reading material as her peers but with customisable text-to-speech and highlighting to support decoding.
To monitor progress, I would use baseline phonics checks at the start, followed by regular running records and observations to see how independently and confidently Molly uses the tools. I would also keep samples of her work and check in with her regularly to gauge her comfort and engagement with the supports.
By aligning Molly’s School Support File with the SETT plan, I can ensure her learning targets are supported by the right tools in the right environment, with ongoing review to ensure her needs are consistently met.
Part 2:
Reflecting on Molly’s SETT plan has really helped me see how assistive technology can be used in a practical and meaningful way to support a child’s learning. At first, I automatically thought of AT as only high-tech tools, but planning for Molly has shown me how important it is to consider the environment, tasks, and how the tools are used. Using apps like Star Fall and Immersive Reader could make learning consonant digraphs more engaging for her, while still allowing her to access the same content as her classmates. Thinking about seating, noise levels, and how she interacts with her iPad also reminded me that small adjustments can make a big difference. Linking the SETT plan to her School Support File makes it clear how her strengths, challenges, and previous supports guide the choices I make. Overall, this plan has helped me understand how to use AT to create more purposeful and inclusive learning.
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I completely agree . Reflecting on Molly’s SETT plan really highlights how assistive technology isn’t just about high-tech tools, but about using the right supports in the right context. It’s easy to initially associate AT with advanced devices, but this process has shown how essential it is to consider the student’s environment, the tasks they’re working on, and how tools can be meaningfully integrated.
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Part 1:
The SETT Model is a framework for identifying AT and supports for students with additional needs. I would use the SETT model as a structured approach to gather and organise information from the student’s School Support Plan.
Student – I would review the School Support Plan to identify the student’s strengths, needs, learning style and current support strategies. I would draw on teacher observations, parent input and standardised assessments like Drumcondra results and if any other testing was carried out. This would help me build a holistic picture.
Environment – I would examine the learning environments detailed in the School support plan like the classroom seating, peer group dynamics, available resources, teacher support and any sensory or behavioural considerations. I would also use checklists and classroom observations to assess how the setting impacts learning.
Tasks – I would identify specific curriculum tasks and activities that the pupil needs to complete from the School Support Plan and teacher planning notes. I would check if there are any barriers to the pupils learning. Curriculum-based assessments, work samples and teacher feedback would also inform this stage.
Tools – Using the information that I have gathered I would then decide what supports, strategies or assistive technologies might help address the student’s needs. I would look at low-technology methods like graphic organisers and adapted worksheets as well as high-technology methods like speech-to-text and iPad apps. I would be sure to trial various methods and monitor progress.By integrating the SETT model into the School Support Plan process I can ensure assessment approaches like observations, standardised tests and checklists are matched to the pupil’s profile and that interventions are both targeted and reviewed regularly.
Part 2: Sample SETT Plan + Reflection
https://docs.google.com/document/d/1SpNd3vKzda4U66okaYD6cFOfDeAhYKVQiSv35IUpM9w/edit?usp=sharing
Reflection
I found that creating a SETT plan helped me to structure and lead a more targeted support plan for my pupil. I considered not only the pupil’s needs but also their strengths and the learning context. For my sample pupil the School Support File already contained rich information but the SETT framework helped me organise it in a way that directly linked assessment findings to practical strategies. I realised that identifying tools should come last and that understanding the tasks and environment first ensures the technology or strategies chosen are truly relevant. This approach also helps when liaising with parents and other professionals, as the information is clear and logically presented. In practice the SETT plan becomes a living document, something that can be updated as the pupil’s needs, environments and tasks evolve and change. Overall, I found the model highly compatible with the School Support File process and very helpful, one which I intend using in the future. -
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Part 1 – Review of the SETT Model and Application
The SETT Model (Student, Environment, Tasks, Tools) is a practical and pupil-centred framework that supports teachers in identifying the most suitable assistive technology by looking holistically at the learner’s needs, the context in which they learn, the specific tasks they must complete, and the tools that will enable them to do so successfully.
When applied alongside a pupil’s School Support File, the model creates a clear link between their profile and targeted, realistic interventions.
Student – Information from the School Support File offers insight into strengths, challenges, and learning goals. For example, a pupil with dyslexia may have persistent decoding difficulties and reduced confidence in written expression.
Environment – Factors such as classroom layout, available technology, noise levels, and support from staff are assessed to ensure the learning space supports the pupil’s needs.
Tasks – Identifying curriculum requirements and functional skills, such as reading comprehension or producing written assignments, ensures supports are focused on meaningful outcomes.
Tools – Assistive technologies are chosen to directly address needs, such as text-to-speech for decoding support, speech-to-text for written expression, and accessible digital resources.
Assessment combines formal measures (e.g., standardised literacy testing) with ongoing classroom observations, work samples, and pupil/parent feedback. The SETT model ensures technology is not an add-on, but fully integrated into teaching and learning.
Part 2 – SAmple SETT Plan and REflection
https://1drv.ms/w/s!Ai51OyQ3-gk7hgrtR0eueeO8r4i6?e=8rkebb
Reflection
Developing “Aisling’s” SETT plan showed me the importance of combining her interests and strengths with targeted supports. She enjoys science and storytelling, so integrating these topics into literacy activities keeps her engaged. The School Support File provided clear insights into her needs, but the SETT model helped me break them down into specific tasks, environments, and tools. For Aisling, assistive technology isn’t just a support—it’s a bridge that allows her to access the same content as her peers. The most valuable part of this process was considering the environment; without a quiet space and the right equipment, the tools wouldn’t be as effective. I also recognised that confidence is as important as skill development—helping her feel competent using Read Aloud, Immersive Reader, and Dictate is just as crucial as improving reading and writing scores. The SETT approach ensures that interventions are practical, student-centred, and adaptable as her abilities grow. -
https://docs.google.com/document/d/1TjDkgaRuxeJuTDBvtP2jkRfXaTH7Z5aw/edit?pli=1
As we know the SETT model is a framework used to guide the selection and implementation for children who have specific needs (Student, Environment, Tasks and Tools)/ Having worked on Student Support files in the past, these headings are crucial so that it ensures technology decisions are based on a alround, holistic understanding of the child and their individual needs.
Student: The support file will focus on the strengths of the child, their needs, skills and challenges. It is worth noting their social-emotional abilities and the way in which they learn.
Environment: Knowing the correct environment in which the child learns and interacts is crucial. These may include the classroom layout, available resources, school policies and access to technology.
Tasks: How does the child preform in specific tasks – reading, writing, communication, mobility, group/independent work, formal assessments and everyday classroom activities.
Tools: It is very important to consider low tech/mid tech and high tech for the individual child, e.g. pencil grips, slant boards, audio recorders, speech to text/communication devices.
Assessment: Ongoing assessment of varying levels is crucial for evaluating the level of the child and informs our next steps in terms of planning. Here are a list of assessments which will inform our teaching and aid us with the child’s support file; formal assessments (reports), informal assessments (teacher observations/work samples and portfolios/learning logs), curriculum based assessments, student voice (surveys/reflection journals).
By incorporating a range of these assessments, teachers can make informed , responsive decisions that help students access the curriculum and succeed in their learning.
In my SETT plan above, I have used the headings of environment, tasks and tools. As I will mainly be working with younger children this coming academic year, I chose the topic of reading and decoding unfamiliar words. Immersive reader would be very beneficial also for highlighting words and using the speech button for reinforcement. I have found Khan academy and Starfall programs an excellent resource for phonics for the younger children. In Module 4, there have also been references to other very beneficial letter and phonics programs available, e.g. ABC Training and Phonics App/Learn with Homer.
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Part 1: The SETT model provides educators with a structured approach that targets students’ needs across the areas of student’s strengths and weaknesses, environment, task and assistive tools. The Student section would be used to inform the SSF by providing information about the student’s strengths, needs, learning behaviours and interests. Once the educator is informed of these and how they align with the SSF, they can evaluate the best supports for the student by identifying whether low, medium or high support tech may be beneficial to them. By using some teacher designed tasks, the teacher can observe how best to support the student by understanding how their needs can be met.
Part 2:
Student:
Student in 4th Class who has dyscalculia and struggles with keeping track when counting, memorizing math facts and times tables. Often becomes frustrated in math lessons, will present as sick and ask to be excused often. Very sociable and enjoys working in small groups but does not enjoy competitive math games.
Environment:
Environment has been designed for success with access to time tales chart stuck to the table along with hundred squares printed in large size and number boxes for simple arithmetic sums. White board, markers and tablet available and seated close to the teacher/ SNA. Concrete materials for new topics.Tasks:
Simple examples should be used for new concepts and concepts should always be introduced at the concrete level with materials before going to maths problems in number, symbol and word form.Tools:
Use of Khan Academy videos and games to consolidate learning. Mathigon app for more abstract topics. -
Part 1:
The SETT model is a useful framework that can be integrated with a student’s School Support File. When we use the SETT model, we firstly focus on the student themselves and what their strengths and weaknesses are. This links directly with the pupil profile in the School Support File. We draw upon observations, parental input and assessments to identify strengths and needs for both documents. The tasks from the SETT model correspond to the learning targets outlined in the School Support Plan. Assistive Technology could be a tool used to achieve a learning target. This in turn leads to the final point of the SETT model. Assessment approaches such as teacher observation and notes, standardised testing and teacher-designed tasks may be used to gather information on the child’s progress and also how effective the use of AT was for that child’s learning.Part 2:
SETT Plan: https://docs.google.com/document/d/1SOfBK5vWCmBLtFGH0ryJkSKKqjexJOSUH-qCMzlHG0s/edit?usp=sharingReflection- I can see how the SETT model can be useful for teachers when planning to use AT, especially when planning for an individual child. All of the components of the model are linked to sections of School Support Files so it lends itself very well to planning for children with SEN. There are so many apps and programmes available for teachers to use nowadays. The SETT model will help teachers to focus on the pupil or pupils in question and consider the important factors. This will help them narrow down their choice of Assistive Technologies. Other times, a teacher may be limited to the number of tools they have or the times those tools may be available to them. This will all be taken into consideration when doing out the SETT plan. This course has provided me with a bank of amazing websites, apps and programmes that I can include in my SETT plans in the future.
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I could also see that having access to the technology might be a small problem in some schools and also sometimes other students get really jealous of those working with AT, children nowadays are absolutely fixated with having devices in their hands and can become quite agitated if they don’t and ithers do.
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Reflecting on my SETT plan, I can see how valuable the framework is in making sure assistive technology choices are purposeful and centred on the pupil’s needs. Breaking it down into Student, Environment, Task, and Tools helped me think more clearly about what the child actually requires to succeed, rather than jumping straight to the technology. In my plan, I considered how literacy tools like Immersive Reader and Dictation could reduce barriers, and how simple environmental adjustments, such as quiet spaces and access to headphones, can make a real difference. It also highlighted the importance of small, practical tools like visual organisers alongside the more advanced digital supports. What struck me most was how the framework keeps the focus on inclusion – it isn’t about the shiniest device, but about matching the right support to the right child. Moving forward, I know this structure will guide my planning with greater confidence.
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Part 1:
The SETT model and student support file would work very well together from the initial outset of the process. The SETT model when focusing on the student, environment task and tools as it would enable educators to set up SMART targets for the student by focusing on each of the elements.Using this model allows you to identify the strengths of each pupil and also paying attention to the area of needs which needs intervention. This would help to create an overall image of the student before putting any support in place. I noted from one of the previous replies that using the SETT model not only allowed you to pick a tool which would allow the student to access the content but also empower them. I thought this was a fantastic summary of the SETT model and how it can help students. Combining the SETT framework and SSP allows me to ensure that the assessment which has been completed produces student centered targets which are most efficient.
Part 2:
https://docs.google.com/document/d/1x1keiqqufJ0yZUCmT1z7wMPucqj5TF7Wc60rOy2kuBs/edit?usp=sharing
Using the SETT planning framework encouraged me to broaden my perspective and move beyond the more limited range of tools and supports I might typically consider. Instead of focusing only on the obvious resources, it pushed me to think creatively and take into account a much wider selection of possibilities that could benefit the child. One of the most valuable aspects of this approach was the emphasis on recognising and building upon the child’s existing strengths. Rather than viewing planning as a way of compensating for difficulties alone, the framework reminded me to highlight what the child could already do well and to use those strengths as a foundation for growth. This change in perspective led to the design of more meaningful and individualised strategies. As a result, the learning plans created were not only more effective, but also more engaging, since they were built around the child’s unique abilities and interests.
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When I think about using the SETT model in conjunction with a student’s School Support File, I see it as a really practical way to make sure supports are tailored to the student’s actual needs. The SETT model starts with the student, so the first thing I’d do is review the School Support File to understand their strengths, challenges, and any relevant assessment information. This includes looking at previous reports, learning goals, and any strategies that have already been tried. It’s important to get a full picture of the student so that any interventions aren’t just generic but actually meaningful.
Next, I’d consider the environment—what the classroom looks like, the teaching approaches used, how peers interact, and even the wider school context. Understanding the environment helps to identify any barriers that might affect the student’s learning. Then I’d focus on the tasks the student needs to complete, whether that’s reading, writing, participating in group activities, or managing organizational skills. The goal here is to pinpoint exactly where support is required.
Finally, I look at whats is available in the school,anything from low-tech supports like visual schedules or graphic organizers to high-tech solutions like text-to-speech software or word processors. Using the SETT model alongside the School Support File also guides assessment. Observations, curriculum-based checks, and even trialing tools in real contexts help determine what’s effective. Overall, this approach ensures that supports are student-centered, evidence-based, and practical, and that the student can access learning in a way that really meets their individual needs.
Part 2
Using the SETT model in conjunction with a School Support File provides a clear, structured approach to planning for inclusion. In Alex’s case, the model ensures we begin with the student, focusing on both strengths and needs, rather than only on challenges. By considering the environment, we see how classroom supports, peer dynamics, and access to technology influence learning. Identifying the tasks Alex must complete highlights the areas where barriers arise, such as reading comprehension or extended writing. Finally, exploring tools like Immersive Reader, Dictate, and graphic organizers links technology directly to the student’s goals.
The real strength of the SETT framework is that it integrates assessment and reflection at every stage. It avoids a one-size-fits-all approach, instead encouraging teachers to evaluate what actually works for the student in practice. In this way, SETT supports meaningful, student-centered planning that promotes independence, engagement, and success
https://docs.google.com/document/d/1f60VY1RBfUHATBOJaISmeYX4aHrudcrleygX-4bmCi4/edit?tab=t.0
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Part 1:
The SETT model – Student, Environment, Tasks and Tools – is a very useful framework that can be integrated with a student’s School Support File. The SETT model focusses on the students strengths and weaknesses, and then builds a support framework using whatever tools match that individual child’s needs. This links directly with the pupil profile in the School Support File.The child can be interviewed and can provide the teacher with their own point of view, and what they feel their needs and learning targets should be. This gives them ownership of their learning. Other data is gathered from teacher observations, information from parents, and classroom assessments – which then help identify strengths and needs for both documents. The tasks from the SETT model correspond to the learning targets outlined in the School Support Plan. Assistive Technology (tools) can be used for the child to reach their targets – which can be a mix of low tech or high tech. These are then assessed by the teacher to continue to tailor the SETT model to the needs of the child in conjunction with the child’s targets as set out in their School Support File.
SETT Plan – literacy Support for Student with dyslexia, dyspraxia and speech and language difficulties
S – Student
Student is an 7-year-old in 1st class with dyslexia. Knows 22/ 26 letter sounds, but can only write 18/26. Finds 2 letter diagraphs difficult. Blending of sounds is difficult. Independent reading is very slow and laboured with much support needed. Child is not aware or anxious in front of peers, and in fact is very confident and happy, and will attempt to answer every question despite not knowing the answer. Keeping in mind this may change as he gets older and more aware. The child was interviewed to ask what they find difficult at school. They want to read out loud like the other kids, but ‘it’s annoying when I can’t do it’. Parent says while the child has great confidence, he lacks focus at home and struggles with reading out loud, and complete written tasks for homework.E – Environment
The student is in a mainstream classroom but receives literacy support in small groups in the SET room once a day. They have access to a ipad, headphones, and after completing differentiated writing task, can use ipad or his own laptop during literacy time. Also use headphones for sensory speak up to support S&L in the reading area. This child also has dyspraxia so whiteboard and pen are also used during lessons to alleviate focus on handwriting tasks.T – Tasks
Tasks include independent reading, comprehension questions, oral reading in small groups, and written responses to texts using mix of copy and pen and whiteboard and marker. The student is also expected to participate in spelling and phonics activities. Tasks are often challenging due to difficulties in decoding and writing. Support is given by asking the child to spell using the first letter only, spell by circling the correct word when it is called out, and is differentiated by teacher calling the word very slowly in a 1on1 basis (at his table) so that each sound can be heard more clearly. Homework tasks are shortened to decrease quantity of writing required. Reading is supported by parents with reduced and differentiated reading given.T – Tools to be used:
Nessy on own laptopImmersive Reader in Microsoft Word – for text-to-speech and focus on line.
Dictate feature – to support writing through speech-to-text HelperBird Chrome extension – for additional reading and writing support.
Sensory Speak Up app – to build oral confidence and engagement.
Coloured overlays and large print materials as needed.Decodable readers.
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Reflection:
I enjoyed working with the SETT plan, as it meant I had to break up the child’s needs by looking at these four areas, rather than just ‘throwing technology’ at the problem, or using a ‘one size fits all’ approach – ‘we used this for Child x with dyslexia last year, so just use that again’. I liked how I had to look at the Student first, identifying their strengths and weaknesses. Then look at their classroom Environment and how moving their seating position for example, or using a quiet reading area to access what they need to learn, could be so effective. Then I had to look at the Tasks the class undertake, and what tasks the child can achieve within these. And finally how various Tools can help the child complete these tasks. I enjoyed learning about low and high tech tools, and even how things like mini-whiteboards, magnetic letters and colour coded folders can be so helpful, and not every task needs an app or an ipad! I feel the knowledge I have gained on this course will help me plan for children with learning difficulties in a more practical and personalised way going forward.
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Part 1:
Firstly SETT is an excellent model to follow and very simple for the teacher to use.
I would use it as follows:
The example I will use here is based on a child who is receiving ongoing literacy support.
Firstly I would Identify the student’s strengths and weaknesses paying particular attention to where the child is at.
I would conduct my own literacy assessment especially after the summer months in case the child’s ability/ reading score, etc has further regressed. This would provide me with an opportunity to get to know the pupil and to gather the information I need to write his/her support file. I would use the SETT model to fill in the pupils history, what he/she is competent using in terms of AT equipment already based upon conversations with other teachers/ SETS/ IEPs/ documents from other professionals already completed/ awaiting completion for this child. I would be asking questions about the environment that works best for this child whether it be 1-1 or in a small group, tasks the child is competent at, findings made by my colleagues in relation to what I need to target next, tools that worked well and recommendations of what I should look into now.
This stage would involve a lot of research and using the SETT model would help generate and organise this information.Part 2:
https://docs.google.com/document/d/1_7stSwIfNFiOUsm51uN9y6po3TD8oTMKdRQ2c3Ykdk0/edit?usp=sharingSETT Plan: Literacy Support for a 4th Class Student with MGLD
S – StudentStrengths:
Verbal communication is good; enjoys oral discussion.
Curious and eager to participate when supported.
Has a positive attitude towards school and learning.
Visual learner – responds well to images and color-coding.
Needs:
Struggles with decoding unfamiliar words.
Has difficulty with spelling, especially phonetic irregularities.
Reading comprehension is below age level.
Written expression is limited (short sentences, poor structure).
Fatigues quickly with long reading or writing tasks.
Preferences:
Enjoys using technology.
Likes to work in small groups or 1:1 with teacher/SNA.
Prefers choice in reading material when possible.
E – Environment
Classroom:
Mainstream 4th class with 25 pupils.
Student has access to a support teacher (withdrawal and in-class support).
SNA available part-time for small group work.
Quiet reading corner with leveled readers.
Home:
Supportive parents; willing to engage with homework strategies.
Access to a tablet or laptop at home.
Available Technology:
Class has access to school tablets/laptops.
Wi-Fi and learning software (e.g. Google Classroom, Reading Eggs, Natural Reader).
Interactive whiteboard in classroom.
T – Tasks
Reading:
Read age-appropriate texts with comprehension.
Decode unfamiliar words using strategies.
Build fluency and confidence in oral reading.
Writing:
Write coherent sentences and short paragraphs.
Use correct spelling of high-frequency and phonetic words.
Organize ideas with beginning, middle, and end.
Spelling:
Learn and apply weekly spelling patterns.
Improve accuracy in written work.
Comprehension:
Answer literal and inferential questions.
Retell stories with key details.
Use graphic organizers to structure understanding.
Homework:
Complete reading and short written tasks at home with support.
T – Tools
Low-Tech ToolsColor-coded overlays or rulers for tracking text.
Word walls and personal dictionaries.
Graphic organizers (e.g., story maps, sequencing charts).
Highlighters for key vocabulary and comprehension questions.
Sentence starters and writing scaffolds.
Mid-Tech Tools
Audio books / recorded reading material.
Voice recorder for oral storytelling or reading.
Digital spelling apps (e.g., Spelling City, Word Wizard).
High-Tech Tools
Text-to-speech software (e.g., Natural Reader, Google Read&Write).
Speech-to-text for writing support (Google Docs voice typing).
Word prediction software (e.g., Co:Writer, Clicker).
Literacy support programs (e.g., Natural Reader, Nessy Learning, Lexia, Clicker 8).
Reading comprehension apps (e.g., Epic!, Raz-Kids, ReadTheory).
Use of tablets/laptops for assignments where appropriate.
Implementation & Monitoring
Collaborative Team: Class teacher, SET teacher, SNA, parents.
Support Schedule:
3 x 30-minute withdrawal sessions per week (literacy focus).
2 x 20-minute in-class literacy station support.
Goals (Short-term):
Improve reading fluency by one level within 6 weeks.
Use graphic organizer independently for one writing task per week.
Correctly spell 10/12 target words in weekly spelling tests.
Reflection:
I would definitely use immersive reader, etc as well as the above aforementioned programmes in particular for a child of this age at this level of his/her literacy development.
I would track the reading level and writing samples each week and regularly review and update the plan in consultation with the class teacher.I would also keep regular contact with the child’s parents. Finally I would set a timeline to assess and adjust tools/ strategies if necessary every 6-8 weeks.
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Part 1:
The SETT framework is a basis to assistive technology assessment. Its aligns well with the student’s School Support File as it makes sure the assistive technology is individually tailored to best help meet the child’s needs and is more specific for the child. It is a collaborative approach and a structured approach for the child. Integrating the School Support File allows a more rounded and complete picture of the child. The SETT framework states that we must always start with the student. We can understand the student more by looking at their School Support File. This will let us see the child’s strengths and areas they are struggling with. We can also see any reports on the child. The next area is the environment. We can look at the physical arrangements of the classroom and how the child interacts with this environment. The SSF may also contain observations and notes from the teacher on this. The tasks area of the framework may have different assessments from the SSF that can help us get a better understanding. We must also assess the tools as they allow us to reflect on what we are currently doing to support the child and additional tools to help the child perform in the environment. By integrating the SETT model and the student’s School Support File it gives us a more comprehensive insight in the child’s needs and how we can try and meet these needs in a more structured way. This ensures we have child-centred and targeted approach. I feel it’s important that like the SSF that we review and have this as a working document.Part 2:
Here is a SETT Plan for a boy named John in 4th class who has dyslexia. He struggles with writing due to dyspraxia.
Student: Good oral language skills, good imagination, difficulty writing, poor fine motor skills, anxious about written tasks
Environment: In mainstream, has terra putty to help develop fine motor skills, seated in group with other children, pencil grip to help support
Task: Tasks include written responses to text, story writing, reflective journal entries
Tools: Slanted writing surface, Dictate feature in One Note-aid writing through speech-to-text, ergonomic penThis plan helps me get a more child-centred and holistic view of this child’s needs and how this child’s needs can be met through assistive technology. The structured approach gave me a better understanding of how to best support this child. The speech to text function means John doesn’t have to worry about his handwriting and how legible his hand writing is. He has the ideas in his head but getting these ideas down on the page was a challenge for him. This makes John more independent and makes the process more enjoyable and less daunting for him. It gives him the confidence and autonomy to complete written tasks.
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The SETT Framework offers a practical and structured way to bring AT into a student’s educational plan, working with the School Support File process. By looking carefully at each part of the framework, teachers can make sure that any AT used, whether it’s a simple tool or something like an iPad—is chosen for the right reasons and suits the individual student, rather than being handed out without much thought or planning.
The Student part focuses on getting a full picture of the learner, their strengths, challenges, preferences, and how they take in and process information. This helps teachers make informed decisions about what kind of support would be most effective.
The Environment section looks at where the student is learning. This includes both the physical space and the social setting. Taking the time to understand the learning environment helps spot any barriers that might make things harder for the student.
Tasks involve figuring out what the student actually needs to do in their daily school life, both academically and functionally. It’s about breaking down these tasks into steps, identifying where difficulties come up, and using that information to guide what kind of AT could help.
Based on what’s been learned about the student, their environment, and the tasks they need to do, suitable AT options can be identified and trialed. These could range from low-tech solutions like visual aids to high-tech tools like speech-to-text apps or communication devices. The key is making sure the tools are a good fit and actually work in the student’s specific context.
Using the SETT Framework alongside the School Support File also supports fair and inclusive assessment. It helps give all students the chance to show what they know and can do without being held back by challenges that aren’t directly related to the content being assessed.
Part 2:
I created a sett plan for a sample student in 6th class who is expected to read an article about sustainability and participate in a class discussion. I identified he had issues with decoding and organising his ideas but had good oral language skills and comprehension. Because of this, I chose to use a text to speech app to help him to read the article and suggested he uses a recording device/app to orally make note of his thoughts and ideas as he reads. I would also allow him to pre-record a response in an audio/video clip to help take the stress away from him having to verbalise his ideas since he struggles to organise his thoughts. I found this task useful in beginning to think about how I will use the SETT framework to support my students this year.
https://docs.google.com/document/d/1xbrGaTq03BKFr7xMVlJa24XRhAV2-oC9JD6EZLy9Qbs/edit?usp=sharing
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Part 1.
The SETT framework is very helpful for sure.
The breakdown ensures a thorough and detailed look at the student first. By starting with the student it ensures that the teacher realises the strengths, needs and weakness of the student.
The environment can change not only school to school but year group to year group. Being sensitive of the environment is crucial to successfully implementint the technology.
The tasks ensure that there is a match up of objectives based on the previous two steps and an acknowledgement of the ability of the student in the environment and time of day.
Again, the tools used depends on the school, the knowhow of the teacher and the ability of the children. It can be reviewed constantly, both in written plans and in oral feedback with other staff and the child/children.
This framework also helps the teacher to stay close to curriculum objectives and ensure that progress can be tracked and utilised for the students long term development.
Part 2.
Using this with a sample student, Alex, made me realise that plans need to begin with the student and not the technology. Having a phased approach means does the teacher not only make informed decisions, but the student doesn’t feel overwhelmed from the start. Onenote can teach the student in various ways, like the text to speech, highlighter and vocabulary organiser showing that plans can be very student specific, making technology work for both the student and the teacher.
https://docs.google.com/document/d/1L6k42MYcqXuIM8HphHcNUOh2VUiM0Ke3wTE5VV0k-HM/edit?usp=drivesdk
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Utilising the SETT model and the SSF allows for greater focus on the individual needs of the student. Planning can then be more dynamic and student centered rather than static. SETT is particularly strong in identifying appropriate tools (e.g., visual aids, apps, devices). The SSF ensures that the implementation and impact of these tools are monitored and evaluated. Utisising both then ensures resources are well-matched and used effectively to support learning.
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The SETT framework can be easily integrated and embedded into a students’ School Support Plan. It outlines how to gather a range of information on a students’ strengths and needs. It highlights the importance of checking the learning/classroom environment and adapting it to suit the learners needs. With regards to tasks, the SETT framework can assist in prioritising clear, time sensitive and specific student-centred learning targets. These tasks and targets are an essential element in the planning and instructional aspects of a student’ SSP. Finally, section 4 of the framework, Tools, should assist in identifying what adaptations, interventions, or possible AT that a student may require to access the curriculum. This section also encourages monitoring of progress which is intrinsically linked to the SSP. Appropriate assessment approaches identified in the SETT framework include: observations, checklists, standardised tests, assessments from professionals (OT, SLT, Psychologists etc.) and utilising and monitoring AT specific to the needs of the student.
https://1drv.ms/w/c/faa5af0f012cd871/EZIE1gtccrdBoWZeWxzT7tABxubwfrUA74boUW_I47GbiA?e=Nd8O0o
Using the SETT framework, I identified an area of difficulty in the students’ SSP and copied the relevant information into a simple SETT table. This highlighted the students’ strengths and needs, possible strategies and AT tools that could be beneficial for the student. Using the SETT framework in conjunction with the students’ SSP emphasised how a students’ needs may be met in a constructive and time-bound manner.
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Part 1: Using the SETT Model with a School Support File
The SETT model (Student, Environment, Tasks, Tools) is a simple way to plan support for children with extra needs. When I use it with a student’s School Support File, it helps me make sure the supports are based on the child and linked to their learning goals.Student: I would gather information about what the child is good at and what they find difficult, using the School Support File, teacher notes, and parent input.
Environment: I would think about where and how the child learns best, such as the classroom set-up, friends, and resources available.
Tasks: I would look at the main learning tasks the child needs to do, like reading, writing, or working with others.
Tools: I would then choose supports or tools to help the child take part more easily and independently.
For assessment, I would use teacher-made tasks, checklists, and observations. Sometimes I would also use standardised tests. I would also ask the child for their views so that the supports make sense for them. The plan would be updated regularly as the child’s needs change.https://docs.google.com/document/d/1RzaErOI4kmLjEXKyam_-uY9ZKuezGJdzw43NNTGHKx4/edit?usp=sharing
Part 2: Sample SETT Plan
Here is a sample SETT plan for a student, “Aisling,” who has dyslexia and needs support with reading and writing:Reflection
Making the SETT plan for Aisling showed me how important it is to focus on the child first. The four parts of the model made it easier to see how everything connects. For example, Aisling is very good at speaking, so giving her tools like text-to-speech and letting her answer orally made sense. I also saw that support is not just about technology. Things like peer help in group work and classroom routines are just as important.I learned that the plan should be flexible and change over time. As Aisling’s needs and school tasks change, both the School Support File and SETT plan should be updated. Parents, teachers, and the student should all work together to do this. Overall, I think the SETT model is a clear and practical way to plan support so that every child can do their best.
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The SETT model provides a cohesive framework for all teachers to fully support a child’s learning pathway. Like the Basic Needs Checklist or the Learning Environment Checklist, the SETT model seeks to ensure that all aspects are covered consistently for all children. Often when Assistive Technology is being sought, teachers look at too broad a picture, rather than focusing on how technology can help in addressing short term specific goals. What can be overlooked also is the availability and benefit of using Low-Tech or No-Tech Tools, but they should be recognised as such in the SSP file. Whether it is the class teacher identifying how a no-tech tool can support a child in a particular environment, or a support teacher recommending the use of high-tech tools within the learning support environment, through using this framework all stakeholders are aware of the changes that can make a difference for a child. Small changes, such as using the Immersive Reader or text-to speech, to existing technologies, can have such a positive impact. Smart Targets must note Assistive Technology tools used.
Reflection:
The framework certainly focuses the mind as to the vast array of tools at a teachers disposal, and the positive value of Assistive Technology in enhancing learning. With the child I have in mind, the skill of being able to identify what information is required without having to write it all out would massively enhance his concentration and focus on the task, and the ability to refer back to his ‘notebook’ without having to trawl through a passage again to find information will be invaluable.
A plan which requires technological input must rely on technology (in this case an iPad or laptop), being readily available for a student, which would require strict timetabling within the school as resources are very limited. Ensuring apps are available on iPads, or that a certain iPad is available for a particular child can be an issue on an ongoing basis and would need to be addressed with Senior Management.-
Hi Catherine,
Thank you for your post. You raised an interesting point when you discussed the framework in the context of the ‘array of tools available’. There really are so many digital tools that can be used to enhance accessibility in the classroom. However, this can often be overwhelming and ineffective for both the teacher and child. The SETT Framework allows us to think of the child in question and plan based around their needs. In essence, we are starting with the child and thinking about whether the assistive tools at our disposal will help them specifically. Starting with the child rather than the tool really is the key.
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The SETT framework
I think this is an excellent framework as it is student centred.
It takes into account the student,environment,tasks and tools.
I hope to use this framework more in the coming school year.
I would use it with an individual student,firstly focusing on the student,(in this case a boy)
what he liked and what are his strengths.
I would consider whether the learning environment will be withdrawal or inclass support.
I would also pick tasks which would be interesting for him and would provide some success.
I would also be mindful of the tools he has access to.
I would be hoping for informal assessment and checklists.Here is a SETT Plan for a boy named Cory in 6th class who has dyslexia. He struggles with reading and writing.
Student: Confident,likes to present up the class,very interested in sport.
Environment: In mainstream,had daily withdrawal literacy support,uses a reading pen and laptop
Tasks:creating a project on a topic of choice,reading daily and answering questions on an extract of reading
Tools: Reading pen and laptop,different reading materialsI think this SETT is one that is very suitable for Corey. I think it would encourage him to read more and to complete more literacy based activities.
The SETT template for planning is very clear and concise and I think it would help teachers greatly in their planning.
In this plan, the teacher can clearly see information about the student, his environment and the tasks and tools which he will be using,the plan can be expanded and added to.
I think this plan would greatly help Corey to advance with his literacy skills and also it would help him access to curriculum of his class level. I would hope that he would find this plan achievable and it would encourage him to succeed in literacy based activities. As this is a very individualised plan, it should help him greatly to find success in literacy and in the curriculum of his class in general. -
Part 1:
The SETT model (Student, Environment, Tasks, Tools) provides a useful framework for linking assistive technology to a student’s learning needs. I would use this alongside a School Support File, to ensure that interventions are personalised and clearly documented.
Starting with the Student, I would identify their strengths and challenges using information from teacher observations, standardised tests, and any previous assessments.Under Environment, I would look at classroom organisation, available resources, and teaching styles that either support or hinder learning.
The Tasks section would focus on what the student is expected to achieve, such as reading a clock or managing daily schedules.
Finally, Tools would involve identifying digital or non-digital supports (e.g., visual schedules, apps, or manipulatives). The School Support File ensures that goals, strategies, and progress are recorded, while the SETT model helps structure how technology and adaptations are chosen.Part 2 – Sample SETT Plan
Student: 4th Class pupil
Concern: struggling with the concept of time.
Environment: Mainstream classroom with access to tablets, interactive whiteboard, and maths manipulatives.
Support provided in small groups by SET teacher.
Tasks: Read and interpret analogue and digital clocks.
-Understand concepts of elapsed time.
-Use time to organise daily routines.
Tools:
-Interactive clock apps (e.g., Toy Theatre Clock or “Tell Time” apps).
-Visual timetables with images.
-Colour-coded analogue clock with marked intervals.
-Timer or watch with simple alarms for transitions.Reflection
Creating this SETT plan really highlighted the importance of breaking down the barriers a student faces into clear areas. Initially, I tended to focus only on the learning difficulty itself, but using the SETT model encouraged me to consider the bigger picture—the learning environment, expectations of tasks, and the supports already available. For this student, understanding time is not just about maths skills but also about independence and daily organisation. By introducing tools like clock apps, visual schedules, and colour-coded resources, the student can connect abstract concepts to something more concrete and meaningful. I also realised how important it is to document these supports in the School Support File so that progress can be tracked and shared with parents and other staff. This process gave me practical ideas for supporting not only this child but also others with similar challenges, and it showed how small, consistent changes can make learning more accessible.
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