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Participants will consider a student or group of students with a particular special need and list the technology resources that could be used to support curriculum for this student or group with particular reference to literacy and numeracy. Post responses (min 150 words) as a reply to this post.
Please refer to School Development Planning section in the Inclusive Education Framework
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There are many technology resources that can be used to support students with special needs – using the SETT model will help to identify which AT will suit each individual child’s needs.
For this task I am considering a student in 6th class with dyspraxia using technology to support literacy.
To begin I would start by using the windows accessibility features already built in – ToggleKeys, StickyKeys, FilterKeys, MouseKeys.
For further support adaptive switches, adapted mice, joysticks could be considered with collaboration of OT
Some students with dyspraxia find it difficult to maintain concentration and so online stopwatches, timers and timetables will be useful. It might also be useful to use Immersive Reader tool which highlights one line at a time if the student struggles to focus.
Typing assignments for poor fine motor skills and pencil control. Speech-to-text or Dictate would be useful for further scaffolding. It will enable the student to complete tasks and boost confidence.
Catering for these needs and making accommodations will ensure inclusion and access for all in School Development Planning.
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Dyslexia is a learning difficulty that affects reading, writing, and spelling skills. It can also impact other areas of learning, such as numeracy, memory, and organization. However, dyslexia does not affect intelligence or creativity, and people with dyslexia can achieve great success in education and beyond with the right support and strategies. I have chosen a 4th Class girl who has the condition.
Text to speech: This feature converts written text into spoken words, which can help students with dyslexia improve their reading comprehension and fluency. Some examples of text to speech software are Read&Write and Immersive Reader.
Smart pens: These are pens that record audio and sync it with the notes that the user writes on special paper. They can help students with dyslexia take notes more efficiently and review them later by tapping on the written words
Nessy Learning: This is a website that offers fun and interactive games, videos, and activities to help children with dyslexia learn to read, write, spell, and type. It also has a Dyslexia Explained section that explains what dyslexia is, how it affects learning, and how to cope with it. Nessy Learning also have a wide range of apps available for tablets and smartphones, such as Hairy Letters, Hairy Phonics and Hairy Words
DoodleMaths: This is an app that helps children build their maths confidence and ability by creating a personalised work programme tailored to their strengths and weaknesses
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Hi Arlene,
Thank you for your post. You have listed a huge number of areas that a specific learning difficulty like dyslexia can impact upon. What is fascinating (and also, extremely difficult) about dyslexia is how specific it is to an individual, and how it can show up so differently in children within the same class. Thankfully, there are so many online tools and apps that can assist children with difficulties from across the ‘dyslexia spectrum’. The ‘ReadWrite’ pens are great, and I love how discrete they can be and when a child learns to use them properly, they can be so effective. I haven’t hear of ‘Doodle Maths’ before but it certainly warrants an investigation based on your post.
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<p class=”MsoNormal”>The most effective school are those that have clear aims and objectives identified in a school development plan. These schools usually engage in collaborative planning to achieve their aims and objectives. The Inclusive Education Framework should be used during this collaborative stage to ensure that pupils with special educational needs are considered in the school’s aims and objectives. The framework is divided into 10 important themes with indicators of good practice for each theme.</p>
<p class=”MsoNormal”>When considering a student with dyslexia and dyscalculia in my class I would recommend a surface pro laptop with office 365. The laptop should have an external keyboard and a headset. The reason for this device is its light weight and small size. I would recommend the Immersive reader to be used for any lesson that requires lengthy reading. The Office Lens can be used to photograph pages from the class books. The dictate tool can be used to respond to comprehension questions and any lengthy written assignments. The keyboard can be used for shorter assignment to enable typing practice. Apps such as Book Creator would also motivate written assignments. OneNote would be very helpful for her during maths.</p>
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There are a number of digital technology tools to support EAL students in their learning. Schools should consider these in the formation of their school development plan. “School development planning includes policies, practices and procedures in all areas of school life.” It involves strategic planning for “the inclusion of pupils with special educational needs through the equitable and effective deployment of resources, funding and staffing” (Inclusive Education Framework).
Immersive Reader offers many benefits. It aids reading comprehension, with the provision of features such as, text to speech, and the added option of translating words into many different languages. Hearing words being read aloud in English, will also support EAL students improve their pronunciation. EAL students can gradually build their knowledge of English vocabulary and sentence structure through other features such as a picture dictionary and parts-of-speech labelling.
Office Lens, which is a scanning app, makes textbook content more accessible and inclusive for EAL students. The app enables students to take an image of a textbook page or whiteboard using a tablet camera and quickly translate the content. The app supports many different languages and if used correctly, could be used to support syntactic awareness for students and build their knowledge of key academic vocabulary.
Kahoot is a fun way for EAL students to develop knowledge of keywords in a particular topic. Using Kahoot, teachers can develop word-based quizzes to reinforce keywords. The competitive element of Kahoot, makes language learning fun and engaging for students. Students have to learn and recall new vocabulary in real time.
The Microsoft Maths Solver app enables EAL students to access math support through their own language. It offers step by step guidance in solving math problems which EAL students can follow in their own language.
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Child A has a diagnosis of dyslexia and dyscalculia. Having completed this course I am now aware of the vast array of technology supports readily available to her, using the resources we currently have in the school.
~Immersive Reader will be a game changer, eliminating her struggles with reading particularly longer pieces of text, allowing her to access the curriculum fully.
~She is currently using the TTRS typing programme which is really improving her typing skills. However, for longer tasks she can use Dictate to create her written work and again use Immersive Reader to have it re-read to her so that she can self-check her work. This dictate feature will overcome the barrier with her spelling struggles as this tends to hold her back when creating pieces of written work.
~Using Lens, she can capture text from class books or other sources and have it read aloud through the built-in Immersive Reader. Again this is allowing her to access class content and actively engage with class discussions and follow-up tasks.
~For Literacy, the Write About This app would be very engaging, as would the Light Sail guided reading app. Spelling city would be a great resource also to reinforce her spellings.
~Topmarks and Primarygames.co.uk would be excellent resources for Numeracy development and reinforcement of concepts.
The Inclusive Education Framework is an excellent school development planning tool. Teachers can use this framework to reflect on inclusive practice within the school, identify areas for development and apply autonomy in implementing this plan.
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For this assignment I am planning for a 10 year old boy with Dyslexia going into 4th class. By referring to the School Development Planning section in the Inclusive Education Framework I am ensuring that the needs of the student are first and foremost the most important part of any plan that a teacher prepares for the student in their care. Also considering the SETT Framework will ensure that the most appropriate assistive technologies are matched to the needs of the student in the most suitable learning environment possible.
For Literacy I will chose Immersive Reader to support his reading and comprehension skills development. I will activate the Accessibility features on his iPad allowing him to chose any article independently himself and the iPad to read it back to him. This will give him the independence to develop a love to finding out information for himself. I will encourage him to use Literative and Starfall Apps to improve his spelling in a fun and imaginative way. Also to use Powerpoint Live to help him make school projects more visually attractive and interesting for him to do.
For his numeracy I will use the Maths Assistant and Geogebra in One Note. As a group activity with his peers I will get him to use the Math Duel Fight App and the Maths Solver App. Again using both these Apps will make numeracy fun and interesting and will hopefully encourage him to use them at home in his spare time to support his numeracy development.
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As a teacher in a special school dealing primarily with autism the use of technology within the classroom has been hugely beneficial.
There are excellent supports for literacy and numeracy, NCSE being the main source for documents. To further support the curriculum we use whiteboards, with apps and resources such as top marks and starfall.
Kloog app is one I have not heard of but I will be using. There are other apps that look to be very useful also.
Microsoft have so many accessibility tools, I was not aware of most of these but they are very useful tools.
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Child A has a diagnosis of dyslexia. From completing this course I have gains lots of ideas and resources to implement in the classroom.
Firstly I am going to introduce immersive reader to assist the child in reading large amounts of text so they can fully access the curriculum.
I will also introduce Office Lens, the child can take a picture of a text book page on an IPad and have it read back in Immersive Reader.
I will also introduce the dictate feature on Word to introduce a blended approach in responding to activities alongside written responses. The would remove the barrier of spelling when the child is completely certain written activities.
This child is already using TTRS typing so I believe all these resources will further benefit the childs use of IT to access the curriculum.
I also like the ‘Write about this’ app, It looks very interactive and will encourage reluctant writers. I will also introduce the starfall app (I have used this in the past and would like to explore it further.)
For Numeracy Topmarks is an excellent resource which I have used before and will continue to use. It is very engaging for the children and helps improve math skills and digital literacy. I would like to introduce the Maths Duel app for paired work during maths stations. The maths solver app is an app I was unfamiliar with and think could be very beneficial in the classroom.
Implementing individualised student support plans addresses the School Development Planning section in the Inclusive Education Framework. By collaboratively planning strategies, resources and actions this will ensure the needs of all students are met and will ensure inclusive practice.
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<p class=”MsoNormal”>After completing the SETT framework I would probably choose the immersive reader resource as it is really an all rounder when it comes to literacy and making literacy more attainable to weaker chn. Some of the tools like text read aloud, adjusting how the text appears such as line spacing, font etc , line focus are some key tools on the it that will help chn struggling with literacy. We give out reading each week in SET using the myon reading, which is a great resource but I feel using this in conjunction with it or even to just do the class comprehensions or novels it’s a great way to give them autonomy over how they access the text. In turn training them as active learners.</p>
<p class=”MsoNormal”>For Numeracy a new one I’ve discovered from this course is the office lens app for EAL kids sounds amazing. I will definitely be using this with the group of EAL I have next year, particularly for maths language which can be hard to teach esp to EAL.</p>
<p class=”MsoNormal”>Other apps like Kahoot for assessment at the end of a topic is very useful in all subject areas, and the wakelet you mentioned in the course would be a good one for project work or even for flipped classroom methodology.</p>
<p class=”MsoNormal”>The <span style=”mso-spacerun: yes;”> </span>whole school dev planning in the education framework, is a great way to do some strategic planning as a whole school / SET team, preferably at the beginning of the year, <span style=”mso-spacerun: yes;”> </span>in order to facilitate the inclusion of pupils<span style=”mso-spacerun: yes;”> </span>with special Ed needs. This main theme of the inclusion framework is essential in order to plan appropriately for chn with special educational needs. Also to make sure <span style=”mso-spacerun: yes;”> </span>everyone is on the same page and the staff can work collaboratively to fulfil the needs of the chn in our care.</p> -
Education is increasingly becoming more child centred then curriculum centred and rightly so. The School Development Plan, Digital Learning Framework for Primary Schools, Inclusive Education and UDL all involve cyclical processes to determining where we are at, areas that need to be developed, putting into place action to change, reviewing, and reflecting on the progress made. This then brings you back to the beginning of the process again. All with the students’ wellbeing and needs in mind.
More then ever we have so many tools to help students in the classroom to learn in meaningful and exciting ways. In a special educational setting using these tools is especially important as it may be the first or only way a student is able to communicate basic needs or work with some degree of independence or access some curriculum areas more successfully. Apps and functions shown in the course has helped me think more critically and apply the SETT procedure to look at technology with the students’ needs at the focus. The accessibility tools in Microsoft and apple are hugely beneficial for literacy. Kloog and articulation station are new apps to me which will be great for my students to help them learn. Online games such as topmarks, starfall and Primary games are fantastic tools to engage my learners in the classroom.
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Hi Jacqueline,
Great to hear that you found the course beneficial and you have a number new tools and apps to bring back to the classroom in September. I agree the inbuilt accessibility features in both Windows and iOS are significant supports for student’s struggling with literacy and there’s the added bonus for teachers/schools already using MS 365. MS’s suite of learning tools like Immersive Reader. Dictate, Reading Progress that integrate seamlessly across the the 365 apps offering some really powerful AT tools for the SET classroom. SET classroom.
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<p class=”MsoNormal”><b><span style=”font-family: ‘Times New Roman’,serif;”>After using the SETT framework to develop the plan for a group of children with challenges in completing independent writing tasks, the Kahoots platform is an excellent AT tool to use, especially for assessment purposes. This platform has also been incorporated with MS teams which broadens its scope for use. Examples of its inclusive nature is the multiple-choice section for answers. This allows the learner to choose from different answers, without the need for writing or speaking. You can also replace the text with a picture, so child can select the picture rather that the text. Kahoots also allows for paired or group activity. It also allows teacher access to other quizzes from the other teachers. This allows the teacher to select the level they want to pitch towards those with challenges. The assessment element to kahoots also provides the teacher with instantaneous results of the assessment. This frees up more time for the teacher to spend with those with SEN but also providing real time feedback to the teacher so the teacher can assess for learning as well as asses of learning. </span></b></p>
<b><span style=”font-size: 11.0pt; line-height: 107%; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>All of the initiatives a teacher incorporates for SEN should be guides by the inclusive educational framework. This framework facilitates reflection of practice on an ongoing basis. The consistent reflection in a whole school approach will inevitably promote more inclusive practices. This also formulates a co-ordinated response among staff in a school. This is essential in creating a SETT framework with in a school</span></b> -
Literacy and numeracy tools for teaching pupils with a moderate intellectual disability
Kahoot games bundle is very engaging. It is very visual and the sound affects are very funny in numbers by dragon box. I have never used kahoot before as I thought it was too advanced for our pupils as I was unaware before this course of the volume of resources it contains. This would be useful in teaching simple additions and subtractions in Math.
In terms of literacy Edpuzzle could be used to create videos of the local environment with a simple voice over stating what each area is and the activity that takes place there. The pupils could have this to look at for homework for a weeks thematic theme and then continue the following week in follow up literacy activities in class. By using a variety of tools in supporting flipped learning we fulfil pupil potential. In order to fulfil staff potential it is vital to evaluate how we are teaching and to reflect on how these technologies are enhancing our pupils learning. Looking at school self evaluation in terms of CPD for teachers and what are the best tech tools available. In general the staff stick to liveworksheets.com for example and those they already know.
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Hi Jennifer,
Thanks for your post. Kahoot! is certainly an engaging learning tool, which could be used very effectively for the case study you have chosen. Keeping the pupil engaged and interested in the learning is crucial for progress to occur. Ed Puzzle is a tool which I personally love using in any setting. The ability to rename the video or remove the original title is something that can be very useful if you want to use it for research purposes. ‘Variety’ is so important and you have referenced this in your post. Ensuring the children in our schools have access to varied tools and varied learning experiences is so important to their overall progress and development.
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In supporting a child in a senior class with dyslexia and dyscalculia, there have been many recommendations from this course that will benefit both the teacher and particularly the child to achieve more success in their workload.
The SETT model will be central to identifying what works best for this particular child to reach their potential. Class teacher and SET will collaborate in identifying the tasks and tools that are necessary for the child to achieve success.
Immersive reader will enable the child to overcome the obstacle of having to read large chunks of text to gather information. Having the text read to the child and enabling to identify the important parts will enhance the esteem of the child.
The dictate function in microsoft word will also help alleviate difficulties for the child producing written pieces which can be created by the child to support their reading and to use comprehension skills for producing written work.
Powerpoint Live will be an excellent resource to allow the child create presentations that can be shared with classmates and groups. Again the chil will work from the text that Immersive reader has supported among others to create a relevant and creative Presentation based on facts that have been learned. Keeping the child’s own interest central to the lesson will enable the topic to be interesting and stimulating for the child.
As is mentioned in the Inclusive Education Framework, engagement will heighten an awareness of the Professional development needs of staff within a school. It will also help staff to identify the areas of Special Education provision that are most needed for the school and to apply for appropriate support in those areas. This must be done in a collaborative manner with the whole school involved in realising how best to support any child with additional needs in the school, be they physical, learning, social or emotional.
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School Development Planning as illustrated in the Inclusive Education Framework, again reinforces the more practical and reflective nature of recent documents. Again using similar steps to the SSE approach we as professionals are asked to reflect on current practices, to focus our attention on specific and measurable outcomes, to identify strengths and weaknesses and to act proactively to improve the overall educational outcomes of every child in the mainstream or SET setting, obviously by identifying needs and up-skilling staff accordingly we are being proactive in developing a more quality service for all. Through greater awareness and access to software, hardware and apps we are in a much better position to cater to all diverse needs…as long as we are using SETT and similar approaches to effectively put in supports where they can be best utilised.
Personally I feel far more confident in my ability to adequately provide support for children with Dyscalculia, Dyslexia, Dyspraxia on a day to day basis with the likes of the Immersives reader and Lens apps alone. Their ability and potential to engage with course work alongside their peers is massively improved.
Powerpoint Live, Write About and the dictate functions and Mind X will then in addition allow them to express themselves and their understanding in a manner which they can be proud of.
Spellings for Me is a tool I have already used to great effect as word lists from the Dolch Sight Lists Fry etc can be incorporated into their spellings programme without peers being in any way aware of differences in ability, or achievement, they all log on together and work at their own pace
I am looking forward to adapting my teaching to incorporate Kahoot and Ed Puzzle, which seem to be incredibly engaging and beneficial in terms of assessing relatively informally
In terms of numeracy I would already be a fan of Topmarks and I can see the potential for using Maths solver and maths assistant, especially for children who grasp a concept in the withdrawal setting but often forget steps, need a reminder when faced with classroom tasks and or homework. To simply guide pupils in the use of such Apps and allow them the independence to them use them as they need them to truly arming them for success, it’s providing them with the tools to help themselves
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Hi Catherine,
I’m delighted that the course has equipped you with more knowledge, confidence and skills in relation to learning difficulties such as dyspraxia, dyslexia and dyscalculia, as well as the various assistive technologies that can help each. PowerPoint Live is such a powerful tool, and can work in particularly effective ways with EAL students. In terms of numeracy, Top Marks is an excellent resource, full of engaging content. However, I also love to use the myriad of virtual manipulatives that can be found on the Toy Theatre website.
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Student A has Downs Syndrome and struggles to communicate his wants and needs. He currently uses his Proloquo to communicate needs but we are also teaching him to type and do some simple dictations on the PC. There are a number of excellent digital tools available to assist him but this course has taught me that there are some simple accessibility tools which could really help hiim complete work independently, adjustments like Toggle keys, sticky keys, Mouse keys and filter keys, as well as providing him with other simple adaptions, like replacing the mouse with a joystick. I will certainly be making these adjustments in September. Immersive reader is another function he could use to help him access the curriculum as his receptive language is very good. This could also help in his dictations as I normally read the target sentence multiple times. Similarly, Office Lens is going to be a game changer to aid comprehension.
Student A loses focus easily and it can be hard to get his attention back to the task at hand. We bought a tangible ‘Time Timer’ which worked great but he really responds well to technology so online timers are a gret tool to keep his focus
Although he enjoys maths, he does lose focus. Top marks and Primary games are excellent ways to help him engage with Maths for a longer period of time. I like the suggestion above of the Toy Theatre website and will be checking it out.
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There are an abundance of AT resources that could help those in a special needs class. I will select a group of students with an ASD diagnosis along with a moderate intellectual disability. By referring to the school development planning section in the inclusive education framework, I am ensuring that I plan activities that are differentiated and promote inclusion. By referencing the framework, I may be able to highlight areas where staff and the school may need to improve or up-skill.
As many of these students have sensory or stimming issues, simple accessibility features such as toggles keys, sticky keys or mouse keys would be useful. For hardware support, individuals could use switches, adapted or joysticks.
Getting the attention of ASD students can be hard so the use of fun interactive games to introduce new topics in numeracy are always of use. These can include websites such as topmarks or Education.com or Apps that I have learned about here such as ABC mouse or homer for literacy.
Immersive reader along with Microsoft lens give children the opportunity to read and experience stories somewhat independently. The text to picture tool is also very useful for those in my class who struggle with literacy.
High tech tools such as an interactive touchscreen gives children the opportunity to experience lessons in more ways than just listening and watching. Sensory learning through videos, sounds and physical input is of great use to children with ASD.
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For a primary school child with dyslexia I would use the following range of assistive technologies:
Literacy – Organisation
To assist with organisation in terms of mind mapping, reminders and memory I would encourage the child to use the MindMapper app, the Reminder with Voice app and the Brain Training app.Literacy – Reading
To aid with reading I would use:
Immersive reader – including the ability to change how text appears on the screen during independent or small group reading activities. Additional options like line spacing and the ability to change font size would be really helpful for a child with dyslexia. Also I love that you have the ability to change the background and font colour.
Line focus options where a variety of lines of text can be shown at a time will help struggling readers.
Text to Speech – this is an amazing tool addressing the many problems experienced by these pupils including the misidentification of words, slow word reading, and connecting text that often results in difficulties with comprehension.
Prediction and dictation will help when working through challenges with spelling and reading aloud. The display controls also discussed within this module highlight how AT would aid a child with dyslexia.Literacy – Writing
To aid with writing I would use:
Dictate – which will facilitate transforming spoken words into text and will help children where writing demands surpass writing skills/abilities.Numeracy:
I would encourage the child to use One Note to type out a math problem and use the The SNA or SET teacher will immersive reader function to have the math problem read back to.
MathDuel can be used to generate some fun with the children fight each other mathematically.
Khan will allow children to watch videos which will explain maths concepts.I would also ensure that the accessibility functions in iPad are turned on.
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<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>Creating and using individualised student support plans addresses the School Development Planning section in the Inclusive Education Framework. Through collaboratively planning strategies, resources and actions this will ensure the diverse needs of all individual students are met and will ensure inclusive practice.</span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>From completing this course I have been introduced to many different ATs that I feel will be of great benefit to children in the SET setting but also in the whole class setting. I am enthused that there is so much available for children and adults with additional needs and all of these ATs are not only for use in the educational setting but have a much further reach into daily skills and life. </span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>On a whole class setting, and to foster an inclusive environment, I hope to use one note maths assistant. I could envisage a group activity, where kids of mixed ability and needs used this to complete maths tasks. Collaboratively discussing findings. Using dictate to bring their ideas together. One note has many features which I hope to make use of in the coming school year. </span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>Microsoft lens will certainly enhance both literacy and numeracy lessons, allowing the child who has reading difficulty the chance to access the same as their peers by using this and then the immersive reader feature. </span></p>
<p style=”background: white; vertical-align: baseline; margin: 0cm 0cm 19.2pt 0cm;”><span style=”font-size: 9.0pt; font-family: ‘Arial’,sans-serif; color: #163c42;”>I do feel I will spend some time getting familiar with some of these ATs and using the first term teaching these skills to my children who will benefit greatly. I also feel parental involvement maybe a key component in using some of these features so as they become a life skills rather than something that the child does only at school. </span></p> -
Creating and using individualised student support plans addresses the School Development Planning section in the Inclusive Education Framework. Through collaboratively planning strategies, resources and actions this will ensure the diverse needs of all individual students are met and will ensure inclusive practice.
From completing this course I have been introduced to many different ATs that I feel will be of great benefit to children in the SET setting but also in the whole class setting. I am enthused that there is so much available for children and adults with additional needs and all of these ATs are not only for use in the educational setting but have a much further reach into daily skills and life.
On a whole class setting, and to foster an inclusive environment, I hope to use one note maths assistant. I could envisage a group activity, where kids of mixed ability and needs used this to complete maths tasks. Collaboratively discussing findings. Using dictate to bring their ideas together. One note has many features which I hope to make use of in the coming school year.
Microsoft lens will certainly enhance both literacy and numeracy lessons, allowing the child who has reading difficulty the chance to access the same as their peers by using this and then the immersive reader feature.
I do feel I will spend some time getting familiar with some of these ATs and using the first term teaching these skills to my children who will benefit greatly. I also feel parental involvement maybe a key component in using some of these features.
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For this assignment I am thinking of my class which consists of 6 pupils with ASD and mild/moderate GLD in a special school.
Star fall is something we use on a daily basis as part of circle time. We use it for doing the calendar daily which includes day, date and month and we can mark out any special days coming up. Star fall is also fantastic for phonics, the letter games and songs are fantastic and for the more advanced kids it also has a learn how to read section. We also use it for learning our numbers and colours.
Top marks is amazing for topic work in particular and I always find it great as you can filter it for the age of the children.
see-saw actually has a huge amount of resources in the see saw library and in the teacher made library which are all free to access. Our school development plan focus was greatly on developing our digital learning portfolio and assessment and see saw has greatly helped us in this area.-
Hi Emma,
Thank you for your post and for summarising some of the digital tools which will inform your teaching next year. Given that you are working in a special class, the tools you will use will be quite varied to the individual needs of the 6 children in the class. You clearly have a wide repertoire of digital tools that can be used with the entire group, and then with individuals. The Seesaw library is an amazing resource, and has numerous filters that can allow you to find the activities you want much quicker.
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There are many resources than can be used by teachers to effectively support a student with a particular special need. Using the SETT model will help teachers identify the needs and tools available. Is it important to remember that the effectiveness of these resources may vary from student to student, and it’s important to consider individual needs and preferences when selecting and implementing technology tools to support learning. Again using the SETT model will help. Additionally, I found this year in my class that the student with additional needs using AT needed ongoing teacher guidance and support to help him with make the most of these resources.
For this task I am considering the student I mentioned above. He is a 3rd class student with dyslexia and severe fine/gross motor difficulties so any tasks that involve writing are very difficult for him. This student has access to his own personal tablet, that comes with a keyboard. I would use the already available features such as sticky keys, toggle keys, filterkeys and mousekeys. As this student also struggles with focus and completing tasks I would use the in built times on the tablet to support with concentration. I would also use immersive reader and text to speech to support reading and comprehension tasks. To support the student with writing and pencil control, I would use Dictate on Word to support the student in expressing his ideas and participating in classroom think/pair/share activities.
The inclusive education framework should be referred to when planning for this child so that the school uses the resources available in the most effective way.
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The group of students I am considering are boys in third class. This is the area I spend most of my time supporting in school. These boys have a few specific difficulties , some are dyslexic, some have DCD and some boys are awaiting formal assessment but we try and provide them with the supports we anticipate they may need going forward.
In terms of being able to organise ideas I found OneNote incredible for being able to document ideas- to vary how ideas are recorded and even visually to be very pleasing. Mindmapper app is also a nice alternative that I would enjoy trialing with the boys when discussing new concepts and themes and to then be able to print and refer back to our mind map or read it using Narrator or Immersive reader with Lens.
I have been using dictate since this year and really enjoyed the freedom it afforded us to be able to focus on the content of the children’s responses rather than persisting through tricky handwriting challenges. While it doesn’t address the handwriting it allows me to tackle that specifically in bespoke lessons while literacy lessons I can focus on the quality of response and thought with the boys now. Using Immersive Reader will be excellent to extend that as we will be able to review and reflect on our own writing in a fun and creative way. Even things like being able to highlight nouns, adjectives etc will make word study more interactive and accessible for them.
Our school is working on becoming more digitally compliant and literate. We’re still in our infancy but open to change and willing to learn to do best by our students. I have been using Seesaw accounts in LS to document the boys work and to create a strong Home – school connection. We have found this really helpful in making the parents feel involved and up to date in how the boys are progressing. I think that combining Seesaw with some of the AT shown in this course would be a great combo to highlight to parents the positive difference AT will have for their boys and how we are using it in school to allow them to do so at home. This could enhance storytime at home for many families and for some of the boys to continue to work on projects or passion pieces that they enjoy adding to. It is certainly something I feel strongly about having done this course and a point I will be recommending to our SEN co-ordinator and principal to update our digital policy/plan.
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Hi Fionnuala,
Thank you for your contribution here. The caseload you speak of (and their specific needs) are well suited to a myriad of assistive technology tools, many of which will have been referenced in this course. It’s fantastic that you have been experimenting with assistive technologies in recent years, and that you have found Dictate useful. Immersive Reader will complement this, and in my view, it is the most comprehensive assistive technology out there for children with literacy difficulties. The fact that you are all pulling in the same direction in terms of making small steps towards digital integration and transformation is amazing, and is a journey that will be very worthwhile.
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In line with the School Development Planning section in the Inclusive Education Framework, this lesson reflects the goal of enabling the pupil to access the class curriculum to the best of their ability and to embed these skills across many other similar learning tasks both in school and at home.
Lesson Title: Word-Based Addition of Fractions
The goal of this lesson is to teach a SEN pupil who has learning difficulties (a diagnosis of both Dyslexia and Dyscalculia) how to perform word-based addition of fractions, using appropriate technology tools and resources, to enable independent problem-solving both in the classroom and at home.
Initially, the teacher must ensure the pupil’s iPad is set up with the necessary applications: Microsoft 365, Khan Academy, Microsoft OneNote Math Assistant, Immersive Reader, Reading Progress Tool, Google Lens, Jungle Fractions, Just Fractions and Fraction Basics free Apps.
The first step is to discuss the concept of fractions using real-life examples (e.g. pizza sharing using concrete materials), followed by explaining the goal of the lesson: to add fractions using word based problems. The use of the iPad with Google Lens (for scanning and digitising problems from ‘Busy At Maths’ class textbook) should be demonstrated and taught to enable the pupil to capture fraction-based word problems themselves.
Use of iPad Apps, Jungle Fractions, Just Fractions and Fraction Basics to practice addition of fractions through interactive exercises should follow. The teacher should provide guidance as needed, emphasising the visual representation of fractions.
The pupil should then use Google Lens to scan a fraction-based word problem from their textbook. Next, they should be shown how to use Microsoft OneNote Math Assistant to assist in breaking down the problem into manageable steps. The teacher should encourage the pupil to use Immersive Reader for better comprehension of the problem statement as required.
The teacher will then review the pupil’s independent work, addressing difficulties as that arise, and emphasise the importance of practicing word-based addition of fractions. To encourage the pupil to continue using the technology tools for further practice at home, the teacher will assign additional fraction-based word problems using the Microsoft 365 platform (i.e. the maths assistant in One Note), and recommend Khan Academy’s relevant courses for extra practice and home support which can often be tricky especially when parents inform teachers that they learnt maths in the past in different ways and find it difficult to support their SEN children at home.
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This course has provided us with a wide range of digital strategies and tools to support all kinds of learners in both literacy and numeracy. In working with autistic students who have been diagnosed with moderate learning needs I plan to implement a range of these assistive technologies this coming year to help to develop their understanding and knowledge, engage them in motivating learning activities to promote their learning. In our school we compile personal portfolios of the children’s work throughout the year, by inserting picture/photo images and text. I create short stories on Microsoft PowerPoint and plan to use the Immersive Reader tool, with all its excellent features: read aloud, change of font, style, background, picture image and line filter features. During literacy the Immersive Reader tool would support literacy lessons whereby students can hear the words in their personal books read aloud on the iPad (during individual lessons) or during paired or small group work on the Smart Board. I plan to use the Office Lens tool to take photos of menus, social sight signs and posters within and surrounding the school and use the built in Immersive Reader there too. I plan to introduce the dictate feature in Microsoft 365 for the verbal students to help them to add content to their personal portfolio, to promote oral language and their independence.
I use Starfall, Topmarks and Primary Games daily in my classroom, particularly to support numeracy lessons. They are highly engaging and motivating for the students. Other apps that I plan to further explore this coming year include Wakelet to help to create student portfolios. The Toy Theatre website mentioned in the forum sounds interesting. For our autistic students who present with sensory differences I’d like to try the Sensory Speak Up App. The accessibility tools available in Microsoft 365 such as the toggle keys, sticky keys and mouse keys will also be very useful for some of the students in my class.
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To support a 5th class child with severe dyslexia and also dyscalculia, there are many technological resources that could be used to support full access and engagement in the curriculum. The Dictate tool in Word will support him in completing written tasks. The use of Immersive Reader in Word, OneNote and Microsoft Edge, Microsoft Lens will open the door on text which otherwise would have been overwhelming. Immersive Reader can also be used to proofread written work completed in Word. The reading preferences tool in Immersive eReader is particularly useful for this child. Office Lens could be used frequently for taking pictures of textbooks and then enabling the child to read them in Immersive Reader with the text to speech function. The accessibility functions will be activated on his laptop and the predictive spelling will be a very important one for him. The Share tool in Word will enable him to easily share work with his teacher or other students. It is important he develops good typing skills and he will work on the TTRS program daily. When this child is transitioning into secondary school, discussing and demonstrating the Cogi Voice Recorder app with the child and his parents, would be extremely beneficial, as it would greatly aid with note taking.
For literacy, Book Creator, A+Spelling, Write About This , Learning Alley, Literactive, Light Sail, Learn with Homer and Reading Rockets would all be very useful apps and resources to support his progress.
For numeracy, Khan Academy, Microsoft Maths Solver apps NRich Maths, NZMaths, Geogebra and dyscalculia.org are all very beneficial apps and resources to support and extend his progress.The Inclusive Education Framework should be seen as a school development planning tool that promotes the inclusion of students with SEN. Information collected when using it, helps to inform school development planning activities by highlighting inclusion issues that need to be addressed. The framework will be useful for schools to demonstrate their progress towards the principles of inclusion. Engaging with the framework can highlight what professional development needs the staff may have in terms of special education. The framework aids schools in developing internal reflective practices.
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With a particular group of 10 year old pupils in mind, for whom literacy and numeracy learning present moderate to severe challenges, here is how I would incorporate assistive technology in a blended learning environment, to create an inclusive and holistic learning experience.
For literacy activities, Kahoot could be used for interactive quizzes and games to reinforce spelling and vocabulary. I would use this to create an engaging and competitive environment to make learning fun. Its use of visual and auditory cues could be helpful to support multiple learning styles.
For reading activities, I would present a collection of accessible reading materials organised in a dyslexia-friendly format (e.g. short paragraphs, bullet points). Using Wakelet, I would incorporate visual elements like images and videos to aid comprehension. Immersive Reader would be another tool to support comprehension of more challenging texts.
For numeracy support, I would use Kahoot to create maths quizzes and challenges to reinforce numerical concepts while incorporating interactive visuals to explain mathematical processes. I like the instant feedback feature of Kahoot, which reinforces correct answers and addresses any misconceptions.
Edpuzzle could also be used incorporating video lessons with voiceover explanations for mathematical concepts. I was impressed with the Pause-and-Reflect moments to allow the pupils time to process information. I also like the function which embeds comprehension questions to assess the pupils’ understanding during the video.
Flipgrid could be used to support both numeracy and literacy learning. I like the option of recording short videos to explain concepts in a personalised manner. I think it’s a useful tool to encourage pupils to verbally express their thoughts and understanding. It also provides a fun and engaging platform for the pupil to engage in peer discussions and reflections.
The School Development Planning section within the Inclusive Education Framework provides a structured approach to integrating assistive technology for pupils with learning differences and has been a helpful reference point for collating the above overview. It promotes proactive identification of needs, allocation of resources and collaboration amongst teaching staff. It is, again, testament to the fact that tailored technologies like Immersive Reader and Flipgrid can enhance the student’s learning experience and the teacher’s delivery of the curriculum.
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Hi Grace,
Thank you for your post and for comprehensively discussing some of the supports which are out there for children with literacy and numeracy difficulties. I love the idea of creating a Wakelet, from which the student can pick and choose their material (with access to their assistive tools). Kahoot is a great tool for creating that level of engagement and has a competitive element that can motivate some students. Competitors like Quizizz can also be used on occasion to ensure variety in the approach. The virtual maths manipulatives that can be found on Toy Theatre may also be of use to some children on your caseload.
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For the purpose of this assignment I am looking at a group of pupils beginning 4th class in September, who have Dyslexia. These are the tools I already have been using and those that I plan to use in the coming school year that I have picked up throughout this course.
Nessy – the group use Nessy Reading and Spelling for 20 mins each day (usually during Irish written work time).
TTRS – the pupils can work on TTRS when they have time in the classroom
Immersive Reader – this tool will be so useful for pupils to use while online or in Word etc.
Office Lens – I think this will be the most useful addition to these pupils. The class have 5 tablets in the classroom at all times so I plan to install Office Lens on the tablets. The pupils will then be able to use it when needed, using the built in Immersive Reader and picture dictionary to help with text they are struggling with.
Dictation – some of the pupils in this group, one in particular, really struggles with getting thoughts down on paper, despite being very confident and capable orally. The dictation function will be hugely beneficial here and will be a great boost of confidence as it will increase productivity for this pupil massively.
I am looking forward to introducing some of the new tools I have come across in this course, I know they are going to make such a difference.
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The school development planning section in the Inclusive educational framework emphasizes the need for schools to accommodate the learner. It clearly outlines the difference between the student being there and taking part, the active participation of the learner rather than simple placement or accommodation. The plan gives schools the autonomy to decide how to best engage their students and it encourages internal reflective practice. If we now have the choice in how we engage our pupils then what I would most like to explore is the concept of the flipped classroom. With a class we had a few years ago this would have been a wonderful approach. If I had been able to prepare content online using Waklet or Flipgrid and allow the children to prepare and inform themselves at home then everyone could have had the knowledge to partake in discussions and activities in class. Sharing a QR code could have allowed children to upload their own content and participate in their own learning.. For maths setting tasks and asking the children to follow step by step instructional videos at home using Khan academy or one I like is mathantics because of the simple sequencing and progression steps with accompanying task sheets. The benefits of using technology to engage childern in learning are huge. The teacher using traditional teaching methods cannot hope to engage a child that has grown up with colourful, moving and engaging content on screen that they can control.
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Thinking about my current class ASC with students working within the 3rd and 4th class curriculum. I can identify a range of numeracy and literacy resources shown during this course.
For maths, I enjoyed exploring the Top Marks and IR Primary games. I find interactive games fantastic, especially to recap prior learning and for mental starters. It is ideal in my setting as children enjoy coming up to the interactive board to select their answer, with minimal support needed. I have used Kahoot before, but I have never used it as an assessment tool to quiz subject knowledge before, this will be incredibly useful for the children who have fine motor difficulties as well as those children in my class who feel highly anxious during ‘written’ assessments.
For English, immersive reader will benefit all the children in my class, for those who struggle with reading but also for those who struggle to keep focus. I enjoyed exploring the dictation and read aloud function as this will support the children in my class for longer writing tasks and will work hand in hand with the typing programme that they complete already in class. All the above takes into consideration recommendations from the Inclusive Framework as these programmes and activities promote the inclusion of all students with special needs. -
Thinking about my current class ASC with students working within 3rd and 4th class curriculum. I can identify a range of numeracy and literacy resources shown during this course.
For maths, I enjoyed exploring the Top Marks and IR Primary games. I find interactive games fantastic, especially to recap prior learning and for mental starters. It is ideal in my setting as children enjoy coming up to the interactive board to select their answer, with minimal support needed. I have used Kahoot before, but I have never used it as an assessment tool to quiz subject knowledge before, this will be incredibly useful for the children who have fine motor difficulties as well as those children in my class who feel highly anxious during ‘written’ assessments.
For English, immersive reader will benefit all the children in my class, for those who struggle with reading but also for those who struggle to keep focus. I enjoyed exploring the dictation and read aloud function as this will support the children in my class for longer writing tasks and will work hand in hand with the typing programme that they complete already in class. All the above takes into consideration recommendations from the Inclusive Framework as these programmes and activities promote the inclusion of all students with special needs. -
I am considering AT resources for a 6th class pupil with ASD and a mild general learning disability. The pupil is currently working on an individualised learning programme at 1st /2nd class level but likes to access the mainstream class content where possible. I try to do this via SESE subjects with differentiated learning content and outcomes for him.
The pupil is competent in using the ipad and various apps in it. I will spend some time instructing him on the use of immersive reader and dictate in word as it will allow him to listen to the text rather than trying to read it. Dictate will allow him to contribute meaningfully in written tasks without the pressure of writing answers which can be a challenge and often results in him disengaging.
The KLOOG website and app will be hugely beneficial to this pupil who finds it hard in social situations and to form meaningful friendships.
I like the Write about this app which will allow him to respond to a picture using the video element rather than writing a narrative piece. This can be used as a whole class lesson also so he can feel part of the mainstream lesson.
For numeracy, I like the topmarks app which has content aimed at various levels of ability, also the Maths dictionary for kids website would be very beneficial to this pupils learning.
The school development planning section in the inclusive educational framework emphasizes that schools need to accommodate the learner and that teaching and learning must be child centered. Students should always be at the center of learning and their should always be active participation from all students. Schools must decide what approach fits best in their environment and with their pupils. I like the idea of the ‘flipped’ classroom and as a teacher of 5th and 6th class I feel this really could work well. I am excited to try it in the coming academic year.
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There are so many great technology resources out there for children with special needs.
Some of the resources that I have used in the past and found to be very good are:
Talking tiles- I use these for children that are non verbal. I have pre recorded greetings, songs, sentences from a story, simple requests on these and used visuals and specific colours to engage the children and encourage them to use them.
I have also used the big mac switch, which is something similar but is much more sensitive to touch so a child with poor motor skills can use. Talking tiles can be hard for some students to press down on.
Immersive reader is excellent for children that are struggling with reading. It allows them to read large amounts of texts.
Widget is a create programme that I have used to generate visuals for children. -
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The most commonly occurring learning difficulty in my school is dyslexia. Therefore I am going to focus on learning resources that will support students with dyslexia.
Students with dyslexia tend to have difficulty with decoding. I would develop phonemic awareness using the fast phonic app and Nessy reading and spelling programme.
I would work on building a bank of sight words using the Bits Board app.
I would use microsoft lens and the immersive reader to develop reading fluency, word attack skills and aid comprehension skills.
I would develop the children’s typing skills using a programme such as BBC Dancemat.
I would use the picture dictionary in the immersive reader to aid with retention of new words.
I would use mind-mapping programmes such as coggle to aid visual learners to draw connections, plan and revise topics.
I would use the Spellings for Me programme to improve spellings.
The Inclusive Education Framework engages the whole school community in reflective practice. It promotes the shared understanding of genuine inclusion of children with special needs into all aspects of school life. This can only be achieved by whole-school ownership of the process. Autonomy is granted to schools to decide on how best to include students with special needs.
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Hi Claire,
Thank you for your response.
Great to hear that you found the course beneficial and you have a number of new tools and apps to bring back to the classroom in September.
Ensuring the children in our schools have access to varied tools and varied learning experiences is so important to their overall progress and development.
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Assistive technology tools can help students with certain disabilities learn more effectively. Ranging in sophistication from ‘low’ technologies such as a graphic organizer worksheet to ‘high’ technologies including cutting-edge software and iPad or smartphone apps, assistive technology is a growing and dynamic field.
For this assignment I will refer to a 11 year old, 4th Class EAL student with a recent Dyslexia diagnosis. There are a number of digital technology tools to support EAL students and children with reading and other literacy difficulties in their learning. Schools should consider these in the formation of their school development plan. “School development planning includes policies, practices and procedures in all areas of school life.” It involves strategic planning for “the inclusion of pupils with special educational needs through the equitable and effective deployment of resources, funding and staffing” (Inclusive Education Framework).
The Immersive Reader App will offer many benefits to children needing support with their reading and is an excellent support for EAL students alike. It aids reading comprehension, with the provision of features such as, text to speech, and the added option of translating words into many different languages. Hearing words being read aloud in English, will also support EAL students improve their pronunciation. EAL students can gradually build their knowledge of English vocabulary and sentence structure through other features such as a picture dictionary and parts-of-speech labelling.
Office Lens, which is a scanning app, makes textbook content more accessible and inclusive for EAL students. The app enables students to take an image of a textbook page or whiteboard using a tablet camera and quickly translate the content. The app supports many different languages and if used correctly, could be used to support syntactic awareness for students and build their knowledge of key academic vocabulary. -
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>Participants will consider a student or group of students with a particular special need and list the technology resources that could be used to support curriculum for this student or group with particular reference to literacy and numeracy. Post responses (min 150 words) as a reply to this post.</p>
<p style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 0px 1.6em; outline: 0px; padding: 0px; vertical-align: baseline; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>Please refer to School Development Planning section in the Inclusive Education Framework</p>
The student I am catering for is a 3rd class boy with Autism. This student has a high level of ability but needs a lot of structure in his routine to keep him secure and focused.
The first thing I would do would be to draw up a SETT plan in order to best support his needs. Referring to his IEP will be critical in this process.
I loved the idea of the Flipped classroom from this module because it allows for each student to complete their own research and preparation at home before consolidating this information with their classmates the following day. As an example I could introduce the concept of measures and problem solving from a numeracy point of view. The students could get a basic understanding of this area using a video prepared on Edpuzzle. They could then create a collaborative wakelet as part of their assignment at home. They could also write some word problems to be solved in school the next day. The student in mind likes to work at his own pace and get into certain areas in greater detail than is possible in class so this is perfect for them.
For literacy I would set this student up with immersive reader on One Note to aid them with written tasks. After a writing assignment, the student could use this programme to read back their writing to them to eliminate errors as rushing can be an issue.
The School Development Planning Section of the Inclusive Education Framework is an invaluable resource for teachers. It provides an excellent reference point for schools and encourages child centred, individualised support for children with additional needs. The framework can also help teachers identify areas that they can target in their own professional development.
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I have three students who struggle with both literacy and numeracy. For literacy I will be using immersive reader as these three students will be progressing to third class and there will be an increase in the amount of text they will need to read across the curriculum. Teaching these students how to be independent in their learning will build their self-esteem. Immersive Reader will also be beneficial to these students to support their maths language. Digital material with office lens can support students in numeracy. Assistive technology can enable those students to complete tasks in both numeracy and literacy and be able to keep up with their peers or work to their full potential depending on the student’s needs. The website top class games has an array of maths games at varied levels to support numeracy and it enables the whole class to participate in maths games no matter what their ability may be.
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Hi Rachel,
Thank you for your post and your engagement throughout the course. As I mentioned earlier, Immersive Reader is such as excellent assistive resource for children with literacy difficulties. In terms of numeracy, I would also recommend Amplify/Mathigon as a virtual manipulative tool to assist children. https://polypad.amplify.com/
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During this assignment I will be using a group of children who are going into sixth class in September. All of these children have mild to moderate dyslexia.
- Firstly, I will use the app called Nessy. This app has been used a lot in our school and has shown to help children with dyslexia greatly. I would suggest that this be done for about 20 minutes daily and during Gaeilge time as the children would have Irish exceptions.
- Secondly, I would suggest immersive reader. This tool is new to myself and the school, but I know it will be so invaluable for pupils to use during lessons. This can be done while online or in any of the Microsoft applications.
- Thirdly, I think Office Lens will be very beneficial for the pupils in mind. We have access to technology on a daily basis which includes iPads, Laptops and Chromebooks. I can ensure to have this installed on certain devices for these children. I really think that the grammar tools such as the picture dictionary will be really beneficial for these students too.
These tools, previously used and new, will be really helpful for these students in September and I am really looking forward to using the new tools mentioned above.
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As I currently work with a number of children with dyslexia I will focus on a group of children with dyslexia. It affects literacy all round and spans across all subjects. It is vital to enable the children to focus on the task, rather than trying to read/spell the actual word. Especially in non literacy subjects.
Topmarks is a website which I loved using with them as they are focused on the numeracy at hand and it has the feature of read aloud function helping them to actually work on the task at hand.
Speech to text is useful. When the children are writing, they can speak to the laptop once there is a mic available and it will type up what they are saying. Here the group can focus on the story helping them to dive into their creativity.
Nessy learning has been very useful this year I would admit. It is a website which is very interactive and takes a multisensory approach through, videos, games and activi5ties aimed at helping children with dyslexia. It will ultimately help them to write, spell and work on their typing skills. The children love it and enjoy the progress they make in it.
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I have chosen to focus on a child with dyslexia.
It is important to teach children with dyslexia skills in a wide range of Assistive Technology so that they can realise that there are many mediums through which they can express their ideas and so that they can develop their learning and confidence. These technologies will go a long way in helping a child with dyslexia to reach their full academic potential.Speech to Text would allow the student to focus solely on the content of their writing, without having to think about the spelling aspect. This would be hugely beneficial as they would be better able to express their thoughts and to present them in a coherent way through the use of this Programme. The spell check element would allow them the opportunity to identify and self-correct spelling errors.
Immersive Reader is an excellent resource for pupils with dyslexia. The following features of this Programme would be helpful in aiding a pupil with dyslexia to achieve success in a reading task: aspects such as the ability to increase font size and to control line length, the ability to increase spacing , being able to break words into syllables and being able to identify parts of speech. The line focus option would be hugely beneficial to students with dyslexia, as would the picture clues.
Reading Coach would help the student to practice the correct pronunciation of the words that they find difficult to read.
Powerpoint is a great programme for students to use when completing projects. This programme would be beneficial for a pupil with dyslexia as they could be encouraged to include content such as videos and images as an alternative form of expression, rather than relying so heavily on written content.
Learning Alley and other audiobook readers would allow a pupil with dyslexia to access texts that may otherwise be a chore for them to read. They allow these students to gain enjoyment from a book or a piece of writing that may have been too difficult and may have caused stress for them if they had to read it themselves.
Flipgrid would allow pupils with dyslexia the opportunity to give a video response to a task set by the teacher, allowing them to focus on the content of their answer, rather than having to provide a written response.
I have previously used a C-Pen reader with a pupil who I have taught who has dyslexia. This form of AT was useful for activities such as comprehension tasks, as the student’s main focus could be on understanding the content and answering the comprehension questions correctly.
Maths Assistant would be hugely beneficial for a student who is dyslexic as it would show the method for working out the Maths problem. It can also be used in conjunction with Immersive Reader which would allow the pupil to concentrate on how to solve the problem, not how to read it.
Allowing the student to use a Programme such as Excel to create charts and graphs would also be a positive use of Assistive Technology for a pupil with dyslexia.
All of the above will help in supporting inclusion and will aid the removal of barriers to education for pupils who have dyslexia within the school, in line with the aims that are outlined in the Inclusive Education Framework.
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There is a vast range of Assistive Technology, both free and paid, available to support the learning of children in modern classrooms. Children with Additional Learning Needs stand to benefit most from these resources and tools, in order to help them overcome barriers to progression in an outdated education system, designed for with a one-size-fits-all mentality.
For the purposes of this task I will discuss a child in 6th class who has Dyslexia, Dyscalculia and English as an Additional Language.
My experience of working with this child is that she has already found ways to utilise freely available AT using her laptop and phone. Her parents had spoken to me about concerns around her use of her phone to complete homework but when I had a chat with her about it she was able to explain that she was using her phone to read content for her and to read (and solve) Maths sums.
At a low tech level we were already using an array of visual resources and she also had access to a calculator as per the Educational Psychologist’s recommendations. She was learning to touch type using TTRS. However, I can imagine how much she would benefit from the use of Math Assistant in OneNote and what a difference this would make to her in terms of being able to see a breakdown of how to solve any Maths problem, rather than just finding an answer online or having to wait for the class or support teacher to go through everything with her the next day.
In terms of both her Dyslexia diagnosis and the fact that she was learning English as an Additional Language I can see that Immersive Reader would make her life so much easier, allowing her independence in terms of her learning and renewed confidence about her abilities as a learner. The facility to type with her voice would have been invaluable. Additionally, her parents found it hard to help her with her homework as they didn’t have much English, however they spoke both Arabic and French and the translate facilities of Immersive Reader would have made that process so much more accessible to all of them. It would have also really benefitted her to have the option of changing font size, spacing etc. Syllable division and the picture dictionary with translate option would also be great for this child. I believe this child would also have enjoyed and benefitted from MS Reading Coach and Search Coach.
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There are so many Assistive Technology tools out there it can be overwhelming. However the SETT model helps to filter these down quite a bit. In some cases I believe it will require time and trying out different tools to see which one/ combinations they prefer.
I am thinking about a 5th class boy with dyslexia. When I get to know the child and know his preferences the SETT model is extremely helpful. We usually do this with a colleague and following guidelines shared from OT/ other outside professionals. In this instance it has been recommended to make some physical environment alterations and considerations as well as AT.
For his AT tools we have been trying to increase his touch typing skills as he enjoys working with technology. If we can develop his tying skills it will aid his written communication opportunities.
We have used Nessy Fingers and BBC Dancemat in the past with him. We are now looking and assessing other touch typing programmes such as TTRS to move towards.
We had considered the E pens. We decided they may be more useful in a quieter environment like with helping with his homework at home.
With his I Pad I’m excited to show him Immersive Reader. This will help hugely with any online texts that can be copied and pasted into a Immersive Reader compatible software. With class text books I will now consider copying the text into a Word doc (thanks to Ellen’s great idea in the Module 3 assignment – Thanks!). It will afford the student the independence he wants and needs to progress at his own pace. Immersive reader brings so much flexibility to it with offering full screen reading possibilities, picture dictionary, translation options and can be tailored to the child’s visual preferences. I look forward to discussing the accessibility checks with his class teacher as it may benefit more than just the child in question.
Although overwhelmed by all the tools that are out there I am trying to upskill somewhat as I know the importance of inclusivity and every child’s right to an education. It is up to me as a teacher to advocate for each child and their individual needs, preferences, learning styles and needs.
The Inclusive Education Framework is a valuable planning tool for schools. It acts as a lens for our staff to assess and keep track of our efforts to improve blended learning and inclusive growth in our school. This universal Design for Learning benefits everyone.
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Hi Sinéad,
Thank you for your comprehensive post here and for your engagement throughout the course. I like how you have been able to use the SETT model as a starting point for planning targeted interventions for a 5th class pupil. As you have said, Immersive Reader is hugely flexible and can be used to allow a child to keep up with the remainder of their class, especially if their need is a specific literacy difficulty like dyslexia. Often, children with dyslexia can be highly adept orally and have strong listening comprehension skills, but meet the barrier of not being able to access content that requires a high reading level. The way you have described using assistive technologies would be a great way to ensure this pupil participates fully and reaches their own potential.
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This course has introduced us to many forms of assistive technology available to students with special educational needs and has also taught us about some of technologically enhanced learning tools that we can use with all our pupils.
The student I have in mind has numerous learning difficulties Including dyslexia dyspraxia and social and emotion needs. To help with the dyspraxia I can ensure that the windows accessibility features are turned on in the device . If needed an adaptive mouse could be used .
As this child finds reading very difficult, the immersive reader option will be extremely useful to him. The passage or page from a novel can be uploaded using the Lens function and the layout , theme, background or font changed to best suit the child’s learning needs
Microsoft reading coach will be a an excellent tool as this child is a struggling reader. The child has a keen interest in dogs and cats so using Microsoft reading coach I can create a reading passage suited to the child’s reading ability and they can practice reading it themselves and self correct and work on incorrect words.
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I think the interactive games on the ipad/Chromebooks are fantastic way to embed certain concepts for children who struggle with learning in the traditional way. For Maths , maths assistant in Microsoft One Note is a fantastic resource that can be used for the struggling learner, especially in the upper primary setting. Children can practise using the resource and checking their answers to see how they are progressing. This allows them to successfully complete some sums correctly, rather than having a full page done incorrectly. Math Duel is another great resource and I think it is great as all children respond well to a bit of healthy competition. I have used Topmarks , nzmaths and primarygames.co.uk in the past as I find them so useful for informally assessing children on different maths topics.
For Literacy in the early classroom setting I think the use of apps is also so important and gives a different variety to your everyday use of books, pencils and paper. Starfall and Reading Rockets are fantastic apps I have used previously. Reading coach is something I am going to roll out in September. I have just tried it with my 6 year old at home and it is a fantastic way of getting her to read without her thinking it’s school work!
The use of the immersive reader facility is a great way of differentiating for the various levels in your class. The fact you can pull snippets of different parts of a text, take it line by line or get a word broken down phonetically, caters for all different levels of reading capabilities within the same classroom. This is all in line with the objectives of the inclusive Education Framework
I love the concept of Maslow before Bloom and it is so important for us educators to remember this before the start of the school day. The learning accelerator and daily check in the online resource used in that school in Australia is a fabulous way of staying in tune with all the children in your class.
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My plan is for an 8 year old girl with Dyslexia, going into 3rd Class in September. I believe that using the School Development Planning section in the Inclusive Education Framework supports me in making sure the needs of this particular child are met. I will use the SETT framework to decide on appropriate assistive technologies to meet her needs.
Literacy:
I will use both Microsoft Office and Immersive Reader to support her with reading and comprehension. I will activate and also teach her how to activate the accessibility features on her laptop and iPad so she can read independently. I will bookmark websites for her to access easily, such as ‘Learn With Homer’ and ‘Light Sail.’ I will introduce her to websites such as ‘Articulation Station’ and ‘Learning Alley Audiobook Reader.’
Numeracy:
I will use the Math Assistant in One Note to help her see the step by step approach to solving equations. I will also use Math Duel to bring a fun element to maths and encourage her to use this at home too. -
I have learned that there are many technology resources that can be used to support students with special needs with the use of the SETT I will aim to identify which Assistive technology will suit the needs of each pupil
I am considering a student in 4th class with dyslexia. Using the Windows accessibility features already built in I have the option to use StickyKeys, ToggleKeys and MouseKeys and with collaboration with the Occupational Therapist, adapted mice and switches could be considered.
Many students with dyslexia find it difficult to maintain concentration as they are easily distracted, having access Immersive Reader will be of huge benefit as it can highlight text one line at a time and keep the pupil engaged ad interested in their own learning.
Speech to text or Dictate would be useful to further scaffold pupils. It will enable the student to complete tasks in a timely manner and boost confidence. We use TTRS at present and it greatly improves typing skills, but from what I have learned the use of dictate to create written work and Immersive reader will greatly support many pupils. -
This course has provided numerous suggestions that will help the teacher and the child with dyslexia and dyscalculia in a senior class achieve greater success in their work.
The SETT model is key for determining the most effective strategies to help this specific child achieve their full potential. The class teacher and SET will work together to determine the tasks and tools needed for the child to succeed.
The immersive reader helps children avoid the challenge of reading long passages to find information. Reading the text aloud to the child and helping them recognize key details will boost the child’s self-esteem.
The dictate feature in Microsoft Word can assist children in creating written work to enhance reading and comprehension skills.
Powerpoint Live offers a great opportunity for children to create and share presentations with their classmates and groups. Once more, the child will utilize the text supported by Immersive Reader and other sources to craft a presentation that is both insightful and imaginative, drawing on the facts they have acquired. Placing the child’s personal interest at the core of the lesson will make the topic engaging and exciting for the child.
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For children with literacy and numeracy difficulties it is my opinion and experience that some of the following apps have been very effective in increasing their learning, ability to be independent and motivation to learn. Children’s buy in and engagement with an app has been my measure of how I can possible use it to best effect. The Inclusive Education Framework states that “engagement will heighten an awareness of the Professional development needs of staff within a school. It will also help staff to identify the areas of Special Education provision that are most needed for the school and to apply for appropriate support in those areas”. This in turn will create an environment of sharing of resources to best educate children with similar learning needs.
Kahoot can and has been an excellent resource for creating personalised learning frameworks and offering children a choice in learning. I have in the past created the same learning objective using difference visuals and offered the choice. Children can log into either quiz and participate, this have helped also with some children who can be very rigid with regards to colours displayed, sounds etc.
Over the last year I set about using this seesaw app to its maximum, it provides excellent resources from other teachers but also allows for great creation of work by school, teacher and children. It is very easy to navigate and it has helped greatly to provide a link between reading and writing for me in my classroom. It has also helped to engage parents in some activities that children are learning. Parents being involved has helped further the learning and allowed children to show their learning in an informal way. Where there have been barriers to writing it has allowed me to use voice recordings to show evidence of work. It has allowed children to read and listen back to their work.
Edpuzzle is not something I have used but do plan to incorporate it into my work this coming year along with Miro for creating task plans in visual and written format to allow for independent learning.
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For a sixth class student who has autism, is pre-verbal and has ‘profound’ needs.
TD snap – symbol, photo and text to speech app for use on most devices
https://apps.apple.com/us/app/abc-kids-tracing-phonics/id1112482869 – to aid with phonics
https://www.starfall.com/h/abcs/?mg=k – further phonics support and for integration into their curriculum
https://nrich.maths.org/eyfs-activities/cooking-children – to provide meaningful maths learning within the context of shopping for ingredients and the communication and opportunities for learning that provides
https://www.topmarks.co.uk/maths-games/3-5-years/counting – look to integrate this into existing curriculum to augment learning
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Hi David,
Thank you for your post. It can be very difficult to plan for pupils with SEN who are significantly below the level of their peers. Your post outlines a 6th class pupil who is only engaging with very basic work. In this case, the use of digital technologies can be an excellent tool to provide for a more accessible learning environment. The apps and websites you have provided all point to ways in which this pupil can achieve success at their level.
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Teaching resources for students with dyslexia that focus on literacy and numeracy. The Kahoot game package has great action. It has a lot of visual appeal. I had never used Kahoot previously because I didn’t realise how many resources it had until this course, and I felt it would of been hard to control in my lessons. This could be helpful in recap exercises when reflecting on the new learning at the end of the lesson. Another amazing resource for students with dyslexia is Immersive Reader. This application’s options, which include the ability to modify line length and font size, improve spacing, break words into syllables, and recognise elements of speech, could help a dyslexic student succeed in a reading assignment. Students with dyslexia would greatly benefit from the visual clues and the line concentration choice. With regards to the to School Development Planning section in the Inclusive Education Framework. As a teacher this gives great insight into the standard that is out there.
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Hi Ryan,
I agree, Immersive reader can be a very powerful literacy tool for students with dyslexia, also for ESOL students and indeed for literacy development in SET across the board. It enables all work to be accessible to all students and provides a scaffolding approach to learning. Functionality as you’ve referenced, like the ability to adjust text size and spacing, break words into syllables and the talk to text features are the key parts of this scaffold. Also, the translation options are really effective for the aforementioned ESOL students, improving confidence and increasing their opportunities to work independently. Dictate too is a great tool in 365, particularly for students who struggle with keyboard input.
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Child X has ADHD, Autism and struggles with anxiety and school refusal. Gets overwhelmed with new topics or when he loses focus.
I plan to use
Immersive reader: Breaking up text, one line at a time, reduces demands on child.Dictate: I would use this feature to engage the student in the writing process so that they can get their ideas on paper without the strain of handwriting a full story.
One Note: I would use Maths Assistant to prompt the child with the steps involved in solving a problem
Khan Academy: After teaching the new topic, I would get the child to use Khan Academy to consolidate the information.
The school development planning section of the Inclusive Education Framework emphasises the importance of all children being able to attend their local schools and the onus being on school to not only facilitate this but to ensure that all children are actively participating and engaging in lessons. This ensures that teachers are not teaching to the majority of the class but instead provided material for each child that is appropriate and meaningful. -
Microsoft Immersive Reader will be invaluable in my class, particularly for 3 of my students who have dyslexia. It provides text-to-speech, changeable text display (font size, background colour etc), breaking words into syllables, and highlights parts of speech. it would greatly help students with dyslexia to read and comprehend text by offering auditory support and reducing visual stress.
Kahoot is another brilliant resource that I will be incorporating into my class this year. I had heard about it before but had never used it previously. I like the fun and engaging aspect it brings to learning and how you can create kahoots to suit your class and learning topics as well as the multitude of kahoots already there.
I also like POwerPoint Live. The ability to tailor the viewing experience, use Immersive Reader, and engage with multimedia content makes PowerPoint Live an inclusive tool that can help students overcome literacy challenges and fully participate in classroom activities.
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