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ASSIGNMENT
Participants are asked to explore Immersive Reader in MS Teams, the Edge browser and other 365 Tools and consider how they could use it to support literacy in the SET classroom.
Participants are also asked to consider how they can adapt their existing equipment to better suit the needs of a particular pupil and what other input devices might improve accessibility to technology for pupils.Post a reflective piece (150 words minimum) as a reply to this post.
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This module really made me stop and think about how much we already have available to support pupils through Microsoft 365. As a SET teacher, I was surprised by how useful tools like Immersive Reader, Dictate and SharePoint can be in helping pupils become more independent without needing expensive or specialist equipment.
I particularly liked exploring Immersive Reader. I can see it being really helpful for pupils who find reading difficult, as it allows them to have text read aloud, change the way the text looks and reduce distractions. Dictate is another feature that I think could make a real difference for children who have lots of ideas but struggle to get them down on paper because of handwriting or spelling difficulties.
The module also made me think differently about the equipment we already have in school. Sometimes it’s not about buying something new but making small changes, such as adjusting accessibility settings or trying different keyboards, mice or touchscreens to help a child access learning more easily.
I also hadn’t really considered how useful SharePoint could be. Having class resources available online means pupils can revisit lessons, practise at their own pace and use tools like Immersive Reader whenever they need them, both in school and at home.
Overall, this module has reminded me that assistive technology doesn’t have to be complicated. Often, it’s about making the best use of the tools we already have and thinking a little differently about how they can support every child to take part and succeed.
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Sabrina, I couldn’t agree more. You’ve identified that effective assistive technology does not always require expensive, specialised equipment. Recognising the power of inbuilt features like Immersive Reader and Dictate shows a wonderful commitment to promoting pupil independence and reducing the stigma sometimes associated with standalone devices.
Utilising a tool such as immersive reader is an excellent strategy to ensure the curriculum is delivered with a plus 1 approach.
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Sabrina I agree.I wasn’t aware of the accessibility tools in Microsoft 365 and I don’t think any of my staff have either.And they are mostly free and accessible in every room on our ipads.There are so many apps available now and many are quite expensive and we are not privy to their efficacy.It is reassuring on this course that we are being given suggestions of AT that have been tried and tested by real teachers in Ireland ex. Speak coach etc.
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I’m with you in the opinion thqt using AT doesn’t have to be complicated. Your post highlights the practical things we can do around our schools in looking in a fresh way at all the resources we already have. Immersive Reader will probably be my most-used tool, just as you say, there is SO much in it..
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I 100% agree! I never touched the “accessibility” button and was surprised to find so much was right there at my fingertips.
I too am a SET teacher and can see how Immersive Reader and Dictate could benefit all students in the middle and senior end of the school.
I can see Immersive Reader being used in station teaching with one group working on digital devices. The pupils here could learn to adjust the settings in Immersive Reader to support them as they see fit. The read aloud function is super but alongside this pupils could set the screen to focus on one, three or five lines at a time, they could set it to break words down into syllables, they could even change the colour of the page.
There is so much to play around with that I think the children would really take ownership of the process and the activity in a way that best suits them. In this way I think Immersive reader fits in with the UDL model.
I agree with Sabrina that this module has made me think differently about the equipment we already have in school and how making small changes to our accessibility settings can have a powerful impact for all.
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I know exactly what you mean, Christina. I think a lot of us probably ignore the accessibility settings because we assume they’re only for very specific needs, but there is actually so much there that could help lots of children. Immersive Reader would work really well in station teaching, especially if pupils had time to try out the settings themselves. Things like line focus, syllable breaks, read aloud and changing the background colour could make a big difference, and I like that the children could choose what helps them best.
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Totally agree Sabrina. I am working in an SET role and can see huge potential for the use of all three- immersive reader, dictate and sharepoint. Our SEN students will have greater opportunities to access the curriculum and bridge the gap between them and their peers. I look forward to trying these tools this coming year.
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<p style=”font-weight: 400;”>Immersive Reader would certainally be a life saver in a SET class. The lack of readers is often a problem but this could make any online reading content available to the pupils how have SET hours. The lesson that springs to mind is the Write a Book Project. This is often a tricky project for the learners who are not fluent readers. It could be the perfect tool to work through a chosen story, then prepare a new story by adapting the preferred text . This could incorporate storyboards and pictures using Immersive Reader to develop a plot or even Minecraft Education to make a moving story. Having the option to listen to the prepared chapter or story would give the pupil the chance to edit themselves or use the grammer , adjectives and nouns colour options to expamd the text. The syllable option would enable other students in the set group to read or exchange stories and read them aloud. I feel this would be invaluable to a SET pupil, the variety of options available is key to increasing the child centered nature of accessing content to achieve a learning outcome.</p>
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Immersive Reader is one I’ve gone back to time and again in SET, Louise, so I agree with you that it’s a great tool. The shortage of readers is a genuine headache, and anything that lets a child engage with the text under their own steam is worth its weight. The Write a Book project is a lovely example of it. When a child is struggling with the reading, the story itself can pass them by completely, because every bit of effort is going into just getting through the words. Having it read aloud for them, with the grammar and syllable supports sitting there when they need them, can be the very thing that keeps them in it rather than giving up.
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Absolutely Louise, I couldnt agree more. I’m moving into SEN again this year and I’m especially looking forward to incorporating Immersive Reader into my individual and small group reading sessions, now that I know more about it from completing this module. This feature in Microsoft Word will be an added bonus for every child as the text can be altered in various ways, change of font, background colour , chunking of lines within the reading passage too. I really love the idea of Write a book project for the middle/senior end . It would definitely build reader confidence esp for children with dyslexia.
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<span style=”font-weight: 400;”>Hi Sabrina, I really enjoyed reading your reflection. I agree that this module highlighted how many useful accessibility features are already available within Microsoft 365, and it was encouraging to see that effective assistive technology does not always require expensive equipment. I also found Immersive Reader particularly impressive, as it can support pupils with a wide range of literacy needs while promoting greater independence. Your point about using SharePoint to give pupils continued access to resources at home is an excellent one, as it encourages independent learning beyond the classroom. Small adjustments to existing technology can often have a significant impact on pupils’ confidence, engagement, and overall learning experience.</span>
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<div>Yes, I agree that assistive technology does not always have to mean buying something new. In my own experience in an autism class, I have found that making small changes to the technology and resources we already have can make a big difference to engagement and independence. Even just doing something as simple such as using a microphone and camera can grab my pupils’ attention and really increase their engagement. I also like your point about pupils being able to revisit work at their own pace, or to progress at their own pace, as this can be particularly helpful for some of my pupils who need extra repetition and time to process and practise new skills.</div>
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One child I work with only received a laptop in Term 3 of last year and was still becoming familiar with using it as part of her learning by the end of the school year. Looking at literacy from a numeracy point of few, she finds word problems in maths particularly difficult, mainly because she can struggle to read and understand what the question is asking. I think features such as Immersive Reader could be very useful for her, as it would allow her to have the questions read aloud to her and help her focus on the mathematical aspect of the task rather than the reading. The laptop could also be adapted further by using text enlargement or magnification where needed. She also finds the standard track – pad difficult to use. Introducing an external mouse, or an adapted mouse if necessary, could help to make navigating and interacting with the laptop easier for her. These adaptations could support her independence and allow her to engage more effectively with both literacy and numeracy tasks.
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I was very impressed with all the high tech features and how easily accessible they all are on Microsoft 365 . I’ve learned so much again in this module regarding the options available to us when planning individualised Student Support Plans , incorporting AT especially into their learning. The built in features in the Immersive Reader platform are the ideal tools to support children with both literacy difficulties. It also compliments a continuum of support , tracking progress in reading comprehension for children with dyslexia, visual & audio processing difficulties and the read aloud feature for EAL students. I really like the fact that my students have plenty scope to change some of the features e.g. text size, font, spacing, background, syllables breakdown. Immersive Reader is full of endless opportunities which effectively supports all students on their learning journey.
I intend to familiarise my class with all the shortcut keys on the keyboard which will allows for easy access and independent learning too when familiar. Some of my students with AT laptops and with motor difficulties would benefit from using a trackball mouse for better control of the cursor.
I learned that by selecting appropriate input devices suited to a students learning needs ensures greater involvement and motivation leading to progression, confidence and ultimately independent learning.
I look forward to using OneNote on our schools iPads too as it promotes literacy enhancement digitally by creating simple stories and creating a bank of literacy resources depending on the students own literacy level.
Dictate is also another great tool on Microsoft that I intend to try out with some of my students that may benefit from using it. Its an ideal resource for students presenting with motor difficulties and poor dexterity , handwriting and makes writing easier in the long run.
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I agree I was surprised at how much is already built into Microsoft 365 that I had never really looked at before. Immersive Reader was completely new to me but I can see myself using it with some of my pupils who are just starting to show an interest in reading. I could use short familiar sentences with pictures and let them listen to the sentence while following the words on screen. I also really like Dictate as some of our pupils have lots to say but find the actual writing part much harder. It could give them a bit more independence and another way to show what they know.
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I really enjoyed reading your reflection, especially your point about how many accessibility features are already available within Microsoft 365. I also agree that Immersive Reader offers so many options for individualising learning, as pupils can adjust features such as text size, spacing, background and syllables to suit their own needs. I particularly liked your focus on independence, as this is something I also see as a major benefit of assistive technology in my special class. Dictate is another tool I have found really useful, as it can remove the barrier of handwriting and allow pupils to demonstrate their ideas more easily. I also think OneNote could be a great resource for creating individualised literacy activities and encouraging pupils to engage with writing in a more motivating way.
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I completely agree, this module showed me how much technology we already have available without needing to purchase expensive resources. I also like your point about making small changes to existing equipment and accessibility settings, as sometimes these simple changes can make a big difference to a pupils ability to access the curriculum.
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I completely agree Sabina, sometimes we feel that we need to purchase new resources, particularly when it comes to digital technology and the ever-expanding and updating resources that come with it. As you said, small changes to existing equipment can make a huge difference to the resources that we have. Supporting children to access the curriculum and their SSP goals can be expanded hugely through the use of digital technologies throughout the school and classroom environment and this does not always need brand new, top of the range technology or resources.
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Completing this module has given me a different perspective on the technology we can use to support pupils with additional needs. In my role as a SET teacher, I have mainly been using Google with pupils, including children with dyslexia. While these tools have been useful, the course has made me realise that Microsoft 365 could offer some additional features that may be even more beneficial for their learning.
One of the tools that stood out to me was Immersive Reader. For pupils with dyslexia, being able to hear text read aloud, change the font and layout, and remove unnecessary distractions could make accessing written work much easier. I also think Dictate could be very helpful for pupils who know what they want to say but find writing, spelling or handwriting challenging. It could allow them to get their ideas down without becoming frustrated by the physical act of writing.
The course also encouraged me to look at the technology already available in our school in a different way. Small adjustments to accessibility settings, or using different types of keyboards, mice or touchscreens, can sometimes make a big difference to a pupil’s ability to participate in a lesson.
I was also interested in the possibilities of using SharePoint to give pupils access to learning materials outside of the classroom. Being able to return to resources, complete practice activities and use accessibility tools when needed could help pupils become more independent and take greater ownership of their learning.
Overall, I feel this course has opened my eyes to the range of support that Microsoft 365 can provide. I will definitely consider using more of these features with my pupils, particularly those with dyslexia, as I feel they could complement the approaches I have already been using with Google and provide pupils with more ways to access and engage with their learning.
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I completely agree. Like you, I hadn’t realised just how many features Immersive Reader has until I explored it properly. The picture dictionary and syllable feature really stood out to me too, especially for younger pupils and those with literacy difficulties. It’s great to hear that Dictate worked so well in Irish—I hadn’t thought about using it that way, but I can definitely see how it could help pupils share their ideas more confidently. Your point about making better use of the technology we already have related to what I was thinking about my own school. Especially with the wait time for AT applications.
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This module has definitely made me think more about how I use technology in my role as a SET teacher. Every child I work with is different, so there isn’t one piece of technology that will work for everyone. It’s about finding what suits each pupil and giving them the chance to use it with confidence.
One thing that really stood out to me was that introducing technology is only the first step. Children need time to practise using it, and we need to give them opportunities to use it regularly so that it becomes part of their everyday learning. The more confident they become, the more independent they can be.
It also reminded me how important it is to keep learning ourselves. Technology is changing all the time, and there are always new ideas and resources becoming available. I think it’s easy to keep using the same approaches because we know they work, but this course has encouraged me to step outside my comfort zone and try something new.
I’ll definitely be taking ideas from this module back into school next year. Even making a few small changes could make learning more accessible and enjoyable for the children I support, and that’s something I always want to keep improving.
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I think you have summed it up nicely there Sabrina. SET is not a one size fits all and therefore AT can’t be the same for everyone either.
As you said, its important that the children use the AT with confidence and that is also one of the reasons I signed up for this course. I want to be able to support the children as best I can. This course will really help with this. We are all learners.
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I completely agree with your point that introducing technology is only the beginning. Simply providing access to digital tools isn’t enough—children need regular opportunities to practise using them in meaningful ways. The more they use these technologies as part of their everyday learning, the more familiar and confident they become. This increased confidence helps to develop their independence, allowing them to complete tasks with less support and engage more fully in classroom activities. Building these skills over time ensures that technology becomes a natural and effective part of their learning experience.
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I have used immersive reader a little already in SET. It’s available on the microsoft edge browser. It’s obviously very useful for children with literacy difficulties. I only used it to read material to the pupils where necessary. I have one pupil who is very interested in the sun and space and he liked to ask questions about them quite regularly. We used to use immersive reader to read some text to him based on these areas of interest to him. The pace that the material was read could be adjusted which was necesssary sometimes.I did not realise that there was a translate option which may be useful or a picture dictionary either. The accessibility keys such as the toggle keys or sticky keys could be useful for children with mobility issues or dyspraxia. At least I have this information available to me now depending on the individual needs of the learner in my SET room. This is a key message of the module. All of this technology is available to use for our children with special education needs but must be based on each child’s individual needs.
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Hi Marie, I enjoyed reading your reflection. It was great to see how you have already been using Immersive Reader to support a pupil’s interest in space and the sun. Linking technology to a child’s interests is a wonderful way to increase engagement and motivation. Like you, I was surprised by some of the additional features, particularly the picture dictionary and translation tools, and I can see how they could benefit many pupils with different learning needs. I also agree with your final point that the most effective use of assistive technology comes from matching the right tool to each individual learner rather than adopting a one-size-fits-all approach.
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I liked the section on high contrast mode and contrasts for the laptop or computer. I have a child in mind who may benefit from this as he has difficulties with his vision. THe different modes may just help him to see material better on screen. I also liked the section on the shortcut keys. This will come in useful in my own use of the laptop. I just tried out dictate there for the first time. This is a relly useful tool. Many children with special education needs struggle with writing and putting their thoughts down on paper. I feel that dictate will take some of the pressure off our pupils to produce a piece of written work especially if they have good language skills.
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I agree Maire, the speech to text options used to be very expensive but know children can share preferred subjects with the class or a small group. The read aloud takes so much pressure of a child who is struggling with read aloud. They could read it at home for homework in a private setting with parents or the SET teacher. The main thing is their ideas are being communicated.
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Immersive Reader is a valuable tool that can significantly support literacy development in the SET classroom. Features such as text-to-speech, line focus, picture dictionary, adjustable text size, spacing, and background colour help pupils access reading materials in ways that suit their individual learning needs. Using Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 applications enables pupils to work more independently while improving reading fluency, comprehension, and confidence. It is particularly beneficial for pupils with dyslexia, reading difficulties, or English as an Additional Language.
It is also important to consider how existing technology can be adapted to improve accessibility. Simple adjustments such as changing display settings, using speech-to-text, or connecting alternative keyboards, adaptive mice, touchscreens, or switch devices can make technology more accessible. Selecting appropriate input devices based on a pupil’s specific needs ensures greater participation, independence, and engagement in learning while promoting an inclusive classroom environment.
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Hi Kevin, highlighting how Immersive Reader across Edge, Teams and Microsoft 365 supports decoding and confidence for pupils with dyslexia or EAL is spot on.
Your point about adapting existing technology such as tweaking display settings or adding touchscreens, trackballs and adaptive mice before purchasing new hardware is a brilliant professional insight.
Selecting input devices tailored to a child’s specific motor or sensory profile directly promotes independence and active engagement. All of this works to advocating for an inclusive, learner-centred classroom environment.
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Well, I had a great time exploring Immersive Reader in MS Teams, and in Edge this afternoon! I can see many ways how they could be used it to support Literacy in the SET classroom. I loved how you could highlight passages to be read aloud, adjusting voice, speed of voice, even voice gender, along with background page hue and font. I tried out all manner of adjustments, and I can already see some of my future students having fun finding what works best for them personally. I looked at a few wiki pages on Edge and it was so easy to get any bits read aloud. I think this will greatly benefit my students who struggle with Literacy, who can switch to voice when they find words/passages tricky. I have a few EAL students and the translate icon will be used, especially as they focus on Reading from 1st Class onwards. (Google Translate has been indispensable with Oral Language, so far.)
I’m not sure if OneNote is installed on our ipads, but I will prioritise it next year, I loved using the Maths section, and I LOVE the step-by-step guidance that is shown so clearly.
Overall, I was particularly engaged with the examples and scope in this module and I have a reluctant reader who’s entering 6th Class, Immersive Reader will be our new best friend! We will create texts that she can adjust as she likes and it should make her approach to the ‘meat’ of the reading that bit more enticing.
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Hi Monica,
It’s great to see how thoroughly you explored Immersive Reader across Teams and Edge. The sheer range of accessibility features shows how powerful a learning scaffold IR can be and how easily children can personalise their learning experience to suit their needs.
I also like how you’ve linked these tools to the needs of your learners. Features such as text-to-speech and translation can help remove barriers for struggling readers and EAL children, while encouraging greater independence.
Building on your idea of using IR with a reluctant reader, you might also explore getting them (And other children) creating literacy resources like digital stories in OneNote (Once setup on the schools iPads). Combining IR with audio notes for instance provides children with multiple ways to record and consume content they create.
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I agree Mary Edge is fantastic with One Note. My son uses One Note in secondary school but is not aware of all the accessibility features. The translate option is a game changer for ESOL learners. I had been using translate on a phone , Immersive reader opens up a whole range of options. Especially if a child is researching something that is specific to another country.
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I’ve been exploring Immersive Reader across MS Teams and Edge over the last few days in particular, and it honestly feels like a game-changer for my role in SET. What I love most is how it instantly removes barriers without making our students feel “singled out.”
For example, I have students with dyslexia who often face a dull (bland) piece of text on a webpage in Edge, turning on the line focus and changing the background to a soft pastel will completely transform the experience for them. The text-to-speech feature is also brilliant for my EAL students; being able to hover over a word to see the picture dictionary or hear it read aloud gives them a massive confidence boost and encourages real independence during reading tasks.
Looking at our existing hardware, we often forget how much we can adapt before buying even more ‘newer’ equipment. Just tweaking the built-in Windows accessibility settings—like bumping up the cursor size, turning on high contrast, or using standard Dictate (speech-to-text) in Word—makes a massive difference for some of our students with visual and fine motor challenges.
Sometimes we need more specialised hardware, so figuring out how to match the input device to the child is crucial. I’m thinking of a particular student who really struggles with a standard mouse due to dyspraxia; swapping that out for a large trackball mouse or using an iPad as a touchscreen interface entirely shifts their engagement and eradicates the poor behaviour often associated with it. It goes from a frustrating ordeal to a task where they can actually show to their peers what they know with a greater level of confidence and self-worth.
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I really enjoyed reading your reflection. I completely agree that accessibility features like Immersive Reader can make a huge difference for pupils with diverse learning needs. Your focus on building independence and making better use of existing technology is inspiring and highlights a practical, inclusive approach to supporting every learner.
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Exploring Immersive Reader in Microsoft and other Microsoft 365 tools has shown me how useful it can be in supporting literacy in the SET classroom. I really liked how pupils can have text read aloud, change the font size and spacing, use line focus, and access the picture dictionary. These features can make reading much less overwhelming, especially for pupils with dyslexia, language difficulties, or those who are still developing their reading skills. They would also be very useful for children who are good at mental maths but find problem solving difficult due to literacy issues. Some of the children I work with in SET find the reading of maths problems difficult and I can see how using Immersive Reader regularly could help build pupils’ confidence and encourage them to work more independently in both literacy and numeracy.
This module also made me think about how I can get more from the technology we already have in school. We have sets of both iPads and Chromebooks. Simple changes like adjusting text size, using voice typing, turning on captions, or changing display settings can make a real difference for some pupils without needing any extra equipment.
It also reminded me that not every pupil finds it easy to use a standard keyboard or mouse. Alternative input devices such as trackballs, adaptive keyboards, switches, or touchscreens could make technology much more accessible for pupils with physical or fine motor difficulties. Going forward, I want to spend more time exploring these accessibility features and think more carefully about matching the technology to each pupil’s individual needs so that everyone can take part in learning as independently as possible. -
I agree about using Immersive Reader for maths word problems! Often the literacy barrier trips up so many of our students who are actually brilliant at mental maths, so I think letting them hear the text is a total game changer for their confidence.
I also agree with maximising usage of the iPads and Chromebooks we already have!! Simple tweaks like voice typing or changing the font size seem small but make a massive difference.-
Hi Sharon, I have a child on my caseload who struggles with word problems in maths. She has recently received a laptop, so I am hoping to encourage her to complete more problem – solving activities on it during the coming school year, using features such as Immersive Reader to support her understanding of the questions.
<p data-start=”310″ data-end=”970″ data-is-last-node=”” data-is-only-node=””>Your comment about the technology we already have in schools really caught my attention. We have so many children who may not currently be receiving additional support but who could benefit from simple adaptations, such as enlarging text or exploring the accessibility features already available on their devices. I think there is real value in showing children the different adaptive options and allowing them to choose what works best for them and supports their learning. Sometimes, the simple act of showing a child how to make these changes can make a significant difference to their independence and ability to access their learning.</p>
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This module was most informative. Many things stood out for me. Beginning with one size does not fit all and you have to give children a chance to get used to technology before you can fully decide if it is working or not for that pupil. I guess you could sum it up as you must be patient with it at the beginning and reap the rewards later.
I loved Immersive Reader. What a wonderful tool. I have worked with many children who have found textbooks too distracting. & I have to agree with them. Some books are overloaded with information and graphics/pictures that can overwhelm even the most able student. I love the idea of being able to upload text, highlight important/relevant material, single out certain lines or paragraphs of texts, etc. I think this makes the text book so much more accessible, especially for students with dyslexia and dysgraphia.
I also enjoyed learning about Sharepoint. Working in the autism classroom children I often find that some children find retaining information difficult. This will be a wonderful tool for me to be able to set up work for children to listen back to or to revise at home.
I also found the examples of some high tech assistive technology very informative. One element of using the laptop that my students find difficult is using the mouse. I hope to look further into a trackball mouse or joystick mouse as I feel these could really be beneficial to a number of my students. -
Exploring Immersive Reader in Microsoft Teams, Microsoft Edge, and other Microsoft 365 tools has highlighted how simple accessibility features can make a significant difference for pupils in the SET classroom. I was particularly impressed by how Immersive Reader can support literacy development through features such as text-to-speech, line focus, picture dictionary, adjustable text spacing, and background colour options. These tools can reduce the barriers that many pupils experience when reading and allow them to engage more confidently with classroom activities.
I can see how incorporating Immersive Reader into everyday teaching would benefit not only pupils with additional educational needs but also struggling readers, pupils with dyslexia, and those learning English as an Additional Language (EAL). Providing pupils with different ways to access text encourages independence and helps build confidence while reducing reliance on adult support.
The module also prompted me to think more carefully about adapting existing technology before seeking new resources. Simple changes such as adjusting accessibility settings, using larger keyboards or mice, enabling speech-to-text, or providing headphones can make digital learning more accessible for individual pupils. For some children, alternative input devices such as trackballs, adaptive keyboards, touchscreens, or switch access may provide a more effective way to interact with technology and participate fully in classroom learning.
Overall, this module has reinforced the importance of selecting technology based on the individual needs of each pupil rather than adopting a one-size-fits-all approach. As a primary teacher, I hope to make greater use of these accessibility features in my classroom and to share them with colleagues so that more pupils can benefit from inclusive, engaging, and accessible learning experiences.-
Hi Dolores,
Thank you for your post here and for sharing the ways in which the Immersive Reader tool have helped children on your caseload. It is great to hear such positive impacts coming from the use of assistive technologies in the classroom. I think you have raised a very interesting point around accessibility tools also – we are constantly learning and adapting in the classroom, and our application of assistive technology is no different. Trialling certain approaches can allow us to see the benefits and limitations, and this ‘on the ground’ knowledge can then be used to inform our decision making over subsequent years and classes.
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During this module , I learned a lot about the accessibility features in Microsoft 365 that I can see making a real difference for my SET pupils. I found Immersive Reader will be particularly useful as it supports pupils by reading text aloud, highlighting words, adjusting text spacing and reducing visual distractions. This will help improve reading confidence and comprehension while encouraging independent learning .
I was also impressed by the Dictate tool, which would benefit pupils who find handwriting or spelling challenging. I will be working next year with 3 pupils with Dyspraxia and Dictate will enable them to express their ideas verbally, helping them focus on the content of their work rather than the physical act of writing.
I also explored the built-in accessibility features in the Microsoft Edge browser such as Read Aloud when accessing online content. This makes websites more accessible and helps pupils engage with digital texts more effectively.
Overall, these tools would support not only inclusive practice but support all learners , by providing different ways for pupils to access learning and demonstrate their understanding.
In looking at how I could adapt our existing equipment , I will set up Microsoft accounts next year, which is also the platform our pupils will use when they move to secondary school . I have been using Google up to now, however Microsoft allows more in terms of accessibility features
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Before completing this module, I was familiar with Immersive Reader but had only used its read-aloud feature with a small number of pupils. A number of students I support struggle with large pieces of text so we used the tool to access information on topics that were of interest to them. Being able to slow the reading speed made the information easier to follow and encouraged the pupils to stay engaged.
Learning more about the full range of features has given me new ideas for supporting pupils. Options such as Picture Dictionary and translation could help children overcome different barriers to reading. These digital devices have the potential to make resources easier to understand. I was also interested in the accessibility settings available such as Sticky Keys and other adaptations that can support pupils with physical or motor difficulties.
This module showed me that you don’t always need new technology to support pupils. Features already available on devices can be very effective. I’ll be more confident choosing the right tools to suit each child’s individual needs. -
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Before investing in new hardware, it’s worth considering how much can be achieved with the technology we already have. Making simple changes to Windows’ built-in accessibility settings—such as increasing the cursor size, enabling high-contrast mode, or using the Dictate (speech-to-text) feature in Word—can significantly improve access and usability for students with visual impairments or fine motor difficulties.
I was very interested to learn more about Immersive Reader in this module. Immersive Reader is an effective accessibility tool that can support literacy development in the SET classroom. With features such as text-to-speech, line focus, Picture Dictionary, and customisable text size, spacing, and background colours, it helps make reading materials more accessible for pupils with diverse learning needs. Immersive Reader encourages greater independence while helping to develop reading fluency, comprehension, and confidence.
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You’re right, Shelly. The instinct is often to think we need new devices or expensive supports, when there’s plenty already sitting there built in. The Windows settings you mentioned could make a real difference for some pupils, particularly cursor size, contrast, and speech-to-text. Small changes, but they take away a lot of the frustration for a child who’s struggling to get at the work in the first place. I’m with you on Immersive Reader too. It’s very practical in SET because it can be tweaked to suit different children without any fuss being made of it. The text-to-speech and line focus are especially handy, and once pupils get the hang of it they can use it fairly independently. A good first step might be showing one or two of these to staff at a Croke Park hour. I’d say plenty of teachers have no idea they’re already there.
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I’m blown away by how many assistive tools are available to support literacy in the SET classroom. Immersive Reader in MS Teams and speech-to-text are game changers for struggling learners and pupils with special needs. These tools make reading and writing more accessible for pupils with different needs and abilities. They can read text aloud, support fluency and concentration, and help pupils follow text more easily using line focus, spacing, syllables, and adjustable font size.
Tools such as Word, OneNote, and PowerPoint also let pupils listen to text, translate words, and use dictation to share their ideas. Reading Coach has so much to offer. It supports reading, pronunciation, writing, and spelling. Through this free standalone tool, pupils can follow a personalised reading plan and practise at their own pace while improving fluency and confidence. This is a great confidence booster and helps SEN pupils keep up with their peers. In other words, these tools bring back the joy of reading while improving literacy skills.
Overall, these AI tools promote independence, confidence, and inclusion by allowing pupils to access learning materials in ways that suit their individual literacy needs. As such I am eager and willing to try more of these tools in my classroom.
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I really enjoyed reading your post and I share your enthusiasm for the range of assistive technology tools now available to support literacy. As a special class teacher working with pupils who have severe and profound disabilities and complex medical needs, I can see how tools such as Immersive Reader, speech-to-text, and Reading Coach can help remove barriers to learning and increase participation. I particularly like your point about restoring the joy of reading, as confidence and engagement are often the first steps towards literacy development.
Many of my pupils access literacy in different ways, including through symbols, images, audio, and shared sensory reading experiences. Features such as read-aloud, picture supports, and text customisation can help make content more accessible and meaningful. I also agree that these tools promote independence by allowing pupils to engage with learning at their own pace and according to their individual needs. The potential for inclusion is significant, ensuring that all learners can participate more fully in classroom activities and experience success.
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I really enjoyed reading your reflection. I agree that Immersive Reader and the other Microsoft 365 accessibility tools have huge potential to support pupils with a wide range of literacy needs. I also liked your point about Reading Coach helping to build confidence through personalised practice—it’s a great way to encourage independence while allowing pupils to progress at their own pace. Like you, I’m looking forward to using more of these tools in my own classroom and seeing the positive impact they can have on pupil engagement and achievement.
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I agree, there are so many useful tools that can make a real difference for pupils with SEN. I particularly like the idea of Reading Coach, as allowing children to practise at their own pace could help build both literacy skills and confidence. Dictate and Immersive Reader also provide great ways to remove barriers and give pupils more independence in their learning.
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Hi Mel, thanks for your reply, it is wonderful to hear how tools like Immersive Reader and Reading Coach have energized your approach to SET literacy.
Highlighting Reading Coach as a tool that builds pronunciation, fluency and joy through personalised reading plans is spot on.
Combining text-to-speech with dictation across Word, PowerPoint and OneNote gives struggling learners a powerful voice while keeping them aligned with their peers. These accessible digital tools really do work to boost learner confidence!
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I really enjoyed exploring Immersive Reader. It has a wide range of accessibility features which are easy to use- The icons were easy to find on the screen and to adjust to suit the needs of the individual students. In fact, I am confident that children from the middle to senior classes could adjust them to meet their own needs. This being so I think Immersive Reader is a powerful scaffold for children with literacy difficulties and fulfils UDL objectives.
I played around with the text-to-speech which I think could be used to support children who struggle with fluency while the “syllable” button can help students with decoding longer words and the grammar button (in Microsoft Edge browser) can help with developing knowledge of grammar.
I tried out the translation feature to translate a piece to Irish and can see how this could be used to support children for whom English is an additional language and/or to support children who struggle with Irish.
Another contributor mentioned how using Immersive Reader can help students to read maths problems and this is not something I had even considered but think is a wonderful asset.
I was also impressed by the Dictate tool. In my SET capacity I strongly advocate for teaching typing to children with learning needs- whether it is ADHD, Autism or Dyslexia. I think this Dictate tool takes this support to another level. I work with students with autism and have no doubt but that the speech-to-text features of Dictate will make participation in class so much easier, not to mention assessment.
There is no doubt in my mind that these Accessibility tools, readily available through Microsoft, are game-changers. They are easy to access and use and they do not cost huge amounts of money.
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I completely agree with your point about pupil autonomy—giving middle and senior students ownership over tools like Immersive Reader builds so much confidence.
The speech-to-text functionality in Dictate really is a game-changer, especially for pupils on the autism spectrum or those with dysgraphia who have brilliant ideas but get completely blocked by the mechanical demand of writing. Using it alongside typing removes that cognitive overload.
Also, using Immersive Reader for word problems in maths is such a brilliant, practical resource. It strips away the reading barrier and lets us assess their actual mathematical understanding.
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If there’s one thing teaching special education has taught me, it’s that the best tech is the tech that just works without making a child feel singled out.
For my classroom, Microsoft Immersive Reader has been an absolute lifesaver. I have a student with severe dyslexia who used to completely shut down whenever reading was required. Now, he opens the text, turns on Line Focus to block out the rest of the page, and lets the app highlight words as it reads aloud. The change in his confidence is night and day—he goes from feeling overwhelmed by a wall of text to working through the material on his own. For my EAL students, having the built-in Picture Dictionary on Teams means they can click a tricky word, see a quick image, and keep reading without constantly raising their hand to ask me what it means.
When it comes to hardware, you don’t always need expensive gear to make a huge difference. Sometimes it’s as simple as digging into Windows settings to turn on Sticky Keys so a student who struggles with fine motor control doesn’t have to hold down three keys at once just to capitalise a letter, or simply bumping up the mouse cursor size so it doesn’t get lost on the screen.
That said, when standard setups really aren’t working, the hardware is necessary. For example, trackball mice are great for students who get frustrated trying to drag a standard mouse across a pad. Rolling the ball with their palm takes way less precise finger movement. Adaptive switches can be very useful. For one of my pupils with very limited movement, pairing a simple button switch with speech-to-text tools means they can finally participate in creative writing alongside their peers.
At the end of the day, there is no magic, one-size-fits-all device. It’s all about experimenting, listening to the student, and tweaking the tools until they can learn as independently as possible-
Spot on about the low-tech accessibility tweaks—it’s amazing how much of a difference simply bumping up the mouse cursor or turning on Sticky Keys can make before even touching specialized hardware! That shift in confidence with Immersive Reader and Line Focus is huge, too; taking away that overwhelm of a full page of text opens up so much independence. Love the reminder that it really comes down to experimenting and figuring out what subtle adjustments work best for each individual child. Excellent share!
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As a special class teacher working with pupils with severe and profound disabilities and complex medical needs, I see assistive technology as a vital tool for supporting communication, engagement, and early literacy skills. Exploring Immersive Reader in Microsoft Teams, Edge, and other Microsoft 365 applications has highlighted how features such as Read Aloud, picture supports, and text customisation can make literacy activities more accessible for my pupils.
For many learners in my classroom, literacy involves engagement with symbols, images, shared stories, and communication opportunities rather than traditional reading and writing. Immersive Reader can provide multiple ways for pupils to access content and participate meaningfully in learning activities.
I also recognise the importance of adapting technology to meet individual needs. Adjustments such as tablet mounts, switch access, keyguards, or eye-gaze technology can greatly increase independence and participation. Using the SETT Framework helps ensure that the technology chosen is based on the pupil, their environment, and the task, enabling every learner to access meaningful learning experiences. -
I love this!! I never knew about Immersive Reader, this is amazing!!
After exploring it in Microsoft Teams, Microsoft Edge, and other Microsoft 365 applications such as OneNote and Word, I found that its features make text more accessible for pupils with diverse learning needs. The ability to read text aloud while highlighting each word supports reading fluency, pronunciation, and comprehension. Adjusting text spacing, font size, background colour, and line focus can reduce visual stress for pupils with dyslexia or attention difficulties. The picture dictionary and syllable breakdown also help pupils build vocabulary and decode unfamiliar words independently.
Reflecting on my own classroom practice, I also recognise the importance of adapting existing technology to meet individual pupil needs. Simple adjustments, such as changing display settings, increasing cursor size, enabling speech-to-text, or using predictive text, can make a significant difference. For some pupils, alternative input devices such as large-key keyboards, adaptive mice, trackballs, touchscreens, switch access, or eye-gaze technology may provide better access to learning.
By making effective use of Immersive Reader and other accessibility tools within Microsoft 365, I can create a more inclusive learning environment where pupils with a wide range of literacy and learning needs can engage, participate, and achieve greater independence.
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It has been great to have the time to explore Immersive Reader. I see how it can support children who experience difficulties with reading. Features such as text-to-speech, line focus, and adjustable spacing can help pupils concentrate on understanding the content rather than struggling to decode words. This can be particularly beneficial for children with dyslexia, attention difficulties, or those learning English as an additional language. By giving pupils more control over how they access written information, Immersive Reader promotes independence, increases confidence, and helps create a more inclusive learning environment. It really is the diamond tool to have explored in this module.
I wish I had known about Immersive Reader in my Senior SET group last year as it would have been so beneficial to them. What I would like to do is show their new teacher all the amazing options that are now available to children in this free Microsoft tool. I was using colored overlays on standard paper but this background change option will be an amazing option for them, The enlarging of text, sectioning off of certain lines/paragraphs will make the text seem much less daunting along with word and line spacing. Once SET children have mastered the use of Immersive Reader, I would love to encourage them to share with the younger students during buddy reading time which will really boost their self esteem. Peer sharing would also help to teach the older classes who could in turn teach the younger children making this a more school wide approach and reading much more accessible to all ability levels. It can be used as a UDL tool to encourage the curious and stronger readers also to develop their vocabulary and comprehension skills.
Sharepoint would be beneficial to build into our current home work policy as we deliver tasks over Sea Saw, Sharepoint would be nicely linked into some of the content sharing there especially to some homes that are struggling with English as a second language. Use of immersive reader with the translation option would help in One Note.
Dictation will be very beneficial to help all students with Dysgraphia along with other software granted to them under their AT Application but the dictation assist takes away the time frustration as they are learning their typing skills and trying to improve speed.
I will certainly be looking at each child’s equipment to ensure they are equipped to use Immersive Reader, Dictation and Sharepoint.
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I completely agree Kay, Immersive Reader is one of those tools that you wish you had known about sooner. It would have been a great support for your Senior SET group last year, especially with the options for spacing, background colour, line focus and text size. I like what you said about moving beyond coloured overlays too. They can be helpful, but having those settings built into the text itself gives children much more control over what works for them. The buddy reading idea is great and something I have regularly used myself. If older pupils became confident using Immersive Reader and then showed younger children how it works, that could really boost their confidence. It would also make it feel like a normal classroom tool rather than something only certain pupils use.
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I really enjoyed reading replies from others and I feel much more confident and comfortable returning to my role in SET in September. I agree with so many when they say there is no one size fits all in terms of Assistive technology, but I do love have adaptable it will be able for me SEN pupils in September and I look forward to exploring programmes that will benefit each and every one of my pupils and ensuring each and every one reaches his or her own potential.
Prior to this course I was not au faux with Immersive reader. I like how it reduces obstacles to accessing and understanding written information. It is fantastic in building pupils’ confidence. It allows pupils to adjust their own personal reading experience. It eases that frustration and anxiety for pupils who struggle with reading, and it helps pupils’ engagement with written activities too.
The read aloud support can really support those with dyslexia, reading difficulties or limited decoding skills. It also helps pupils access the work more independently.
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I really liked your idea of the older SET pupils showing younger children how to use Immersive Reader during buddy reading. I think that would be great for their confidence as well as helping the younger children. I also hadn’t thought about the background colour option as an alternative to coloured overlays, but that is such a simple change and could make a big difference for some children. Like you, I wish I had explored Immersive Reader properly before now as there are so many features in it that I can see being really useful in SET.
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I particularly liked exploring Immersive Reader and love the picture dictionaries. Very similar to Widgit, which I love, but takes a long time to make. Had no idea about the pictures and think it will be brilliant for the EAL children also. I also see SharePoint as a useful way of organising and sharing resources so that children can access materials at their own level. Interested on how I can use it at primary level. I’m looking forward to exploring it more. I wasn’t aware of Dictate and looking forward to using it. Love the idea that it could give children who find writing difficult a way to get their ideas down without the barrier of spelling or handwriting. This could be useful across many different subjects, especially when completing written tasks in English, SESE or History.
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As a frequent user of Immersive Reader I also love the picture dictionary, Margaret. It’s a brilliant feature, especially when you think of the time it can take to make similar resources yourself using Widgit. I can see it being really useful for EAL pupils too, as the picture gives them another way into the meaning of the word. Dictate could be a game changer for some children as well. A pupil might have loads of ideas but struggle to get them onto the page because of spelling or handwriting. Being able to say the sentence first could take away some of that frustration. SharePoint is probably one that takes a bit more exploring, but having resources organised in one place and available at different levels would be very handy.
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I really enjoyed reading your reflection Margaret, particularly your point about the picture dictionaries in Immersive Reader. I agree that they could be a really useful alternative to resources such as Widgit, particularly as they are already integrated into pupils that the pupils may be using regularly. The fact that you can access visual support without having to spend a significant amount of time creating resources could make a real difference to teachers. I think also your point about EAL pupils is very relevant, as the combination of text, visuals and audio could provide additional support for vocabulary development and understanding.
I was interested in your comments about Dictate. I think this has huge potential for pupils who experience difficulties with handwriting spelling or getting their ideas onto paper. Removing the physical act of writing as a barrier could allow pupils to demonstrate their knowledge and understanding more effectively, particularly in subjects where written output is required.
Your point about Sharepoint also made me think about differentiation and accessibility. Having resources organised in one place could make it easier for pupils to access materials at an appropriate level and potentially encourage greater independence. I’m also interested in exploring how these tools could be used effectively at primary level and look forward to seeing how they can be incorporated into everyday practice.
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I completely agree. I also think that the picture dictionary in Immersive Reader will be really useful, especially for EAL pupils. It’s great that these tools can make resources more accessible without creating lots of extra work for teachers. I also think Dictate could be really valuable for helping children focus on expressing their ideas rather than being held back by handwriting or spelling difficulties.
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I am also looking forward to using the picture dictionary as I have not used this feature before. I think that it is especialy invaluable in an autism classroom, especially for our visual learners and for children who see in pictures. I have used pictures in written texts before when devising social stories. They support understanding of text and make it more interesting and appealing to the reader. It also allows a student to access information that may have been too difficult because the child cannot read it, but can understand and learn from the support of pictures.
I also agree that Dictate taps into a child’s ability and can bring out ideas and information from within, without being constrained by spelling or grammar difficulties.
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This module has made me reflect on how many of the accessibility features already available within Microsoft 365 can be used to support literacy and make learning more accessible for pupils with SEN. I found Immersive Reader particularly useful, as features such as read aloud, line focus, text focus and syllable breakdown can help pupils access written information in a way that suits their individual needs. These tools could be particularly beneficial in a SET setting where pupils may have different literacy and learning profiles.
It has also encouraged me to think beyond simply providing a device and instead considering how existing equipment can be adapted to meet the needs of an individual pupil. Accessibility settings, alternative keyboards, switches, touchscreens, adapted mice or other input devices may allow a pupil who has difficulty using standard equipment to participate more independently.
This links closely with my own practice supporting pupils who are deaf or hard of hearing. I regularly consider how technology can be adapted to improve access to communication and learning, and the same principle applies more broadly to digital accessibility. The key is identifying the barrier first and then considering which technology or adaptation will best enable the pupil to overcome it. The learner-centered approach can support greater independence, engagement and participation in the classroom.
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I like the point you’ve made, Niamh, about looking at what is already available before going out and buying something new. Immersive Reader has so many useful features built into it, and it works really well in SET, where every child may need something slightly different. Your point about the device itself is important too. Sometimes it’s not the equipment or application that needs to be swapped but the way the child uses the equipment. A different mouse, keyboard, switch or touchscreen could be the small change that allows them to take part more independently.
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Module 2
We explored Office 365 and the suite of APPs and accessibility features within it. We reflected on the NCSE Curriculum Framework for planning. We looked at instructional videos for OneNote, Dictate, Sharepoint and Immersive reader and how these apps are across the Windows 365 suite. Again we are continuously referring to the Inclusive Education Framework to reflect and collaborate to implement AT to our pupils. We explored Immersive Reader in detail and looked at its features and how to access it through word, onenote, Teams, Office Lens and the Microsoft Browser Microsoft Edge. We looked at Dictate in Word and how to share a video on SharePoint. We explore Microsoft Edge with Immersive Reader. We looked at livescribe pens and the Seech to Text app Balabolka. It was a very informative module, I’m looking forward to using the technology during the next school year. -
This module has developed my understanding of how high-tech assistive technology can support inclusion and participation for pupils with special educational needs. I found it particularly useful to explore the accessibility features available within Microsoft 365 and Windows, as many of these tools are already available in schools and can be easily incorporated into everyday classroom practice.
One of the most valuable tools I explored was Immersive Reader. I was particularly interested in how it can support literacy by providing a more accessible reading experience for pupils who may experience difficulties with reading, dyslexia, dysgraphia or visual processing. Features such as line focus, picture dictionaries, translation and text-to-speech can help reduce barriers and allow pupils to engage more independently with written material. The module also highlighted Dictate, which could be beneficial for pupils who find handwriting or typing difficult, particularly those with dysgraphia.
I also learned that assistive technology should not be viewed as a one-size-fits-all solution. The module emphasised the importance of considering each pupil’s individual needs when selecting appropriate technology. This has encouraged me to think more carefully about how digital tools can be used as part of differentiated and inclusive teaching rather than simply as additional resources.
Overall, this module has increased my confidence in using Microsoft 365 accessibility tools to support literacy in the SET classroom. I believe these technologies can help pupils become more independent, confident and active participants in their learning, while supporting the wider goal of creating a genuinely inclusive classroom environment.
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Immersive reader can improve literacy outcomes for learners in a number of ways including the read aloud function, this is something that is particularly useful in my experience with older students who might be going through a stage of feeling self conscious about literacy difficulties. Using this feature at home especially to help wade through larger chunks of text is a super tool.
For pupils with dyslexia, the syllabification feature can chunk words making them much more manageable, as does being able to adjust the spacing of the words. In my experience I found this tools also crucial for pupils who are experiencing visual difficulties, where large pieces of text are difficult to navigate.
With pupils and parents for whom English is not a first language, being able to translate is an incredibly useful feature in home-school communication.
Microsoft Word itself support Literacy in our schools, with spelling, grammar and editing tools, helping learners to focus on their creativity rather than on often the laboursome effort of actually producing text. I have found this helps to support self esteem and motivation of learners experiencing literacy difficulties.
For pupils whose fine motor skills are severely limited, being able to dictate and use voice to text feature similarly supports creativity, self confidence and inclusion.
Being able to share homework assignments which ave been recorded in this way with your teacher via Microsoft teams, is another benefit to teachers and pupils alike. It promotes independence, better communication, record keeping and assessment. it also makes these things much more efficient and less time consuming from a teacher perspective
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Hi Joanne, welcome to Module 2 and thanks for engaging with its content.
Highlighting how Immersive Reader’s read-aloud and translation functions support home-school communication and reduce self-consciousness for older learners with literacy difficulties is spot on!
Your focus on dictation and Microsoft Word’s built-in editing tools shows how technology can remove physical and cognitive barriers, allowing pupils to express their creativity without getting bogged down by fine motor or spelling challenges. All working towards learner independence which is what we are striving for!
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I benefited from Module 2 and exploring Microsoft’s Immersive Reader across Microsoft Teams, the Edge browser, and Microsoft 365 tools (such as Word and OneNote). I had not accessed the accessibility feature before and was unaware that it was there at the push of a button. I certainly feel upskilled as everything in this module was new to me!
For students with dyslexia, visual processing difficulties, dyspraxia, or English as an Additional Language (EAL), traditional text can present a significant cognitive barrier to learning. Immersive Reader effectively lowers this threshold without compromising core learning goals. While I have used speech to text and text to speech, Immersive Reader offers a wider range of functions. I have two children in particular in my autism class who would really benefit from accessing Immersive Reader this year.
It will enable scaffolding for these students as written extracts can be read aloud using text-to-speech. This allows students with decoding difficulties to access written material independently and will help with integration in the mainstream class. Features like Line Focus (highlighting 1, 3, or 5 lines at a time) significantly reduce visual tracking fatigue especially for students who also have ADHD. The Syllabification tool breaks longer words into distinct beats to assist with decoding, while Parts of Speech color-coding provides immediate visual scaffolding during vocabulary and writing intervention sessions in Word or OneNote.
The Picture Dictionary provides an immediate visual link for unfamiliar nouns and verbs, while the built-in real-time translation tool will support autistic children in my class with reduced language ability, in accessing texts.
In the autism class, each child has a support plan and I feel that embedding Immersive Reader routines routinely during support sessions this year will support moving away from “one-size-fits-all” instruction toward a truly personalised learning environment that builds student independence and confidence.
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Hi Ger, thanks for your response.
It is fantastic to hear how discovering Immersive Reader across Edge, Teams, and Microsoft 365 has upskilled your practice for your autism class.
Your breakdown of specific tools such as Line Focus for visual tracking, syllabification for decoding and the Picture Dictionary for vocabulary demonstrates a deep understanding of targeted scaffolding.
Embedding these features into individual support plans will be a game-changer for promoting independent learning and supporting mainstream integration.
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Exploring Immersive Reader in Microsoft Teams, Microsoft Edge and other Microsoft 365 tools has highlighted how digital accessibility features can support literacy in the classroom. I can see how these tools could be particularly useful for pupils who experience difficulties with reading, comprehension, attention or processing information. Features of immersive reader such as, text to speech, line focus, picture dictionary, adjustable text size and spacing, and different background colour options help pupils access text in a way that suits their individual needs and to allow the students to work independently and gain confidence. Many students in my class would benefit hugely from availing from these tools in the classroom. , I would use these features alongside visual supports and differentiated literacy activities. Line focus could help pupils concentrate on one section of text at a time, while changing the background colour or text spacing could make reading more comfortable for pupils who find a standard page overwhelming. I also think a huge benefit of this is that these tools could encourage greater independence, as pupils can access support themselves rather than always relying on an adult.
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I work with a pupil who is acquiring language, and we use a total communication approach to support her. She uses a combination of speech, visuals, gestures and communication technology to help her express herself. However, when she becomes overwhelmed, particularly when experiencing strong emotions, communicating what is wrong becomes much more difficult. Even with the TD Snap app, she can struggle to find the words or symbols she needs to explain how she feels or what has upset her.
This module has made me think more about looking at the individual pupil first, then considering which technologies or adaptations might actually help them. It reminded me that no one solution will work for every pupil. For this student, I would like to explore whether we could adapt the communication tools she already uses, perhaps by making emotional vocabulary more accessible or creating more personalised choices based on situations that are familiar to her.
I also found the information on Immersive Reader and Dictation useful. While these may not be the most appropriate tools for this particular pupil at the moment, they could be very useful for other students in my class who have difficulties with reading, writing or dyslexia.
For me, the most important message from this module is that assistive technology should be chosen around the pupil’s individual needs. The aim should always be to help pupils communicate, participate in learning and become as independent as possible.
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I found this part of the module really useful as I wasn’t aware of how many features are already available through Microsoft 365. I particularly liked exploring Immersive Reader and seeing how it can be used to support children who may find reading difficult. Features such as read aloud, changing the font size and spacing, line focus and the picture dictionary could make a big difference for pupils who struggle with literacy. I also think it could be really useful for EAL pupils as they can hear words being read aloud while also seeing them on the screen. It also made me think about how we can adapt technology that we already have instead of always needing to buy new equipment. For example, using Dictate could support a pupil who finds handwriting difficult, while changing the display or using text-to-speech could make work more accessible. I liked learning about different input devices too. Something as simple as an alternative mouse, such as a trackball mouse, could make a big difference for a pupil with motor difficulties. Overall, I think these tools can give pupils more independence and confidence and allow them to take part in lessons in a way that works best for them.
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I think Immersive Reader could be a really useful tool in the SET classroom, especially for students who have difficulty with reading and decoding. Some of our students may understand a topic and have good ideas but struggle to access the written information. Immersive Reader could help to remove some of these barriers and make the work more accessable for them.
One of the main features I would use is the read aloud option. Students can listen to text being read to them instead of having to decode every word themselves. This could help them to understand instructions, worksheets and information while still being involved in the same activities as their peers. The picture dictionary could also be useful for students who need extra support understanding new words.
I also think features such as line focus, spacing and changing the text size could make reading less overwhelming for some students. These small changes could help students to focus on the information without becoming frustrated or giving up.
For our school leavers, I think Immersive Reader could also have a practical benefit outside of school. Being able to listen to messages, instructions or information online could help them become more independant in everyday life.
I would like to use Immersive Reader more regularly and see which features work best for individual students. It is a good example of using technology to support literacy without making the student feel that they cant take part. One drawback In my opinion is that we are a Google orientated school and we would need to transition to Microsoft or work between the two.
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Hi Danielle,
I really like your point about pupils being able to understand a topic and have good ideas but struggle to access the written information. I think this is one of the biggest strengths of Immersive Reader as it can remove that barrier without changing the actual learning task or making the pupil feel excluded from what everyone else is doing.
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You have all made some excellent points regarding the accessibility tools that are already inbuilt into Microsoft 365 and they are free to use. This module has opened my eyes to the endless possibilities of the accessibility options & features like Immersive Reader,Dictate and Sharepoint.I would have used Book creator in the past,but it’s not free to use!I can see how Immersive Reader would improve access to texts for my pupil’s with dyslexia, through the read aloud feature, the highlighting of text, the opportunity to vary the reading rate, text font, voice settings, voice selection even breaking words into syllables, exploring parts of speech of words, offering picture clues and translation services. Immersive reader can be adapted to suit our pupils reading needs and can be so individualized and customized.I can see how this programme would increase confidence and promote independant & collaborative work ex. on projects.For those who struggle with writing Dictate is a great option!Writing as the pupil speaks allows the child to instantly see their progress.Unfortunately I wasn’t able to access the information on Sharepoint.The video didn’t seem to be working! As Niamh mentioned the read aloud option in Immersive reader would be a great support to our EAL pupils around vocab development & meaning,thereby increasing their accessibility to texts in the classroom and the sense of achievement that they can follow what the class are doing with a little modification!I love the picture dictionary feature especially and being able to change the font and spacing size,especially for pupils who struggle with too much print.I really enjoyed this module and learned alot of useful information to bring into my SET room in September.
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I found Immersive Reader really interesting in this module. I knew some of these features were available on Microsoft but I definitely wasn’t aware of everything it could do.Some of the children in our school have dyslexia and Specific Language Disorder (SLD), so I can see us getting a lot of use out of it. Being able to have text read aloud while following along on the screen would be really helpful for some of our pupils. I also liked the line focus and picture dictionary features, as sometimes a full page of text can just be too much.
I think the biggest thing for me is the independence it could give some pupils. Instead of always needing an adult to read something for them, they could use Immersive Reader and have a go themselves.I was also surprised that so many of these features are already built into things like Word, Teams and Edge. We can be very quick to go looking for a new app when sometimes what we need is already sitting there and we just don’t know about it!
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This module made me realise how many accessibility features are already built into the technology we use in school. I was particularly interested in Immersive Reader, as it could be a really useful tool for supporting pupils with literacy difficulties. Features such as read-aloud, line focus, picture dictionary and translation could help pupils access texts more independently.
I can see myself using Immersive Reader in Teams, Word and Edge, particularly when working with pupils who struggle with reading fluency, comprehension or visual processing. I also think Dictate could be useful for pupils who find writing difficult, as it allows them to speak rather than type and may support pupils with dysgraphia.
Another part of the module I found valuable was considering how existing equipment can be adapted rather than always looking for completely new technology. Something as simple as a different mouse, such as a trackball mouse, could make technology much more accessible for a pupil with motor difficulties.
The main thing I will take from this module is the reminder that there is no one-size-fits-all approach. AT needs to be considered from the individual pupil’s perspective and matched to their specific needs.
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James, I completely agree having the tools to adapt these different technologies into the classroom to support each pupil in their learning and adapting to their ability. Having these resources in the classroom support independence and literacy with the read aloud features, translation and picture dictionary.
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This module made me realise how many accessibility features are already built into the technology we use in school. I found Immersive Reader particularly useful. I knew about the read aloud function, but I hadn’t realised how many other options were available, such as line focus, changing the text size and spacing, breaking words into syllables, the picture dictionary and translation. I can see these being really useful in SET, especially for children who find reading difficult or who can become overwhelmed by a full page of text.I also liked Dictate and can think of children who have plenty of ideas but struggle to get them down on paper because of handwriting or spelling difficulties. Being able to dictate their ideas could allow them to show what they know and work more independently.Another thing I took from the module was that we do not always need to buy new equipment. Sometimes changing accessibility settings, using a different mouse or adapting the equipment we already have could make a big difference. Working in a junior school, I think these small changes could be especially useful.For me, the main message was that the technology needs to suit the individual child and the particular difficulty they are experiencing, rather than using technology simply because it is available.
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From the perspective of a Special Education Teacher (SET), Immersive Reader, which is integrated into Microsoft Teams, the Edge browser, and Microsoft 365 applications, is a valuable tool for supporting pupils with a range of literacy needs. It allows me to adapt digital content so that it is more accessible and manageable for individual learners. Features such as text-to-speech, adjustable text size and spacing, syllable breaking, background colour options, translation, and parts-of-speech highlighting can support pupils who experience difficulties with reading, dyslexia, visual processing, or comprehension. In Microsoft Teams, pupils can access and engage with shared learning materials in a way that suits their individual needs, while Immersive Reader in Edge provides a more focused and less distracting reading environment when accessing online content. As a SET teacher, I can use these features to differentiate learning materials while still enabling pupils to participate in the same learning experiences as their peers. This can help develop their understanding, confidence, independence, and engagement with literacy.
As a SET teacher, I can also adapt existing classroom equipment to meet the individual physical, sensory, and motor needs of pupils. Simple adjustments, such as using keyboards with larger keys or tactile markers and positioning screens at an appropriate height and angle, can make technology more comfortable and accessible. Where pupils experience difficulties with fine motor skills, coordination, or mobility, alternative input devices such as adaptive mice, touchscreens, and switch controls can provide more suitable ways of interacting with digital resources. Voice recognition and eye-tracking technology can also offer alternative methods of accessing and controlling technology for pupils who find traditional keyboards and mice challenging to use. By combining these adaptations with tools such as Immersive Reader, I can create a more inclusive learning environment where technology is used to remove barriers rather than create them. This approach allows me to respond to the diverse needs of pupils, promote greater independence, and support each pupil to participate meaningfully and confidently in their learning.
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Hi Susan,
Thanks for your post here. Immersive Reader is such a game-changing tool for so many children, and if you have access to the 365 suite of apps, it is a no-brainer to be in use on a regular basis. For Google schools, there are some Chrome extensions that contain aspects of the Immersive Reader software, such as Helperbird. In an SET setting, the use of the tool through a teacher-owned device may also be possible – ultimately, it is about finding the scope and frequency of the interventions/assistive tools required for the individual child.
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After exploring Immersive reader, I honestly didn’t realise the number of resources that are so accessible and readily available. The use of some of these specialised features instantly supports each child with participating in their own learning. The use of immersive reader which I haven’t used before could be a game changer for a particular student of my own. The read aloud and syllable breakdown or two key features which would allow this child to thrive in his own learning. After watching the video of Karrick using immersive reader, it gave an insight into the valuable resource that immersive reader became for him with the click of a button!!
For my own learning, it has been valuable to play around with the features in the Immersive reader to become confident in using it, so that I am more confident in showing the children who will benefit from these supports.
The dictate feature would be a great support for a child in my class who finds handwriting particularly tiring and challenging. He has an incredible imagination and I know he would thrive and find this feature exciting to put his words onto paper without the barrier of handwriting.
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As our school undergoes amalgamation and a transition for me from a Google School to a Microsoft School, exploring these built-in accessibility tools through the videos in Module 2 were both reassuring and helpful. As I work in SEN I can see how these assistive technologies can directly support students with SEN.
Immersive Reader is one of the most effective tools for creating an inclusive classroom, levelling the playing field for students with dyslexia, visual processing or for our EAL students
Dictate will be so useful for the students where writing is a major hurdle or for those with anxiety around spelling.
Sharepoint acts as a structured central hub for the school helping SEN students with executive function tasks – keepinf track of homework, assignments, worksheets.
I look forward to exploring all three tools over the coming year.
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Yes indeed, Frances, your response really resonated with me. Immersive Reader is one of the most effective tools for creating an inclusive classroom. Like you, I work with students with dyslexia and EAL, and I can see how its features help to level the playing field for all learners. By reducing barriers to reading, understanding and processing information, it makes teaching and learning more accessible and enables students to engage more fully with lesson content and reach their potential. I also agree that tools such as Dictate and SharePoint can make a real difference for students in SEN, particularly where writing, spelling, organisation or executive function tasks are challenging. As for EAL students in particular, tools such as translation, picture support, text-to-speech and adjustable reading settings can help them access new vocabulary, improve comprehension and build confidence when engaging with lesson content. I look forward to exploring these tools further and embedding them meaningfully into my own practice too.
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The immersive reader tool is not one that I have ever come across before and I am so disappointed that it has taken me this long to hear about. I am surprised at how many amazing features that are available to us as teachers and schools, but how under-used they are.
I feel that the text to speech feature is really great for empowering students with literacy difficulties to write, to share their ideas and thoughts and to engage in written tasks that otherwise may have posed challenges for them.
Similarly, the line focus feature is fantastic for emerging readers or those who may get overwhelmed by large bodies of text. I also think that this feature would really aid comprehension, where the student is enabled to focus on a short body of text at a time. The picture dictionary feature will be hugely beneficial in my Autism Class to link in with AAC devices that are used by some of the children in my class.
The translation features available hugely support EAL learners in our schools, but also support communication and collaboration between schools and homes who may not speak the same language. Overall, learning about each of these features has shown me how inclusive, collaborative and empowering digital technology can be in schools and how invaluable it is to use these resources and supports to the best of our ability in schools. Keeping on top of the ever-changing digital landscape is where the challenge lies for me.
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