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ASSIGNMENT
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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In my current role I support Senior Infant classes. This past year I had a group of children that were EAL pupils, who were finding phonics and early numeracy quite challenging. Through this course, I was introduced to a range of technology tools that I hadn’t used before, that I can see could really support these learners and help me make my teaching more inclusive.
For literacy, I was particularly interested in tools like Immersive Reader and Balabolka, which offer text-to-speech and visual support which would be ideal for children who are still building confidence with reading, particularly my eal students. I also discovered Starfall and ABC Kids Phonics, which I could use for games and reinforcing, making phonics fun and engaging and very visual for the eal learners. I’m also curious to try Duolingo to support language development.
In numeracy, I hadn’t come across Math Duel Fight before, but I can see how its competitive nature could encourage children to practise number skills. Khan Academy looks like a great option for visual learners, and Kahoot would be perfect for fun quizzes and revision.
Using these tools could also support me in our School Self-Evaluation, as they offer new ways to reflect on how we teach and how children learn. Especially when considering the SETT model for choosing AT. This model will help me to be more systematic and inclusive which will hopeful improve the outcomes for all learners.
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Hi Rebecca, similiar to you, I worked with senior infants last year who struggled with phonics and literacy so I think ABC Phonics and Immersive reader would have been a great resource for them, They would enjoy the engaging games in ABC Phonics and starfall. It’s fantastic to know about the numeracy resources too.
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It’s great to see how you’re exploring a wide range of tools to support your EAL learners in both literacy and numeracy. Your focus on making learning more visual, interactive, and engaging is exactly what younger pupils need. Using the SETT model to guide your choices will help ensure each tool is matched thoughtfully to your students’ needs.
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The child I will consider is an 8 year old child with dyslexia as this is the sample child that I have used throughout the course. The child has reading and writing difficulties and also there is a possibility of discalculia.
The technology that I would use to support this child would be:
Immersive reader which would assist with reading and writing difficulties, by reading the text aloud, highlighting one line at a time to help with focus, display pictures for words to help with understanding and convert speech to text to help with writing and editing their work.
Audio books to assist children who may have diffciulty reading. They can have the book read aloud to them through apps such as Epic or Bookshare.
In Maths I would use digital resources to aid learning, such as interactive number lines and couting rods from toy theatre or top Marks.
The child can use One Note – to record notes for instructions on how to do calculations. Kahoot can also help to assess the child on an individual basis through the app.The School Development Plan focuses on an inclusive school environment where all students, regardless of their abilities or needs, have access to high-quality education and through the use of AT I believe this assists in achieving this.
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To help students with special needs, we need to use technology carefully and understand each student’s specific strengths and needs first. We need to ensure that all students can learn and show what they know. The Inclusive Education Framework informs this process.
This response will focus on how technology, specifically Immersive Reader and ABC Kids Phonics can be integrated to support students in senior infants who are struggling with letter names and sounds and reading, referencing the principles outlined in the Inclusive Education Framework’s School Development Planning section.
Before implementing any technology, it’s crucial to understand the specific needs of the student or group. This involves a thorough assessment of their strengths, challenges, and learning styles. The Inclusive Education Framework highlights the importance of individualised planning and differentiated instruction.
Immersive reader would be helpful for these students who struggle with reading as it would:
· Read the text aloud
· Highlight one line at a time to help with focus.
· Show pictures for words to help with understanding.
The App ABC kids tracing and phonics would work help in conjunction with immersive reader as the phonic games and activities would focus on letter sounds, blending, segmenting, and sight words.
Kahoot would be an excellent resource for maths to create fun quizzes but at the same time assessing learning so that teachers can plan accordingly.
It is so important to carefully consider the student’s individual needs and if using technologies like Immersive Reader and ABC Kids Phonics adapt them accordingly e.g. change the reading speed in Immersive Reader or use the picture dictionary or change the difficulty level in ABC Kids Phonics.
By integrating them within a well-structured instructional plan guided by the principles of the Inclusive Education Framework, educators can create a supportive and effective learning environment for students with special needs.
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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 and spelling proficiency using any of the following online literacy programmes – Fast phonics, Reading Eggs, Reading Express, Nessy reading and spelling programme.
I would work on building a bank of sight words using Bits Board and Wordwall.
I would use Microsoft lens and the immersive reader to develop reading fluency, word attack skills and aid comprehension skills. I would use the picture dictionary in the immersive reader to aid with retention of new words.
I would develop the children’s typing skills using programmes specifically developed for children with literacy difficulties such as English type, BBC Dance mat or TTRS.
I would use mind-mapping programmes such as coggle to aid visual learners to draw connections, plan and revise topics.
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,
Similar to you, dyslexia is one of the most common needs among the children that I work with and I am always looking for new ways to help them learn.
I am also excited to incorporate Immersive Reader in my classroom and feel that the extensive variety of features that it offers should lend themselves to help learners of all types. I feel it will be really useful in my planning next year and should hopefull allow me to give more individual attention within my small groups.
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I have been working in SET with Senior Infants for the past number of years. For pupils who struggle with literacy or numeracy technology can make a big difference in how they access learning. The Inclusive Education Framework encourages schools to plan in a way that includes all students, and using the right technology is an important part of that. By thinking ahead and choosing tools that meet pupils needs, schools can help make learning more equal and inclusive for everyone.
Whilst for the purpose of this assignment I will focus on literacy, I also hadn’t thought of using Duolingo with my EAL groups but it is definitely something I will look into for next year. I also really liked the Math Dual App and think it is something we could include as one of our maths stations.
For literacy in Senior Infants I don’t think I can look past the Immersive Reader. The tools it offers such as changing the background colour, the amount of text visible, the picture dictionary and the breaking of words into syllables are all excellent supports to build confidence and fluency in reading. Towards the end of this year I started using AI tools to create stories which included the children’s names and whatever sight words or CVC’s we were working on. On other occasions I would use it to create stories about topics they children were interested in. I now also intend to use the dictate function to allow children to create their own stories and then read or listen to them back.
I also liked the ABC phonics and Starfall to reinforce learning and create fun elements in my lessons.-
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I agree Deirdre. I can’t believe I hadn’t heard of Immersive Reader before! It’s such a fantastic resource. I’m teaching in an EI Autism class at the moment so there are other assistive technology resources which will suit my students there better but Immersive Reader will be great for my own son who has dyslexia. I’m also going to tell everyone in school about it too in case they aren’t aware of it.
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Microsoft’s immersive reader really is fantastic and provides an answer to so many challenges. it is so much more intuitive to use than read write gold and the dreaded dragon naturally speaking software that seems to get recommended. i just wonder if immersive reader will be available to SEC exam students if they become so used to using it in the classroom.
i also loved the reading coach and it id fantastic for short on topic reading practice.
search coach should reall be part of webwise for all children’s digital literacy rather then just for some students – as it is so important these days.
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Deirdre I think it is a great idea to use AI to come up with personalised stories to incorporate CVC words and high frequency words. I hope to it with pupils I will have in senior infants this year. I think it will help engage pupils and especially when you can write about topics that they are interested in.
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In line with the Inclusive Education Framework’s focus on School Development Planning, particularly in promoting inclusive, individualised, and evidence-informed practice, I reflect on my work in the UAE with a diverse class of learners, many of whom were EAL students. I also supported a young girl with dyscalculia, who struggled with core number concepts and sequencing.
1. Literacy – Immersive Reader (in Word, OneNote, and Teams) enabled students to hear English texts read aloud while words were highlighted, aiding vocabulary and pronunciation. Dictation Tools helped students express their ideas orally when writing in English was too challenging.
2. Numeracy – Number Lines and Visual Manipulatives in OneNote to reinforce number sense, basic operations, and sequencing. Interactive PowerPoint slides with color-coded steps helped her understand multi-step problems.
By integrating these tools into daily lessons, I was able to personalise instruction and remove barriers to learning. This aligns with the Inclusive Education Framework’s principles of inclusive curriculum access, learner-centred planning, and collaboration across the whole school community. For both EAL students and learners with specific learning difficulties, assistive technology was key to supporting confidence and progress in literacy and numeracy.
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I found your use of number lines and visual manipulatives in OneNote to support numeracy really interesting. Breaking down multi-step problems with color-coded steps is such a smart way to help a student with dyscalculia grasp complex concepts. It shows how visual and interactive tools can make a big difference in building number sense and sequencing skills. This kind of targeted support is a great example of inclusive, personalised learning in action.
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Hi Emily
Yes, I also found in interesting your use of visual manipulatives and number lines in OneNote to support numeracy, and I must check this out. Also, colour coded steps in PPT sounds really useful. I use PPT in nearly every lesson, so will definitely have a play around with this also. Thanks!
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Agree with you Emily. Access to the number lines in One Note are a nice simple way of supporting children in numeracy and the immersive reader has been a revelation for me, having never heard of it before. Think it could have made a huge difference to some of my children last year and a relief I will now be able to make it available to others going forward.
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Working with children with autism, I’ve always looked for ways to support communication, engagement, and access to the curriculum. Before starting this course, I hadn’t heard of many of the assistive technology tools that were introduced, such as Immersive Reader, Dictate, or Math Assistant in OneNote. It’s been eye-opening to learn how practical and accessible these tools are and how they can be used as part of everyday classroom practice.
For literacy, I now see how tools like Immersive Reader can help students with autism who may struggle with decoding or focus, by providing visual and audio support in a calm, controlled way. Dictate allows them to express ideas without the pressure of writing, which is especially valuable for students with fine motor challenges or processing delays. In numeracy, features like Math Assistant can help break down steps, reduce anxiety, and give students more control over their learning pace.
This aligns closely with the School Development Planning section of the Inclusive Education Framework, which highlights the importance of embedding inclusive practices at a whole-school level. I now feel more equipped to bring these tools to my teaching and contribute meaningfully to our planning processes, ensuring technology supports every learner, not just those with identified needs.
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Hi again Megan,
It’s great to hear that we’re getting things right and that this course has expanded your awareness of assistive technologies and their practical application in supporting students with autism. As you’ve outlined, tools like Immersive Reader, Dictate, and Math Assistant can significantly reduce barriers to communication and learning.
As you alluded to, OneNote is a particularly powerful platform that brings these tools together. Its flexibility allows for the creation of accessible, personalised learning spaces that promote pupil independence and engagement across the curriculum.
Finally, you might consider sharing your insights with colleagues, either informally or as part of professional development during Croke Park hours (if this is a practice in your school). This could help embed inclusive technology practices across your school, aligning with the Inclusive Education Framework’s emphasis on whole-school planning.
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As the SET for 6th class, I work with many students who have dyslexia, reading difficulties, and English as an Additional Language (EAL). This course has introduced me to a wide range of apps and programmes that I now intend to incorporate into my planning to better meet the needs of all learners.
One of the challenges I often face is supporting groups of students whose needs vary significantly. I previously struggled with differentiating in a way that was manageable and effective. However, this module has shown me how technology can be used to bridge that gap and provide tailored support for each learner.
I believe Immersive Reader and PowerPoint Live will be particularly beneficial for my EAL students. Immersive Reader’s ability to translate text into multiple languages can help these students better understand lesson content, while also aiding their acquisition of English. The picture dictionary is another great feature that can support comprehension and vocabulary development in a visual, accessible way.
Kahoot! remains a firm favourite in my classroom for assessment. Its fun, interactive nature makes it ideal for checking understanding and reinforcing concepts, especially for students who might otherwise struggle with traditional testing methods.
Many of my students already use TTRS (Touch-Type Read and Spell) or Typing Club. I strongly believe that developing typing skills is essential at this stage. For students with dyslexia or difficulties with handwriting, typing opens up access to tools like spell check in MS Word, which can significantly reduce frustration and increase confidence in writing tasks.
I was particularly inspired by the Write About This app. It seems like an excellent tool to encourage independent writing, especially for students who may find it hard to generate ideas on their own. Similarly, Reading Coach offers a valuable solution to a common issue in class: the difficulty of listening to every child read daily. This app allows children to practise reading while receiving feedback, supporting their development in a meaningful way.
Finally, I’m excited to explore the use of AI to generate reading comprehensions on topics that align with students’ interests. It can be incredibly difficult to find engaging texts that suit the varied reading levels in the class, especially for those who find reading a challenge. AI offers a way to personalise learning materials and make reading a more enjoyable and relevant experience for all learners.
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As a primary school teacher supporting a group of pupils with dyslexia, I’ve found Microsoft tools extremely effective in promoting inclusive access to literacy and numeracy. In line with the School Development Planning section of the Inclusive Education Framework, integrating these tools supports whole-school approaches to inclusion by ensuring all learners have equal access to the curriculum.
Microsoft Immersive Reader, available in Word, OneNote, and Teams, offers features like text-to-speech, syllable breakdown, grammar highlighting, and line focus, empowering pupils with dyslexia to read and understand more independently. For writing, Dictate helps pupils express ideas verbally, removing the barrier of spelling and allowing them to focus on content. OneNote supports multimodal learning by combining text, audio, and images, making it easier for dyslexic pupils to organise their thoughts and complete tasks.
In numeracy, Math Assistant in OneNote provides step-by-step solutions and audio support, while Microsoft Whiteboard promotes visual thinking. Embedding these tools reflects a school-wide commitment to inclusive, differentiated teaching.-
Thanks for sharing your ideas—there’s so much here I’ll be taking with me into the new school year! I hadn’t considered using PowerPoint Live to support EAL students, but I can really see the value of combining that with Immersive Reader. I’m also keen to try Reading Coach to give pupils more independence and reduce the pressure of one-to-one reading. Like you, I’ve found that typing tools can really boost confidence, so I’ll be exploring TTRS more closely.
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Hi Lucy. I completely agree with this. Microsoft’s suite of tools, particularly Immersive Reader and Dictate, offer practical, accessible supports that empower pupils with dyslexia to engage with learning more independently. OneNote and Math Assistant not only foster inclusion but also promote confidence by supporting pupils in both literacy and numeracy personalised learning experiences.
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I agree with your post Immersive Reader is such a valuable tool, especially for younger pupils who need that extra support with reading. I love your idea of using AI to create personalised stories that include sight words and the children’s names it’s such an engaging way to reinforce literacy skills. Using the dictate function is also a great way to promote creativity and oral language without the barrier of writing. I hadn’t thought of using Duolingo for EAL either, but I’ll definitely look into it now. Thanks for sharing so many practical ideas I’ll be trying some of these in September!
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For this task, I considered pupils with dyslexia, who experience ongoing challenges in decoding, reading fluency, spelling, and working memory. These difficulties can impact both literacy and numeracy. Based on the Inclusive Education Framework and School Development Planning, I believe using a combination of low- and high-tech assistive technology can enhance access and reduce barriers in meaningful ways.
In literacy, tools like Immersive Reader support decoding by reading text aloud and using line focus to aid concentration. The Picture Dictionary can support vocabulary building, and Dictation allows the pupil to respond to comprehension questions verbally without the added pressure of spelling or handwriting. Programmes such as Reading Eggs, Nessy, or Fast Phonics would provide engaging reinforcement at home and in the SET room. I would also include Bitsboard or Wordwall to build sight word fluency using a multisensory approach.
In numeracy, tools like OneNote’s Math Assistant or Microsoft Math Solver break down problems step by step, supporting comprehension and reducing anxiety. Colour-coded PowerPoints, Starfall, or CBeebies number games can support working memory and retention of concepts in an engaging, visual way.
Finally, more general tools such as Coggle for mind mapping, Flip for oral responses, and BBC Dance Mat for typing fluency can further support access across subjects. All tools would be trialled, reviewed, and recorded through the School Support File, ensuring they’re matched to the pupil’s evolving strengths and needs.
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Hi again Ashling,
You’ve outlined cleraly how you’re going to support pupils with dyslexia in a ombining both low and high-tech assistive tools to support access across literacy and numeracy. As you’ve referenced, tools like Immersive Reader, Dictation, and Math Solver are excellent choices, and your inclusion of multisensory apps like Bitsboard and Wordwall should certainly keep learning engaging and accessible.
Your overall plan to trial and review tools through the School Support File is indeed a good way to ensure they’re matched to each pupil’s evolving needs.
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I completely agree with your approach to supporting pupils with dyslexia. You’ve clearly considered the wide-ranging impact dyslexia can have across literacy and numeracy, and your use of both low- and high-tech assistive tools reflects a strong understanding of inclusive practice. Tools like Immersive Reader, Dictation, and Picture Dictionary are excellent for reducing barriers in literacy, while I find Reading Eggs, Nessy, and Wordwall provide valuable multisensory reinforcement. In numeracy, using step-by-step tools like Math Assistant and Microsoft Math Solver can significantly ease cognitive load. Your inclusion of general tools like Coggle and Flip shows a commitment to supporting learning across the curriculum. Trialling and reviewing tools through the School Support File ensures interventions remain relevant and pupil-centred.
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For this task, I’ve chosen to focus on students with dyslexia, as it’s one of the most common learning needs in Irish classrooms. Supporting these students effectively requires more than just classroom-based strategies. It needs to be built into the whole-school planning process, as highlighted in the School Development Planning section of the Inclusive Education Framework. This means schools should consider inclusive technologies and teaching approaches as part of their overall strategy, not just for individual cases.
In terms of literacy, technology can make a huge difference. Microsoft Immersive Reader, which is available in Office 365, helps by reading text aloud, breaking down syllables, and offering visual aids. Bookshare Ireland is another brilliant resource that offers free accessible books for students with reading difficulties. For writing, Google Docs voice typing and SpeechTexter allow students to get their ideas down without worrying about spelling or grammar, which helps build confidence.
In numeracy, apps like IXL, MangaHigh, and Khan Academy support differentiated learning by offering visual and interactive maths exercises that suit various levels and learning styles. Tools like ModMath can help students organise their work clearly, especially if handwriting is also a challenge.
Other classroom tools like Seesaw and LearningApps.org are really good resources to support independent learning and personalised feedback.
By including these technologies in school development plans, we can ensure that inclusive practice becomes part of the school culture, giving all learners, especially those with dyslexia, the opportunity to succeed across the curriculum.
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I have experience teaching literacy classes across all year groups in Secondary School and there are many technology resources highlighted in this course that I will definitely use in the future to support literacy and numeracy in the curriculum. However, this particular module made me reflect on my experience of teaching the L2LP curriculum to third year students. One of the short courses in this programme is called Caring for Animals. I was really interested in the Microsoft Search Coach and Teaching Information Literacy and had a look through the basic lesson plans; the Choosing a Pet, writing unbiased queries would be very beneficial to use in this course as it promotes student reflection and deeper thinking.
I was also reflecting on the Junior Cycle CBAs and the Microsoft Speaker Coach would be an excellent resources to use when preparing the final presentation part of their projects, as this is an area that is often the most challenging for a student. It would also be an excellent tool to use in TY class groups as project and presentation work plays such a big part across all subjects.
In terms of numeracy, I think that the Math Assistant in Onenote is very accessible and easy to use and it would take away some of the initial fear some students have around Maths.
I believe that the School Development Planning section in the Inclusive Education Framework is key in ensuring that criteria is met to ensure an inclusive learning environment for all students. It should be a living document that is reviewed, amended and updated regularly to meet the changing learning needs of all students.
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At present, I am teaching in an autism class but have decided to base this on a group of students with dyslexia who will face challenges with reading, writing, and numeracy tasks. To support them, I would integrate various technology resources into daily teaching, helping make the curriculum more accessible to them. Microsoft’s Immersive Reader is a powerful assistive technology resource that can read text aloud, break down syllables, and provide visual support for comprehension—great for literacy development. Dictation tools and speech-to-text features in Microsoft Word or OneNote also support students who struggle with writing. For numeracy, apps like Khan Academy and Math Assistant in One Note allow collaborative, visual problem-solving, while resources like Number Shark or Topmarks can reinforce key skills in an engaging way. Using these assistive technologies aligns with the Inclusive Education Framework’s School Development Planning section, encouraging schools to plan inclusively by integrating supports that promote access and participation. By using these resources, schools actively create a more inclusive environment where all learners, especially those with additional needs, can thrive and progress.
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I’m thinking of a small literacy/numeracy support group I work with in 2nd and 3rd class—most of whom have dyslexia or significant literacy difficulties, and at least one child who shows signs of dyscalculia. When looking at their learning needs through the Inclusive Education Framework and the SSE lens, it’s clear that using the right technology tools can really support both engagement and access.
For literacy, tools like Immersive Reader, Reading Coach, ReadTheory, and Dictate can help with decoding, fluency, and written expression. I’d also use audio books and Read&Write to support comprehension and give students more independence. For numeracy, Maths Duel, Khan Academy, and Microsoft Maths Assistant offer visuals and scaffolding for number work.
Blended learning options like Flip, Kahoot, and Edpuzzle keep lessons interactive and fun. These tools fit nicely within a UDL approach, offering multiple means of representation and engagement. I’d use the SETT framework to individualise supports and help identify which tools are genuinely effective for each student, rather than assuming one-size-fits-all.
As part of the SSE process, I’d reflect on how these tools impact confidence and independence—not just test scores—and use that to shape future planning. -
When considering a student with cerebral palsy who I have taught, schools must plan proactively through the Development Planning section of the Inclusive Education Framework to ensure appropriate supports are in place for access to the literacy and numeracy curriculum. Key technology resources include:
Speech-to-text software (e.g., Dragon NaturallySpeaking) to assist students with limited motor control in writing and literacy tasks.
Text-to-speech tools (e.g., Read&Write, NaturalReader) to support reading comprehension and promote independence.
Augmentative and Alternative Communication (AAC) devices (e.g., Proloquo2Go) to facilitate expressive language where verbal communication is limited.
Interactive learning platforms for numeracy, such as Khan Academy and Mathletics, which offer adaptive, engaging content.
Touchscreen tablets with built-in accessibility features like voice control, switch access, and guided access settings.
Alternative input devices such as switch interfaces, adaptive keyboards, and eye-tracking technology.
Embedding these technologies into school development planning ensures inclusive practices are systematically implemented to support every learner’s success. -
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Technology resources are essential for curriculum access and achievement for a group of children with dyslexia and co-occurring numeracy difficulties.
Tools like Immersive Reader (MS Teams, Edge, Word) are essential for literacy because they provide text-to-speech, line focus, and customisable visualisations to improve understanding and lessen reading fatigue. Students can overcome handwriting challenges with Google Docs Voice Typing or Microsoft Dictate, which improves written output and allows them to communicate complicated ideas orally. While accessible e-books offer flexible reading experiences, digital graphic organisers (like OneNote and Whiteboard) facilitate the planning and structuring of written assignments.
Digital numeracy tools, such as fraction bars and virtual base ten blocks, provide tangible, visual representations of abstract ideas, which is essential for kids who struggle with working memory or dyscalculia. Collaborative problem-solving is facilitated by interactive whiteboard tools, while transcribing errors are decreased by calculators with read-aloud features. Apps for targeted numeracy offer fun practice and fast feedback on fundamental abilities.
The Inclusive Education Framework’s School Development Planning section is directly aligned with incorporating these resources. This framework promotes integrating inclusive practices into the strategic plan of the institution. A whole-school approach to AT for these students must be SDP’s top priority, and strong identification, procurement, and implementation policies must be in place. To effectively use these technologies and create a culture where digital tools are viewed as crucial for fair access and participation, which will eventually affect students’ engagement and academic success across the curriculum, staff members must engage in planned, continuous professional development.
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I provide additional support in Literacy for several students with dyslexia. The learning accelerator ‘The Reading Coach’ would be really useful pedagogical tool to support the reading development of these students. The Reading Coach has several great features which would definitely help to motivate and build the confident of struggling readers. I especially liked the wide range of books that were available and the highly interactive features e.g. highlighting the readers level of accuracy, the practice word function which enables the user to have the words read aloud to them aswell as recording themselves saying the word. It has similar tools as immersive reader i.e. font sizing, spacing options, picture dictionary, grammar function etc. I also liked ‘Cloze It’ an add on available through google workspace, which allows educators to create their own cloze procedures individualized for the student.
In Maths, the maths dictionary for kids is a great tool to have at hand to quickly and age appropriately help students to understand key concepts. By incorporating these digital tools in the school development plan, we ensure inclusive practice is deployed to cater for the individual needs of all learners. -
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Reflecting on my previously submitted sample SETT plan I am considering AT’s for a 1st class student with dyslexia needs in which both literacy and numeracy bring challenges. For literacy instruction, I would consider using tools such as text-to-speech and speech-to-text tools in microsoft. I would certainly use the immersive reader tool for breaking down texts, aiding reading and enabling comprehension of texts. I would encourage the use of audiobooks to promote reading at home and apps such as articulation station. For numeracy, I would consider the use of maths games to promote engagement and enjoyment such as maths duel. For aiding independent work, office lens and the immersive reader for problem solving and other wordy math questions may help to provide the support needed. For assistance with sequencing and breaking down steps, microsofts’ maths solver app or math assistant in OneNote.
These approaches align with the Inclusive Education Framework’s School Development Planning domain, which emphasizes the importance of whole-school approaches to inclusive practice. Embedding assistive technology into teaching and learning reflects a strategic commitment to inclusion at all levels. Ongoing professional development in AT and inclusive strategies is also key to sustaining a culture of accessibility and inclusion within the school.
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The technology resources that can be used to support this student for literacy first of all are Text to speech tools so he can access the text without depending on decoding. The Microsoft Immersive Reader is such a resource that reads text aloud, breaks words into syllables, and offers picture dictionaries which is a really good visual aid. This resource greatly supports comprehension and vocabulary development. Speech to text tools such as Microsoft Dictate will allow him to write with his voice and enable expression and input from him without the added challenge of spelling.
In terms of specific numeracy supports, Microsoft OneNote is an effective tool. It allows him to work out problems visually and step-by-step for example breaking down long division. He can use colour coding to aid visual discrimination and it’s useful for bar charts, number lines and place value grids. The ability to divide the Notebook in to different sections supports organisation of the various topics and allows him to easily refer back to the concepts he’s working on for example tables, number facts, place value and problem solving. Voice notes, images, and embedded videos can also be included.
The Inclusive Education Framework encourages schools to be reflective in their planning for inclusion and to engage in professional development in the area of special educational needs. It recommends seeking support from the Department of Education, specialist training or further learning from the colleges of Education. -
The group of students I am going to refer to is those with dyslexia. The technology resources that would be very useful to use with these pupils are:
Literacy
– Duolingo as it is such a user friendly app. It would be great to use with EAL students but also for those with dyslexia as it is free and children could continue to use it at home if they have access to a tablet. Duolingo adapts to the level of the learner and is used for self-paced learning of skills such as grammar, reading, writing, vocabulary and speaking. I haven’t used Duolingo in school yet but I’m looking forward to using it this year.
– ABC kids tracing and phonics as it is an effective tool to teach students letter recognition, tracing and phonics through interactive games.
– Reading eggs as it is a worthwhile app which helps make learning to read engaging and enjoyable through interactive lessons and games. Rewards are given out and this I feel would really help improve a child with dyslexia’s confidence and self-esteem.
– Immersive reader as it would be very beneficial for these students to be able to use features such as text-to-speech. They would also be able to customize font and background settings to their liking. I think that the syllabification tool would be really useful as it splits words down into syllables in turn making it easier to decode and pronounce unknown words for these students.Numeracy
– Maths duel fight as children are very competitive and they always love learning through maths games on the interactive whiteboard.
– Top marks is a great website to use at the end of a given topic in maths to informally assess the children in a fun way.In order to assist with embedding inclusive technology practices across my school, I feel that all teachers should share with their colleagues what they have learned over the summer while completing their Summer courses. This is a positive way to align with the Inclusive Education Framework’s emphasis on whole-school planning as the Inclusive Education Framework engages the whole school community in reflective practice. It would be great if all teachers made a list of all the resources they have come across and find useful and share it with their colleagues. They could have a Google Docs document which could be updated each year.
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Aoife
i have used almost all of your listed items over the past few years in the classroom and agree with your reasoning. I still havent used Kahn adacemy but I think it will be the next one i upskill on and inbed in my practice. it really seems to be a huge collection and a massive asset to any classoom an inquisitive minds.
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Next year i am in a special class so the needs are many and every day very different despite the planning of the routine.
As my children are usually 11 years or older i think that the items i will use are:
IPads:
Voice Typing, Split View, Guided Access, Apple teacher
Apps: Adobe express, dualingo,
Kahn Academy
Laptops:
Shortcuts
Sticky keys etc
Immersive reader: picture dictionary, text size, line spacing, voice selection, voice setting
Dictate
Microsoft Search Coach
Microsoft Speech Coach on Teams and PPT
Microsoft Reading Coach
Balabolka
Math Assistant on Teams
Kahn Academy
Of course in september i will be reviewing and re writing SSPs and i wil start with the SETT framework and the idea that these will all ‘fit’ with the students i will have is not very realistic. September is really a time to get to know my students, and for them to get to know me and many changes are made during this time.
This process should also support our School Self-Evaluation, as offers a professional format to reflect on how we can best learnteach and assess. The SETT model for choosing AT. This SETT model ensures that the process is more professional and helps me to discuss my decisions in a professioal manner and help collegiality and teacher parent relations.
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Working in an autism class, I see daily how educational technology can help meet the varied learning needs of our students, particularly in literacy and numeracy. Many of our pupils benefit from highly visual, interactive, and structured learning experiences, with supports for communication, engagement, and task breakdown.
In literacy, apps such as ABC Kids – Tracing & Phonics support letter formation and sound recognition through fun, interactive tracing tasks. Speak Up encourages children to develop expressive language skills, while Write About This provides visual writing prompts that can support reluctant writers or those with limited imagination or expressive skills. Learn with Homer and LightSail offer personalised, adaptive reading content. Read&Write is also a great tool for teachers, offering text-to-speech, word prediction, and scaffolding supports across the curriculum.
For numeracy, engaging apps like Maths Duel (great for peer interaction and quick recall), Khan Academy, and DoodleMaths support differentiated and visual instruction. Interactive whiteboard tools, virtual manipulatives, and number games help break tasks into small, manageable steps—particularly useful for students with limited attention spans or those who struggle with abstract concepts.
Linking this to the School Development Planning element of the Inclusive Education Framework, it’s vital that the use of these tools is part of a coordinated, whole-school strategy. That means staff training, shared access to high-quality tools, and clear inclusion of digital resources in individual support plans. In our autism class, integrating these apps and tools has improved engagement, communication, and independence—helping learners participate meaningfully in literacy and numeracy activities.
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As per the Inclusive Education Framework, when considering Students with particular needs it is vital to use a diverse range of technologies to assist the teaching – learning process. Differentiation is key and this will include differentiation with resources, assistive technology selection, instruction, length of time designated for tasks and learning outcomes. UDL must permeate the teaching-learning process. This is a continuous cycle and must be monitored and reviewed to gage effectiveness.
I will adapt a range of technology resources for my students in my Special Class who have challenges with Numeracy. Maths Duel, Maths Assistant on OneNote and Khan Academy are all technology resources that I will adapt to engage their attention and to remove the ‘fear factor’ and the avoidance behaviour which is common with these pupils. NRICH – Early Years Number Activities and ABC Mouse are also examples of technologies which will allow the pupils autonomy over their own learning and build self-esteem and engagement.
Reading Rockets Blending Board will be an effective tool for improving literacy and the technology associated with Powerpoint. Powerpoint captions can be used to improve reading and pupils can be shared Powerpoints to reinforce literacy learning such as fluency phrases. Moreover the Immersive Reader will be used in the context of high interest topics to develop reading aloud. Pupils will be able to practise their reading after listening to text to speech and this will help build literacy confidence. -
As per the Inclusive Education Framework, when considering Students with particular needs it is vital to use a diverse range of technologies to assist the teaching – learning process. Differentiation is key and this will include differentiation with resources, assistive technology selection, instruction, length of time designated for tasks and learning outcomes. UDL must permeate the teaching-learning process. This is a continuous cycle and must be monitored and reviewed to gage effectiveness.
I will adapt a range of technology resources for my students in my Special Class who have challenges with Numeracy. Maths Duel, Maths Assistant on OneNote and Khan Academy are all technology resources that I will adapt to engage their attention and to remove the ‘fear factor’ and the avoidance behaviour which is common with these pupils. NRICH – Early Years Number Activities and ABC Mouse are also examples of technologies which will allow the pupils autonomy over their own learning and build self-esteem and engagement.
Reading Rockets Blending Board will be an effective tool for improving literacy and the technology associated with Powerpoint. Powerpoint captions can be used to improve reading and pupils can be shared Powerpoints to reinforce literacy learning such as fluency phrases. Moreover the Immersive Reader will be used in the context of high interest topics to develop reading aloud. Pupils will be able to practise their reading after listening to text to speech and this will help build literacy confidence. -
I am focusing on a group of students with dyslexia who experience ongoing challenges in reading, writing, and numeracy. To support these learners effectively, I would incorporate a range of assistive technologies into daily classroom practice to enhance accessibility and engagement with the curriculum. One particularly effective tool is Microsoft’s Immersive Reader, which supports literacy development by reading text aloud, breaking words into syllables, and offering visual aids to aid comprehension. Additionally, the use of dictation tools and speech-to-text features available in Microsoft Word and OneNote can significantly benefit students who struggle with written expression by allowing them to articulate ideas more freely. For numeracy support, platforms such as Khan Academy and OneNote’s Math Assistant promote interactive, visual problem-solving and allow for differentiated instruction. Supplementary tools like Topmarks further reinforce foundational skills through engaging, game-based learning. The integration of these technologies is aligned with the Inclusive Education Framework, particularly the School Development Planning dimension, which encourages schools to take a proactive approach in embedding inclusive supports that enable participation and progression for all learners. By embracing these tools, educators foster a more inclusive learning environment where students with additional needs, such as dyslexia, are empowered to succeed alongside their peers.
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I found the course extremely helpful for providing examples of technology resources that could be used to support children with a range of special educational needs, in particular, children diagnosed with dyslexia. I was very impressed with line focus option available in the immersive reader that was mentioned repeatedly through the course. I had a child with dyslexia in my class this year who would use a ruler to try and help her focus on one line at a time. I immediately thought how helpful the line focus option would be to her in helping to reduce visual crowding which can make reading so challenging for a child with dyslexia. I also thought the picture dictionary in the immersive reader would have been so useful to a visual learner like herself. I think this would undoubtedly benefit many children with dyslexia and assist with reading comprehension. I liked that the math assistant in one note could help provide step by step instructions for children struggling in the area of numeracy.
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Hi Aidan,
Thanks for your engagement throughout the course. The ‘line focus’ is a really nice feature for use within Immersive Reader. While the physical tinted rulers may do the same for children with dyslexia, it can often make them stand out as having difficulties. However, if all children are using devices, this is not the case. Indeed, it is very likely that this feature could prove helpful for a larger number of children, including those with no diagnosed literacy issues.
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When I was teaching Senior Infants for three years in Italy, many of my students were EAL learners, often with little exposure to English outside the classroom. Technology played a key role in building both literacy and numeracy skills in an engaging, age-appropriate way.
For literacy, interactive storybook apps like Epic! and Oxford Owl provided audio narration, visuals, and highlighted text to develop listening and early reading skills. Songs and phonics games on platforms like Starfall and Jolly Phonics reinforced letter sounds and vocabulary through repetition and movement. Simple voice recording tools allowed children to practice speaking and listen back to their pronunciation.
For numeracy, I used maths game apps such as Khan Academy Kids, Matific and Numberblocks to teach counting, number recognition, and basic operations visually and interactively.
In line with the Inclusive Education Framework and School Development Planning, these tools promoted language-rich, differentiated activities, allowed for small-group or individual learning, and supported collaboration between teachers, parents, and learners. In the school students at this age had their own Ipad as using technology was a big part of the school curriculum. The goal was always to integrate technology as a bridge to language and concept development, not as a replacement for hands-on and play-based learning.
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I am thinking about a group of students in 3rd class who have dyslexic tendencies and difficulties in numeracy also.
The following technology resources would be very useful:
Literacy:
• Immersive Reader. I had not come across this before but I can definitely see myself using it. I think it will be of great benefit to my pupils. It can break text into more manageable chunks and allows a student to focus in on their reading without getting distracted. The picture dictionary is an excellent tool to have. Immersive reader encourages independence.
• Typing skills – ttrs.com is a good website which I have used with children in the past. I was interested to learn about the shortcuts, sticky keys and accessibility options. I will explore these further in the new school year.
• Reading Coach – I hope to look into this further as I feel it would be useful in my groups.
• Kahoot – I already use this. The children love it. I find it good for revision and assessment.
Numeracy:
• Maths Duel, Kahn Academy, IXL and tools like ModMath are all very useful.
As a school, we have been more focused on improving our literacy resources in the past few years so I feel we could explore new maths apps this year.It’s important that ideas are shared as everyone has their own favourites when it comes to resources and how they use them.
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In supporting students with dyslexia within an Irish primary school setting, technology can play a crucial role in making literacy and numeracy instruction more accessible and engaging. Guided by the Inclusive Education Framework, particularly the School Development Planning section, the integration of assistive technology must align with a whole-school approach to inclusion. School planning should ensure that digital tools are not just available, but embedded into daily teaching practices through structured CPD, collaborative teaching, and regular review of resource effectiveness.
For literacy, tools like Texthelp Read&Write and ClaroRead support students by offering text-to-speech, word prediction, and visual dictionaries. These help with decoding, comprehension, and spelling. Audiobooks and speech-to-text apps like Dragon NaturallySpeaking can assist students in accessing curriculum content and expressing ideas without being hindered by reading or writing challenges.
In numeracy, apps such as ModMath and NumberShark can support students in understanding number concepts through multisensory and visual methods. Tools like DoodleMaths and Khan Academy Kids offer adaptive learning paths, supporting differentiation. Regular collaboration with classroom teachers ensures these tools are used strategically to reinforce classroom instruction and develop learner independence. Through careful planning, review, and an inclusive school culture, these technologies can empower all learners to reach their full potential. -
I’m thinking of a group of children with ASD as we have an ASD classroom in our school which I spend some time in weekly. For them, technology can enhance engagement, access, and differentiation in both literacy and numeracy. For literacy, the ABC Kids Tracing and Phonics app are really good. Immersive reader would work well, as would audio books available on reading eggs and visual story apps. For Maths, resources such as Maths Assistant Maths Duel, Maths Assistant and Khan Academy could be trialled on the small group of students. Of course, it’s not one size fits all. Luckily we have the support in the classroom to try some of these resources out individually in the classroom. We must keep in mind the School Development Planning information of the IEF to ensure we are promoting language-rich, differentiated activities for small-group or individual learning. Collaboration between teachers, parents, and learners is key also. Whole school planning is required to identify and adopt inclusive technologies and teaching approaches for the whole school.
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For this task I am going to consider AT tools for children with Dyslexia. Everyone with dyslexia is different but it usually consists of difficulties with reading, spelling and writing and related cognitive/processing difficulties. I have used Dcode this year which is specifically designed for student’s with Dyslexia. I also used UFLI with magnetic letters which is a multi-sensory approach and builds strong phonological and decoding skills. I wanted to learn about other options, particularly AT options.
From doing this course I was hugely impressed with Immersive Reader as a tool to help children. It offers text decoding solutions such as increased fonts and spacing, line focus, syllable division and dictate. Immersive reader provides personalised reading support that I feel will really help with reading fluency and confidence. Reading Coach and Epic!/Learning Ally Audiobook Reader are other audiobook tools that would help with reading fluency.
I set a child up with readtheory.org just before the holidays which provides comprehension questions to texts that are adapted to suit the needs of the child by starting off with a reading assessment to gauge their reading level.
Apps such as Write about This would help with writing tasks. Microsoft Dictate would also help children share their ideas and responses.In our school we are currently reviewing our SEN practices through SSE. We are continually updating our teaching and learning and strive to improve how we support and include children with educational needs. The Inclusive Education Framework is a useful resource to help support us in highlighting what is working well and what inclusion activities need to be addressed. This course has enabled me to examine AT tools as that was something I felt I needed to upskill in.
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Hi Rachel
Thanks for your comprehensive and informative post. It’s great that you have been looking at and trialing a range of approaches to helping children with dyslexia. Dcode and the multi‑sensory elements of UFLI offer tried and tested support to struggling readers, and it’s great to hear how much Immersive Reader impressed you. Those adjustable features in Immersive Reader can make an enormous difference for pupils who need that extra bit of control over how they access and engage with text. ReadTheory, with its adaptive questions, can be particularly motivating for students who might otherwise feel overwhelmed by reading tasks that are too hard or too easy.
It’s encouraging to hear that your whole school is looking at SEN provision through the SSE lens and using resources like the Inclusive Education Framework. I feel more schools should be taking this approach. Always try to keep an eye on what’s working and where gaps remain at a whole school level. -
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Pupils with dyslexia often experience challenges with decoding, phonemic awareness, spelling, and reading fluency. To target these areas, I would integrate structured, evidence-based literacy programmes such as Fast Phonics, Reading Eggs, Reading Express, and the Nessy Reading and Spelling Programme. These programmes provide scaffolded, engaging practice to reinforce phonics, develop decoding strategies, and build spelling proficiency in a multisensory way.
To strengthen sight word recognition, I would use interactive platforms such as Bitsboard and Wordwall, allowing pupils to consolidate high-frequency words through repetition and play-based learning.
Assistive technology also plays a vital role. Tools like Microsoft Lens and Immersive Reader support reading fluency, word attack skills, and comprehension. Immersive Reader’s line focus, syllable splitting, and picture dictionary functions are particularly helpful for pupils with dyslexia, as they reduce cognitive overload and enhance retention of new vocabulary.
To support written expression, I would introduce touch-typing programmes designed for learners with dyslexia, such as TTRS (Touch-Type Read and Spell), BBC Dance Mat Typing, or Englishtype. These not only develop keyboard skills but also improve spelling and confidence in written tasks.
In addition, mind-mapping tools like Coggle or MindMeister help visual learners organise their thoughts, plan written work, and revise key concepts more effectively.
The Inclusive Education Framework (IEF) provides a valuable structure for embedding inclusive practices at a whole-school level. It encourages the school community to engage in reflective practice, ensuring the meaningful inclusion of pupils with additional needs across academic, social, and emotional domains. Achieving this requires whole-school ownership, collaboration among staff, and shared responsibility for fostering an inclusive ethos. The framework also respects the autonomy of individual schools, allowing them to tailor inclusive strategies to their unique context while maintaining high standards of equity and access for all learners.
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Great post. These are a strong mix of literacy programmes and assistive technologies that directly address the key challenges pupils with dyslexia face. I especially like how you’ve balanced structured interventions like Nessy and Fast Phonics with engaging, game-based platforms such as Bitsboard (didn’t know about this) and Wordwall. I also agree that touch-typing and mind-mapping strategies are often overlooked but hugely beneficial in building independence and confidence.
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While subbing in SET, I worked with a student who struggled with reading fluency and comprehension . Reflecting on the Inclusive Education Framework and School Development Planning, I can see how targeted technology tools could have supported both their literacy skills and confidence. For reading, Microsoft Immersive Reader would have allowed the student to listen to text while following along visually, while programs like Starfall, ABC Kids Phonics, and Duolingo could have reinforced phonics, vocabulary, and decoding skills in an interactive way. Mind-mapping software such as Kidspiration would have helped organise thoughts for written responses, making tasks feel less overwhelming.
For numeracy, interactive apps like khan academy kids provide an engaging way,encouraging participation. Using these tools during my time with them would have provided equitable access to learning.
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While subbing in SET, I worked with a student who struggled with reading fluency and comprehension . Reflecting on the Inclusive Education Framework and School Development Planning, I can see how targeted technology tools could have supported both their literacy skills and confidence. For reading, Microsoft Immersive Reader would have allowed the student to listen to text while following along visually, while programs like Starfall, ABC Kids Phonics, and Duolingo could have reinforced phonics, vocabulary, and decoding skills in an interactive way. Mind-mapping software such as Kidspiration would have helped organise thoughts for written responses, making tasks feel less overwhelming.
For numeracy, interactive apps like khan academy kids provide an engaging way, encouraging participation. Using these tools during my time with them would have provided equitable access to learning.
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For this task, I am focusing on a small group of 1st Class pupils who require additional support in numeracy. These pupils show enthusiasm for learning but have difficulties with number sense, place value, and solving word problems. Some also find the literacy demands of maths tasks challenging, which can affect their confidence and pace.
Technology resources I have used to support this group included:
1. Topmarks Maths – free, browser-based and app activities widely used in Irish schools for practising number bonds, counting, and problem-solving.
2. Hit the Button – a popular app for mental maths and fluency in addition, subtraction, multiplication, and division.Going forward I would also like to encorporate using the Text-to-speech functions in Microsoft 365 Immersive Reader to help pupils access the language in word problems.
Embedding these tools into everyday teaching aligns with the Inclusive Education Framework and ensures that all pupils can access the curriculum meaningfully. Integrating technology into lesson planning, teaching, and assessment allows pupils to build confidence, develop independence, and engage more fully with numeracy. -
I have chosen a student group with dyslexia. As we know, students with dyslexia experience challenges with reading accuracy, fluency, spelling and writing. If these challenges are not supported appropriately, these children will not be able to access the curriculum. Literacy and Numeracy outcomes are hugely affected if the student is not adequately supported.
Literacy Resources;
Text to speech tools including Immersive reader and Balabolka can help the child to focus on one line at a time/highlight certain words and passages and have them re read back to them, taking the fear factor from the lesson at hand.Audio books and digital libraries
Spelling and Grammar support
Write about thisPhonics and reading apps;
Starfall/ABC mouse.com/reading rockets/learn with Homer/teach your monster to read/Khan academy/Reading Coach
I have used many of the apps above for teaching phonics and letter recognition to Infants and I can’t rate them highly enough. We need to cater for every learning style, be it, visual, auditory or kinaesthetic.Numeracy Resources;
Maths Duel Fight/Kahoot for fun quizzes/numberblocks/mathletics.
I have found Hit the Button and Times table rockstars a fantastic resource for my senior boys last year. This would also be very beneficial for children with dyslexia, as it can enhance their foundational math skills, particularly in areas like number bonds, times tables, and mental math, which can be challenging for some students. By making number bonds game fun and engaging, it can help build confidence and reduce anxiety around maths in general.Under the Inclusive Education Framework, specially the school planning section, there is a strong emphasis on creating am inclusive environment that meets the needs of all learners.We also need to use assistive and inclusive technologies to ensure curriculum access for students with needs. Teachers should plan for professional development in inclusive strategies and digital tools. IT resources should be included in the SSE and improvement plans to track effectiveness and inclusion.
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The start of this module began with a reference to ‘Maslow before Bloom’ which really solidifies and reinforces the fact that there is no on size fits all when it comes to helping students to learn . Universal design for learning is the way forward in our classrooms. I am mainly working with 4th and 5th class students so there is a lot from module 5 I would use. I would use Speaker Coach and Microsoft coach with the 5th class students to assist with project work. I would install the open dyslexia font and the Google workspace cloze it extension to assist with literacy and writing. I have used Kahoot on numerous occasions for literacy , numeracy and SESE. I am eager to use flipgrid to create topic discussion points and all of the technologies whereby students work with videos and presentations and I can edit them, add in questions and so on . I currently have canva but I had not discovered half of the different functions it is capable of. These will enhance learning for students and make learning more interactive and appealing. I know ill use more of the tools from this course than I mentioned above.
The Inclusive education framework focuses on School Development Planning, and emphasises the importance of promoting inclusive, individualised, and evidence-informed practice,. I believe the resources and adaptations mentioned above would be inclusive and meet the requirements of an inclusive curriculum. I am looking forward to collaborating with my colleagues this school year and bringing all this knowledge to the table
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I will focus on dyslexia as the need of the students, where the younger students have difficulty decoding and deciphering words when reading. There are several resources we have covered that could support a group of students with these needs. Resources such as ABC Kids Tracing and Phonics could be used to reinforce letter sounds and blends. For reading, the students could use the learning Alley Audiobook reader, or utilize Immersive Reader to work on the same texts as others within the class. Features within Immersive Reader such as picture dictionary could also be used. ABC Phonics and Starfall would be a nice fun element to again reinforce these skills.
With regards to the School Development Planning section in the Inclusive Education Framework, the staff could look at incorporating these practices across a wider group of students. Perhaps one set of students could be a focus group, where a teacher reflects on what worked well/ how improvements could be made, and this could be fed back to other staff in training sessions to ensure the whole school community are using the most inclusive practices for their students.
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I teach in a special class with pupils at the senior end of primary, and although the needs are a bit different to a lot of the posts on this thread, I think the themes are often the same – making literacy and numeracy accessible, finding ways to boost confidence, and keeping learning engaging.
I’ve also found Immersive Reader brilliant, especially for pupils who struggle with decoding or concentration, and it’s reassuring to know it works across ages and stages. The idea of using games like Kahoot or Math Duel Fight makes sense too – my own pupils respond really well to anything with a competitive or interactive element.
Like a lot of you, I think the SETT model is a great way to stop and think systematically about what’s needed. It keeps the focus on the child first, and the tool second.
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I will be moving into SET this year for the first time. However, I have found that last year a number of my students had specific learning difficulties with dyslexia. Their literacy and numeracy were affected and I felt that technology played a vital role in supporting them.
With regards to literacy I would hope to use text-to-speech software like Microsoft’s Immersive Reader which allows students to listen to digital texts and enables greater comprehension. I also hope to use Speech-to-text tools like Dragon Naturally Speaking or built in dictation features which empowers students to express ideas in writing without being held back by spelling or handwriting challenges. The learning support teacher I had last year also used the Lexia Core5 programme to provide targeted phonics and comprehension support with pupils in my class. I also find audiobooks, Reading eggs, Nessay and TTRS great programmes and resources to use with pupils who struggle with literacy.
For numeracy I would hope to use apps such as Maths Seed, Khan Academy Kids, or ModMath to provide scaffolded, interactive mathematical practice. I feel ModMath will be great as you can have a digital graph paper interface which will support students who struggle with organisation and number alignment. I look forward to using Maths Dual App, Starfall and ABC phonics in the future too.
Looking at the school development planning section within the Inclusive Education Framework we are encouraged to have inclusive practices at a whole school level. Pupils should have access to Assistive Technology and staff should be trained appropriately as well as integrating digital tools into teaching and learning policies. If you plan strategically, schools can really embed technology rather than have it as an add on. Technology can therefore be used effectively and as an essential resource for equity and participation in literacy and numeracy learning. -
Technology can play a transformative role in supporting a 7-year-old child with dyslexia to access literacy and numeracy more effectively. Tools such as text-to-speech software, Immersive Reader, and phonics-based learning apps (e.g., Nessy, Articulation Station) can enhance reading skills by providing multi-sensory learning opportunities. In numeracy, apps like NumberShark or visual math tools can help break down abstract concepts, making learning more accessible. According to the Inclusive Education Framework, under the School Development Planning section, it is vital that schools adopt a whole-school approach to inclusion. This includes investing in appropriate digital resources and professional development for teachers to support diverse learners. By embedding assistive technology into the school’s development plan, educators can create equitable learning environments. This ensures all students, including those with dyslexia, are supported through differentiated instruction and access to the full curriculum, thereby promoting engagement, confidence, and academic progress.
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I am thinking of EAL Pupils for this particular forum response. This year I will be the EAL teacher in the school and have come across many apps and resources which will be extremely beneficial for this role.
Within office 365 Immersive Reader will be extremely useful as it can be used for text-to-speech, picture dictionary, and translation. In addition, as my school’s main platform is google for education can also access these features through the use of add ons. Tools such as Microsoft 365 AI reader coach will be useful as It can be used to listen to the children and provide feedback based on their reading. These resources will be useful for children in both literacy and numeracy. In particular with numeracy EAL children generally find the operation sums more accessible however once the text is introduced this generally makes it difficult for them to access the text. Having access to these texts online with translator tools will allow them to access numeracy challenges like this more easily.
The Inclusive Education Framework’s School Development Planning section links closely with including these resources. This framework helps schools include more inclusive practices in their main plans. It’s important that assistive technology (AT) is seen as a top priority across the whole school, with good systems in place to find, get, and use these tools properly. Teachers need regular training so they can use these technologies well and help make sure all students can take part and do better in school
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Anyone know if there are Accelerator Tools on Google Docs, similar to those available on Microsoft ?
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Hi Karen. Google Docs does not have a built-in Immersive Reader. However, you can use a workaround by installing the Helperbird extension for Google Docs. Helperbird allows you to access Immersive Reader features, including text-to-speech and translation, within Google Docs. Alternatively, you can publish your Google Doc to the web and then open it in a browser like Edge to use the Immersive Reader.
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I teach in mainstream 1st and 2nd and find this this to be an age in their school life where we know the children that bit more after the infants classes, and discovering what each child needs are in order to fully access the curriculum in an inclusive way – and very often without a formal diagnosis. So making literacy and numeracy accessible, finding ways to boost confidence in the classroom and for homework activities, and keeping learning engaging and fun is key.
I am looking forward to using Immersive Reader this year using the Google Helperbird add on. It seems very popular for pupils who struggle with decoding or concentration, and I am sure it would also be helpful for EAL students or dyslexia. I have used Kahoot with older classes but now feel I could also use this with 1st and 2nd. I enjoyed learning about Wakelet as I often use youtube videos to support learning in science and geography, and the idea that all media can be stored in one place sounds great, rather than finding the video online each time. I also look forward to using Khan Academy which accessed for my own children during lockdown, but have never used in the classroom. There are a lot more interactive, fun and visually stimulating activities which my class would enjoy using our ipads.
I really enjoyed this course, and think the SETT model is a great framework to make the teacher think about the individual child’s needs, rather than going for the tool first and just giving it to the student. I found it very helpful, and will certainly use this framework going forward in my planning.
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Supporting students with special educational needs requires a thoughtful approach that begins with understanding each learner’s unique strengths, challenges, and learning preferences. Technology can play a powerful role in inclusive education when used purposefully and adapted to meet individual needs. The Inclusive Education Framework provides valuable guidance in this process, particularly through its emphasis on School Development Planning, which promotes individualised learning and differentiated instruction.
Before selecting or implementing any educational technology, it is essential to conduct a comprehensive assessment to identify specific learner profiles. The Inclusive Education Framework stresses the importance of planning based on each student’s profile to ensure access to meaningful and appropriate learning experiences.
Immersive Reader is a valuable tool for emergent readers as it offers features that directly support decoding and comprehension, including:
Text-to-speech functionality to read text aloud.
Line-by-line highlighting to aid visual focus and reduce cognitive overload.
Picture dictionaries to reinforce word meaning through visuals.
In tandem with Immersive Reader, ABC Kids Tracing & Phonics provides interactive phonics activities that build foundational literacy skills. Through engaging games, students can practise letter sounds, blending, segmenting, and sight word recognition—key areas for early reading development.
In addition, tools like Kahoot can be used in mathematics instruction to make learning both interactive and formative. Customised quizzes allow teachers to assess understanding in a fun and engaging way, while also gathering valuable data to inform next steps in instruction.
Crucially, these technologies must be customised to suit the needs of individual learners. For instance:
In Immersive Reader, adjusting the reading speed or enabling the picture dictionary can better support comprehension.
In ABC Kids Phonics, difficulty levels can be modified to match the student’s stage of development.
By embedding these tools within a structured, responsive teaching plan guided by the principles of the Inclusive Education Framework, educators can foster a more accessible and inclusive learning environment.
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Last year, I worked as a SET teacher and I taught two students from 5th and 6th class. Their main needs were reading comprehension applied to Maths and poor mathematical foundation. So, in this case, even though the hours allocation were focused on Maths I decided to have an hour every week for reading comprehension too. Regarding Maths, I focused on mathematical thinking and counting strategies. Apart from manipulative resources such as cubes, frames and board games, we also use the WordWall and topMarks website. They used them on the iPads and enjoyed the fact they could see their score, so the next time they could challenge themselves and improve this mark. On the other side, I focused on reading comprehension through different reading resources: books, magazines, articles. I used the literacy shed website and they loved it. Through short videos, they had to answer follow up questions and make predictions. I felt that by using these resources, my students were more engaged and they could learn at their pace which is related to the Inclusive Education Framework and the idea of promoting a flexible and meaningful context so the students can learn and progress independently.
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I agree with you Michael. It is important to plan based on a previous assessment so we can know the strengths and needs of our students, even previous approaches or methodologies used with the student. Better than starting from scratch, we could see what it is and is not working with this particular student and decide what we are going to do next.
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The student who I think would benefit from technology resources would be a child eleven years of age diagnosed with dyslexia and dyscalculia who struggles with decoding words, reading fluency and comprehension, understanding maths concepts and number facts. In the Inclusive Education Framework it states that
I think Immersive Reader in word would be a great support for this child as they as the struggles with decoding and this resource allows you to break words up into syllables. Also they way you can focus on line by line would really help this child. Being able to change the background to a different colour would suite this child. Also the picture dictionary would benefit this child’s comprehension. I think One Note is a great resource as it is very personalised for the child.
I think Microsoft Maths Solver would also aid this child as it helps them understand as there are step by step solutions and gives similar Maths problems to solve themselves. This would definitely reduce anxiety for this child and they could even practice maths problems they were struggling with in school at home. An app like IXL would be great also as it has visual aids and a multi-sensory approach. Fun apps you can use like Top Marks are great for helping children remember number facts. I found Daily 10 Mental Maths Challenge fantastic for children with Dyscalculia.
These technology supports fit with the School Development Planning section of the Inclusive Framework as we should have these technology resources at a whole school level to ensure we are inclusive for all and not just for individual children.
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Hi James. You’ve presented a nice plan for using technology that could make a big difference for the child in question. I like your combination of Immersive Reader for literacy and Maths Solver for numeracy. These digital tools will help to support the child both academically and emotionally and will also help build confidence.
One other thing you could try James is to use a speech-to-text programme for written work. For children who find spelling and writing a struggle, being able to just say their ideas can allow them to express themselves effectively. Over time this could make them more independent and help build their confidence
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My teaching journey, spanning mainstream and support roles in both Ireland and Qatar, has given me a real appreciation for what makes an education truly inclusive. Thinking back to my time in Qatar, I often reflect on my diverse class, particularly my EAL students and one young student with dyscalculia and dyslexia. My experiences there have fundamentally shaped how I view the Inclusive Education Framework’s principles of individualised and evidence-informed practice.
1. The EAL Experience & Literacy Tools 💬
Working with my EAL students, I saw firsthand how critical it was to make English texts accessible. I used Immersive Reader extensively in Microsoft Word and Teams, which was a lifesaver. It allowed my students to hear English texts read aloud while the words were highlighted, which was a huge boost for their vocabulary and pronunciation. I also relied on Dictation Tools to help them get their ideas out without the struggle of writing, which was often a major barrier, especially for my student with dyslexia. These tools were simple, but they made a world of difference for their confidence and participation.
2. Supporting Dyscalculia & Numeracy Tools 🔢
With the young student I supported who had dyscalculia, my focus shifted to making abstract maths concepts concrete. I turned to OneNote and PowerPoint to create tailored resources for them. I designed a series of visual aids using digital number lines and other manipulatives in OneNote to help them grasp core number concepts and sequencing. For multi-step problems, I used interactive PowerPoint slides with colour-coded steps to break down the process into manageable parts. This direct, visual approach helped them to see and understand the logic behind the numbers.
By integrating these tools into my daily lessons, I wasn’t just using technology; I was actively personalising instruction and removing very real barriers to learning. This really aligns with the Inclusive Education Framework’s push for inclusive curriculum access and learner-centred planning. My time abroad taught me that for both EAL students and learners with specific learning difficulties, assistive technology is a powerful key to unlocking their confidence and progress. It’s all about collaboration and finding what works best for each individual learner.
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As a new teacher to Ireland who will be working in a SET role (4th class) next year, I am super excited to try out so many of the AT outlined in this course with my groups/students in the upcoming academic year. As I mentioned in a previous post, most of these ATs were unknown to me prior to this course and I have already compiled a list of things that I personally feel I will find useful. I feel so much more confident starting this role with so many more tools up my sleeve. One of the standout ATs for me has to be Immersive reader. The features it offers such as the coloured backgrounds, picture dictionary and adaptable texts would be so effective when supporting struggling readers and I am really looking forward to using it with my students. I also like the look of the ABC kids app which I think will be a fantastic tool for supporting in phonics. In numeracy, I found the Microsoft maths assistant, Maths duel and Khan academy resources to be really good at providing visual representations of number which would be a fantastic support for any students with number difficulties or dyscalculia.
I think when thinking about the school development plan, AT should be incorporated in school wide planning and it’s effectiveness assessed regularly to inform future planning. Successful implementation on a whole school level as opposed to just one teacher using AT really effectively will benefit many more children and make these technologies the norm, not a novelty used every once in a while. -
Supporting children with SEN through technology is both an incredibly beneficial and important part of inclusive education. For the purpose of this reflection, I will consider a group of students with dyslexia, a common specific learning difficulty that affects literacy, but in some cases it affects a child’s ability to fully access the math curriculum also. Some of the technology resources I would use in this instance to support these students are as follows:
Immersive Reader helps students with dyslexia with its text to speech technology and additional features such as text formatting which can be customised and syllable breakdown.
Dictate in word is another useful resource for students with dyslexia as it takes the stress out of typing.
TTRS is commonly used in my school and it is another brilliant resource for students with dyslexia.
Apps such as Articulation Station and Learning Alley Audiobook Reader for supporting students with dyslexia are both new to me and ones which I am looking forward to exploring in the coming year.
Maths apps with visual aids are extremely useful. I personally like using Khan Academy and IXL Math which provide step-by-step explanations and visuals.
Being able to digitise material with Office Lens and have immersive reader than read it back to the student is an extremely useful resource for students with dyslexia in particular.
Schools are encouraged to review and adapt curriculum delivery to include AT and it must be part of IP’s. AT supports must be a part of the School Development Planning process as outlined by the Inclusive Education Framework. -
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I predominantly teach in a SET role for Junior Infants, primarily supporting students with a diagnosis of ASD. For this task, I will focus on possible AT resources that could be beneficial for this diverse cohort of students. With regards to literacy, as these students are acquiring pre-reading and pre-writing skills, the following educational (iPad) apps may be ability and developmentally appropriate:
• Wet, Dry, Try: multisensory activity for letter and number formation and orientation
• ABC Kids-Tracing and Phonics: phonics games and tracing activities
• Reading Eggs: focus on building pre-reading skills
• ABC Mouse: reward-based games, videos and activities
Other AT that could be incorporated into everyday literacy teaching and learning with these students:
• Interactive Board: Jolly Phonics, Starfall, Topmarks, Storyline Online
• Toniebox: digital story audio deviceNumeracy AT and apps:
• Khan Academy Kids
• 123 Numbers: counting and number formation
• Maths, age 3-5: app focusing on EMA, number recognition and counting
• TopmarksThrough utilising, collaborative sharing and embedding of a range of AT resources within whole school practices, an inclusive teaching and learning environment can be created. This is underpinned by the principles of the School Development Planning within the Inclusive Education Framework.
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When thinking about how technology can support students with special educational needs, it’s useful to focus on practical tools that directly help them take part in literacy and numeracy lessons. For example, a student with dyslexia may find it very difficult to read and write at the same level as their peers. Technology can reduce these barriers. Text-to-speech software lets them listen to what’s on the page, which can make reading less frustrating and more meaningful. On the other side, speech-to-text tools give them a chance to say their ideas out loud and have them written down, which allows them to show what they know without getting stuck on spelling or handwriting.
For numeracy, many students benefit from interactive maths apps that break problems into smaller, more visual steps. Programs like Mathletics or Khan Academy use video, diagrams, and practice activities that can be tailored to the student’s level. Virtual manipulatives such as digital number lines, counters, and fraction bars are also useful, as they help students “see” the maths rather than only working with abstract symbols.
The Inclusive Education Framework remindsus that technology should not just be an add-on, but part of school development planning. This means making sure devices and software are available to all, that staff are trained to use them, and that students know these supports are normal tools for learning, not something that singles them out.
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Similar to you, dyslexia is one of the most common needs among the children that I work with and I am always looking for new ways to help them learn.
I am also excited to incorporate Immersive Reader in my classroom and feel that the extensive variety of features that it offers should lend themselves to help learners of all types. I feel it will be really useful in my planning next year.
I think the Immersive reader will give confidence to the children I work with in Literacy work.
I will also introduce talk to text tools so children with dyslexia can articulate their creative writing stories and feel apart of the writing lessons.
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For this assignment, I am considering a group of 5th/6th class students with dyslexia. These learners often experience barriers in reading fluency, comprehension, and written expression, which can also affect confidence in numeracy where word problems or written explanations are required. I am mostly choosing Microsoft products for this assignment as my own school is a Microsoft school but am cognisant that many schools utilise Google’s ecosystem and may not have the same access to some of these tools.
In terms of literacy, Microsoft’s Immersive Reader can support decoding and comprehension by offering text to speech, line focus, and picture dictionaries. Dictate enables students to express ideas orally rather than struggling with writing, while audio books through platforms like Learning Ally or BorrowBox provide access to age appropriate texts. Read & Write for Microsoft can also support spelling and vocabulary development.
For numeracy, tools like Math Assistant in OneNote, Microsoft Maths Solver, and Khan Academy provide scaffolded practice, step by step solutions, and personalised pathways. Visual supports such as GeoGebra can help with understanding patterns and relationships.
Linking to the School Development Planning section of the Inclusive Education Framework, these resources demonstrate how schools can embed inclusive digital practices systematically. By planning at a whole-school level, the integration of such technologies is not left to chance but becomes part of the collective approach to literacy and numeracy improvement. This ensures sustainability, equity of access, and alignment with School Self-Evaluation processes.
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For this task, I considered a child with sequencing difficulties, which impacts both literacy and numeracy. Using the SETT framework (Student, Environment, Tasks, Tools), I first looked at the student’s needs: challenges in remembering and organising steps, difficulty retelling stories, and problems following multi-step maths problems. In terms of environment, the child is working in a mainstream classroom where technology is available, including laptops and tablets. The task is to support the child’s ability to structure ideas in literacy (such as sequencing events in a story) and to follow logical steps in numeracy (like solving word problems or completing operations in order).
The tools I would use include Microsoft OneNote with Immersive Reader, which allows text to be read aloud and broken into manageable chunks, helping with story sequencing. For writing, Book Creator or PowerPoint can let the student create visual storyboards with images and audio, reinforcing story order. In numeracy, Khan Academy Kids offers interactive activities that allow the child to practise ordering numbers and following step-by-step problem-solving in a scaffolded way. Alongside these high-tech supports, low/no-tech strategies are equally valuable. These include story sequencing cards, number lines, coloured overlays, and step-by-step visual instruction boards. By combining both digital and non-digital approaches, the child can strengthen sequencing skills across contexts, ensuring flexibility, independence, and greater access to the curriculum.
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Assistive Technology for an 8-Year-Old Child with autism
The child is 8 years old and has autism. They find communication and staying focused on tasks difficult. Assistive technology (AT) can help reduce these barriers.Communication and Literacy Support:
Speech-to-Text: Lets the child speak and have their words typed out, helping them join in writing tasks.
Visual Timetable Apps: Show routines with pictures, making transitions easier and reducing anxiety.
Immersive Reader: Reads text aloud and highlights words to make reading easier.Maths and Focus Support:
Interactive Maths Apps: Fun, game-based activities (e.g. Top Marks) help keep the child engaged while practising skills.
OneNote: Allows the child to listen back to instructions if they forget steps.
Kahoot: Provides quick, interactive quizzes for practice and feedback.Link to School Development Plan:
The school aims to be inclusive and give all children equal learning opportunities. Using AT supports this child to communicate, focus, and join in classroom activities, helping them learn alongside their peers.-
Hi Michelle,
Thanks for this overview. It is clear that you have started with a specific child and need in mind and used your knowledge of digital and assistive tools to create a plan to assist them. The literacy support is particularly effective as the assistive tools chosen allow them to participate in both reading and writing lessons, while working on oral language development in the process.
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I considered a group of students with dyslexia and the technology resources that can best support their access to the curriculum, particularly in literacy and numeracy. In terms of literacy, tools such as Microsoft Immersive Reader and text-to-speech software (e.g., Natural Reader, Learning Tools in Office 365) are invaluable, as they reduce the cognitive load of decoding and allow students to focus on comprehension. Speech-to-text tools like Dictate in Microsoft Word also empower students to produce written work without the same barriers of spelling or handwriting. Audiobooks and e-books, paired with highlighting and annotation features, further encourage independent reading and vocabulary development.
For numeracy, digital manipulatives (e.g., Math Learning Apps, GeoGebra) and visual supports such as virtual number lines and fraction models provide concrete representations of abstract concepts. Tools like Microsoft OneNote also allow students to record worked examples, revisit teacher explanations, and self-check their progress.
Referring to the School Development Planning section of the Inclusive Education Framework, it is clear that embedding these technologies requires a whole-school approach, ensuring access is consistent and that staff are trained to use tools effectively. School planning should prioritise resourcing, professional development, and creating a culture where technology is not seen as a “crutch” but as a universal design for learning tool that benefits all. By aligning practice with inclusive school planning, we ensure that students with additional needs are given equal opportunities to succeed and participate fully in the curriculum.
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I have previously worked in SET with a group of children with dyslexia, and found the sixth class groups struggled with getting the sheer amount of content onto paper that they wanted to. We used voice-typing in Google docs, and after training the pupils to slow down and be clear, they certainly benefitted a great deal from using it.
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I currently teach six boys with autism in a mixed age setting. They have a diverse range of strengths and weaknesses in language and communication, and some have access to AAC devices, but do not necessarily want to use them.
One lightbulb moment for me in the past year was the sheer depth of knowledge of one particular child (1st class) in Maths. He will not use pencil and paper, and does not engage with workbooks. He is pre-verbal and has floppy muscles in his hands, affecting his pencil grip. We have limited resources in terms of high tech in the classroom, and we have the added difficulty of wear and tear as this boy likes to bounce everything off the floor. I tried using Topmarks on the main interactive whiteboard and this child came to life! He could follow shape patterns and symmetry with ease, he can order numbers, add and subtract with confidence, and is happy and engaged whilst doing so.
We have started on the “Teach Your Monster to Read” with him and found that he understands the letter sounds, and it is this area that we want to develop. All of the text-to speech apps will be ideal for him, and immersive reader will allow me to break his work down into small sections for him to follow and listen to, and using the picture dictionary for support. I have used the Chatterpix Kids (Duck Duck Moose) to stimulate interest and teamed it with a create your sock puppet app. The Khan Academy resources will certainly be useful in terms of accessing appropriate information and reviewing progress.
The SETT model really lends itself well to self-evaluation as I reflect and review teaching methodologies, resources and tools for use for the very specific needs in my classroom, and to ensure that all children have equal and inclusive access to all aspects of the curriculum. -
Module five provided a lot of technology resources that could be used to help students with individual needs. I’m thinking of a specific group of children with reading difficulties.
I especially liked Microsoft reading coach and hope to plan to use this in the coming school year
I think it would be encouraging for the group of pupils and also that they would enjoy using it
I also liked Kahoot and think it would be a good idea for the group of pupils to create a Kahoot for their class and present it to their class prior to doing this we could use Microsoft speech coach and this might help them present to their best ability.
As regards the inclusive education framework, the school could plan to use some of these technological tools to help with differentiation and to help all pupils in the school. I think this would be very beneficial for all pupils. -
In my last role I supported Senior Infants, but in the coming year I believe that my role will be to support children in the higher end of the school. From doing this module I can see how the technology tools explored could be really engaging and inclusive and will be as effective for older pupils. Last year I supported some EAL students who found literacy and numeracy challenging (the numeracy seemed to be down to the understanding of what was being asked in the questions), and tools like Immersive Reader and Balabolka really stood out as ways to build confidence through text-to-speech and visual supports. For the younger children, I liked Starfall and ABC Kids, as they made learning fun and engaging for younger children, while Duolingo could extend language development. In numeracy, games such as Math Duel Fight and resources like Khan Academy could support practice and revision in an interactive way. Looking ahead to 5th class, I’d love to explore Flipgrid for speaking and listening activities, and Wakelet for organising projects collaboratively, especially in a team-teaching context. Using the SETT model helps me think systematically about how these tools meet learner needs and improve outcomes. I cannot wait to begin to use tools like Microsoft onenote and the learning accelerators etc… as there is so many tools in it that I feel the older children will be really engaged with!
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