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ASSIGNMENT
Participants will consider a student or group of students with a particular special need and list the technology resources that could be used to support curriculum for this student or group with particular reference to literacy and numeracy. Post responses (min 150 words) as a reply to this post.
Please refer to School Development Planning section in the Inclusive Education Framework
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I am thinking of one of my pupils who has dyslexia and dyscalculia and will be in 6th class in the coming academic year.
The following technology resources may be of use to this pupil.
Maths Assistant in One Note
Math Duel for maths games with a peer
Microsoft Maths Solver App
Khan Academy
A Maths Dictionary for Kids ( website )
iR Primary Games ( website)
NRICH mathematics resources ( website)
Immersive reader
Dictate
Office 365 Platform
Spelling training.com ( website for spelling practice)
TTRS ( reading/spelling/ touch typing tutor)
Microsoft Reading Coach
I have been really impressed with the range of ICT tools now available to meet students needs . As already mentioned ICT is not a strength of mine but as a result of this course I feel more equipped to use at least some of these tools to help my pupils with special education needs. The tools selected, though, must meet the needs of each of my individual learners.
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I really liked your point about technology being most effective when it is part of a whole-school approach rather than being used by individual teachers. I also think consistency is so important, especially for pupils with additional needs, as it helps them become more confident and independent in using the same tools across different settings. Your comments about reviewing the impact of technology through SSE also resonated with me. It’s a good reminder that technology should always have a clear purpose and be used to improve learning rather than just because it’s available.
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I agree with this point too. The use of technology and particularly assistive technology must not be seen as an add-on or a reward for work well done. It takes a whole-school approach to embed the idea of technology as a tool/mode/means of learning and it takes leadership with vision to be the motivating force. I also agree that there is need for a consistent approach with the use of assistive technology. This is why CPD is important but this too starts with leadership. If there is whole school approach then consistency should follow.
This module has caused me to reflect again on our Digital Strategy and how we, as a collective, engage with and use technology to promote inclusion.
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I would agree with you Christina regarding the use of technology and over reliance as a reward for completed work. The use of AT should not be encouraged without firstly establishing the learning outcome for every student. Absolutely agree with you also that there needs to be a specific learning objective prior to the use of assistive technology and explicit training on the accessibility features available on the chosen platform and how to use them efficiently.
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A group of fourth‑class pupils who find word problems in Maths challenging. This was discovered following analysis of the Drumcondra Maths test. The pupils struggle with reading the word problem It was decided to use a text‑to‑speech tool to read word problems aloud for the pupils who were struggling. The pupils would use Microsoft Immersive Reader in the classroom when using their eBooks and in the SEN setting. The pupils can listen instead of struggling to read and comprehend long word words. This helps the pupils focus on the maths, not the reading. The Picture Dictionary shows images. This can aid the pupils understanding of difficult maths language.
The Inclusive Education Framework highlights the diversity within our schools, and it is our responsibility as educators to ensure that every pupil is included and supported. It reminds us as educators that inclusive practice must be planned for, monitored, and continuously improved.
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I really liked your point about the reading difficulty sometimes being the actual barrier in maths word problems. It is easy to assume that a child is struggling with the maths when they may understand the concept but are having difficulty accessing the language in the question. Using Immersive Reader to read the problem aloud could allow them to concentrate on the maths itself. I also hadn’t thought about using the Picture Dictionary for mathematical language, which could be really useful, particularly with younger children or pupils who find maths vocabulary difficult.
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I, too, agree that technology works best when used across the whole school, not just in individual classrooms. Using the same tools consistently helps students with additional needs build confidence and independence. Checking the impact of technology through School Self-Evaluation also keeps the focus on improving learning.
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Absolutely Michelle, by revisiting the schools SSE digital plan regularly, it informs all staff about the progress we’re making and the improvements needed to maintain consistency throughout the whole school. All teachers need to agree on short term targets and discuss how best to implement them across the whole school so that there are no gaps and children with SEN are consistently being supported.
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Thank you for sharing the list of technologies. I have used some in the SEN and classroom setting. I am looking forward to using Maths duel. I likes its simple layout and clear visuals, and adjustable speed make it accessible for so many learners. It show their progress and areas they need to work on.
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School Development Planning is one of ten themes of the Inclusice Education Framework. It stems from an internal review process . A plan of action is then put in place which is reviewed regularly We as educators are responsible for setting priority targets to allow for the inclusion and support of all of our pupils. Inclusion is an ongoing and dynamic process evolving and changing over time but it is the responsility of all stakeholders involved in school to ensure that it is prioritised . The provision of equitable and effective resources can help to improve inclusion within the school.
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I agree that School Development Planning is essential for creating an inclusive school. Regular review helps ensure that the needs of all pupils remain a priority. I also think providing equitable access to appropriate resources and technology can make a real difference, but these supports need to be planned carefully and reviewed regularly to ensure they are having a positive impact on pupils’ learning and participation.
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I agree that School Development Planning is an important part of promoting inclusive education. I particularly like your point that inclusion is an ongoing and dynamic process, as the needs of pupils and the school community can change over time. Regular review of priorities allows schools to identify what is working well and what may need to be improved. I also agree that inclusion is a shared responsibility involving teachers, school leadership, parents, pupils and other stakeholders. Providing appropriate resources and supports can help remove barriers to learning and ensure that all pupils have equal opportunities to participate and succeed.
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I agree too that School Development Planning is an important part of promoting inclusion because it encourages schools to reflect on their current practice, identify priorities and put clear actions in place. Most importantly, I agree that all stakeholders must prioritise inclusion in schools, ensuring that no student is left behind because of his or her ability or the lack of resources in schools.
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Part 1:
As a SET teacher, I would consider a pupil with dyslexia who experiences significant difficulties with reading, spelling, written expression and working independently. From my own experience, I have seen how technology can play a huge role in helping these pupils access the curriculum while also promoting confidence and independence. However, I believe technology should be used alongside good teaching rather than replace it. As mentioned throughout this module, a blended approach is the most effective. The SETT Framework reminds us that technology should always be chosen based on the individual pupil, the learning environment and the specific tasks they need to complete, rather than simply giving a child an iPad and hoping it improves learning.For literacy, I intend to regularly implement Microsoft Immersive Reader, which, from completing this course, I now see as one of the most valuable accessibility tools available. It allows pupils to have text read aloud, change the font and background colour, increase spacing between words and lines, and break words into syllables. This makes reading far less overwhelming and allows pupils to focus on understanding the text rather than struggling to decode every word. It also allows teachers to gain a more accurate picture of a pupil’s true ability by removing barriers that can mask their understanding.
This could be complemented by encouraging pupils to use Microsoft Dictate and other speech-to-text tools so they can record their ideas without handwriting or spelling becoming a barrier. Likewise, Read Aloud and text-to-speech features allow pupils to listen back to their own writing, helping them identify mistakes independently. Microsoft Reading Coach is another excellent tool, providing personalised reading practice, targeted support and immediate feedback, allowing pupils to build fluency and confidence at their own pace. I think this is particularly important for pupils with dyslexia, as it provides opportunities for regular independent practice while still offering appropriate support.
Other literacy resources I would use include Clicker 8 for word prediction and sentence building, Book Creator for creating digital books, Bookshare for accessible ebooks, Nessy Learning, Reading Eggs, and decodable ebooks linked to structured literacy programmes. These tools provide engaging opportunities for pupils to practise reading and spelling independently and can be tailored to each pupil’s individual level, making progress more achievable while building confidence and motivation.
For numeracy, I would use Topmarks, Hit the Button, ICT Games, Toy Theatre Maths, Number Pieces, Math Learning Center Apps, and Didax Virtual Manipulatives to develop number sense through interactive activities. These digital manipulatives mirror the concrete resources used in the classroom and help pupils visualise concepts such as place value, fractions, number bonds and operations. If a pupil is struggling to record their mathematical thinking, I would consider introducing digital whiteboards or allowing them to explain their thinking orally using video or voice recording apps.
For pupils who would benefit from increased organisation and independence, tools such as Microsoft OneNote, Microsoft Teams, Wakelet, and Adobe Express would allow both the class teacher and myself to provide lesson materials in accessible formats that pupils can revisit at home or in school. Short instructional videos created with Flip or Edpuzzle would enable pupils to replay explanations as often as needed, supporting a blended learning approach. Interactive revision through Kahoot! also provides an engaging way to consolidate literacy and numeracy skills while giving teachers immediate feedback on pupil understanding. These tools were highlighted throughout this module as effective ways of keeping learning engaging while supporting a wide range of learning needs.
Going forward, I will view technology not as the solution on its own but as another valuable tool that can make the curriculum more accessible and remove potential barriers to learning. When technology is carefully matched to a pupil’s individual needs and embedded within high-quality teaching, I can see how it has the potential to improve access to the curriculum, increase independence and confidence, and ultimately help pupils reach their full potential.
Part 2:
The School Development Planning section of the Inclusive Education Framework really made me think about how important it is that technology becomes part of a whole-school approach rather than something used by individual teachers. As a SET teacher, I already use a range of digital tools to support pupils with additional needs, but this module has shown me that these supports can have a much greater impact when they are used consistently across the whole school.Going forward, I would like to work alongside class teachers to identify technology that best suits individual pupils and share ideas on what is working well. We already have access to Microsoft 365 in school, but I think we could make much greater use of tools such as Immersive Reader, Dictate, Reading Coach and the Learning Accelerators across all classrooms. If pupils become familiar with these tools in their mainstream classroom as well as during SET, they are more likely to use them independently.
The module also reminded me of the importance of School Self-Evaluation (SSE). Rather than introducing technology because it is available, I think it is important that we first identify a need, gather evidence, trial different supports and then review whether they are actually improving outcomes for pupils. This reflective approach is something I would like to continue developing within my own practice and encourage throughout the school.
Professional learning is another area I would like to build on. Completing this course has introduced me to several digital tools that I hadn’t previously used, particularly Microsoft Reading Coach and the Learning Accelerators. I would be happy to share these with colleagues through informal discussions or short staff demonstrations so that more teachers feel confident using them in their classrooms.
Overall, this module has reinforced for me that technology is most effective when it is used thoughtfully and with a clear purpose. As a SET teacher, I hope to continue supporting both pupils and staff to use technology in ways that remove barriers to learning, promote independence and ensure every child can access the curriculum to the best of their ability.
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I agree that professional learning is somewhere that I would also like to buid on. I hadn’t used half of the apps or websites that were covered in this module but I will definitely be taking them back to school with me. I think CPD in this area should be on every teachers radar. Teachmeets and informal chats will be important to pass on this information.
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I agree that embedding these technologies within a whole-school approach is essential for creating a truly inclusive learning environment. Assistive technology is most effective when it is not viewed as a separate support for individual pupils but as a resource that can benefit all learners. A shared understanding among staff, supported through school planning and professional development, helps ensure that these tools are used consistently and effectively.
By incorporating accessibility features and digital supports into everyday classroom practice, schools can reduce barriers to learning and promote greater independence for pupils. Collaboration between leadership, teachers, SET staff, pupils, and families is key to ensuring that technology choices are purposeful and aligned with individual needs. This approach supports a culture where inclusion is part of the school ethos rather than an additional measure.
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Sabrina I totally agree with you about the importance of the SSE,encouraging a whole school approach as opposed to a piece meal approach which is quite common I think.I suppose schools are such busy places and resources and money are limited but we have to prepare our pupils for a knowledge based economy.Of course the tools we use will be customised to suit individual children as 1 size doesn’t fit all.
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This is a thorough and thoughtful reflective post. You’ve captured the true essence of Special Educational Needs Teaching (SET)—balancing high-tech support with solid, explicit pedagogy.
What stands out most is your focus on independence. Highlighting Immersive Reader and Microsoft Dictate as tools to bypass decoding and transcription barriers rather than as “crutches”shows a deep understanding of how assistive technology unveils a child’s true cognitive ability. Your inclusion of both low-tech digital manipulatives (like Didax) for numeracy and multi-sensory literacy platforms (like Nessy and Clicker 8) grounds your practice in evidence-based, structured learning.
Moving into Part 2, your take on whole-school development is very good. Assistive technology only truly empowers a child when it isn’t isolated to the SET room. Driving consistency across mainstream classrooms through Microsoft 365, framing tech integration around School Self-Evaluation (SSE), and offering to lead informal peer demonstrations are brilliant ways to build sustainable capacity.
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For this activity, I considered an 8-year-old boy I have taught that has dyslexia and experiences difficulties with reading, spelling, and written expression but demonstrates good oral language and problem-solving skills. To support his literacy development, I would use Microsoft Immersive Reader, Read&Write, speech-to-text, text-to-speech, and audiobooks to reduce barriers to reading and writing while promoting independence. Visual supports, digital graphic organisers, and Microsoft OneNote would also help him organise ideas and complete written tasks.
In line with the School Development Planning section of the Inclusive Education Framework, these technologies should form part of a whole-school approach to inclusion. Planning should involve collaboration between the class teacher, SET teacher, parents, and the pupil to ensure that appropriate digital supports are consistently implemented, regularly reviewed, and tailored to the pupil’s evolving learning needs. -
I’ve based this assignment on one student I teach, an 8-year-old child with Global Developmental Delay and Autism. I’ve noticed that this child with these needs often learns best when information is presented visually, in small steps, and with lots of repetition and encouragement. Because of this, I think technology can make a huge difference to both literacy and numeracy learning.
For literacy, I would use visual supports such as picture schedules, symbol-based apps, and interactive storybooks. I’ve seen how motivating the iPad and laptop can be for this child who finds traditional phonics activities difficult. Text-to-speech tools could help the student access stories independently, while simple speech-to-text apps could reduce the frustration of writing and allow them to share their ideas more easily.
For numeracy, I would choose interactive maths games, virtual manipulatives, and touchscreen activities that focus on counting, number recognition, and simple problem-solving. The child responds very well to praise and the immediate feedback from online games and activities and visual demonstrations can help build confidence and keep the student engaged.
What stood out to me from the Inclusive Education Framework is that assistive technology works best when it is part of whole-school planning. It shouldn’t depend on one teacher’s efforts alone. Staff need opportunities to learn how to use the technology, and parents should be involved in deciding what works best for the child. I think this collaborative approach is important because it helps the student feel included, supported, and able to participate meaningfully in literacy and numeracy alongside their peers.-
I really liked your reflection. Your focus on tailoring technology to meet one child’s individual strengths and needs is thoughtful and practical. I particularly liked your emphasis on collaboration between school and home, showing how assistive technology can support meaningful inclusion, confidence, and independence across all areas of learning.
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Sharon, I teach a number of children with a similar profile to the one you have outlined. I agree, I think a lot of the apps, resources and softwares that you have mentioned would work really well for this child and indeed for the children in my class too. My gang also find the iPad very motivating!
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For this post, I am focusing on a 4th Class student with Developmental Language Disorder (DLD) who struggles with comprehension, vocabulary retention, and understanding word problems in maths.
To support their literacy, I find interactive digital tools like Clicker 8 or DocsPlus brilliant for providing visual word banks and sentence starters. Apps like Book Creator also let them show their understanding by recording voice notes alongside images, which completely removes the pressure of heavy writing. For numeracy, the big hurdle is translating written word problems into maths equations. Using Mathletics or Topmarks games provides excellent visual scaffolding. I also love using digital manipulatives on the interactive whiteboard so they can physically see the math concepts before dealing with text.
In line with the School Development Planning section of the Inclusive Education Framework, these shouldn’t just be random apps used in a corner and instead utilised fully by every teacher. Our school planning needs to ensure these digital resources are embedded across the whole school. This means standardising the software we use so the pupils don’t have to learn a completely new app every September, and ensuring the class teacher, SET, and parents are all on the same page. When technology is built right into our school’s development plan, it becomes a well structured support for the children.
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I agree totally with you, Michael, that these shouldn’t just be random apps used in a corner and instead utilised fully by every teacher, and that our school planning needs to ensure these digital resources are embedded across the whole school. It’s something that I will be investigating in the coming year.
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I agree Monita and Michael, we need to embrace technology and make it more of the norm in our everyday life. I find when the studemts only have access to technology once in a while they get get a bit carried away with it and not use it correctly. I feel if it is used more everyday then it becomes an effective resource that enhancing the learning in the classroom.
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This is another brilliant plan by Kevin, using the students strong oral language and problem-solving skills to bypass his literacy barriers is exactly how assistive tech should be used in my opinion. Tools like Immersive Reader and speech to text are absolute game changers for an 8-year-old with dyslexia, giving him total independence to show what he actually knows without getting bogged down by spelling. Using OneNote and digital graphic organisers is also a fantastic way to capture his ideas before he forgets them.
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I have a group of students with Dyslexia and I would like to use Wakelet to show them an easy weekly planner that they could design and amend. There seems to be a massive amount of content in edpuzzle that would be worth looking at too.
For Phonics, we have used ABCKids before, and the students really like it. WriteAboutThis is someting I enjoyed exploring here, I can see myself using it with this particular group in September. I really like Immersive Reader and have a few ideas for passages that my students might like that I will upload. The First Hundred (and Second Hundred..) Words List is something I will upload and using Immersive Reader, my students will be able to make their way through the list in a way that suits them. I think letting them design their own HFW lists in theie own font, voice, colour preferences could be a game -changer.
Referring to School Development Planning section in the Inclusive Education Framework, we as a management team looked at how we teach and how pupils learn when considering which apps to include on our school set of ipads. We gathered evidence and analysed our computer use up to then. We reflected and made a SIP. We set targets, timetabling ipad usage into the week for each class in the school. We rolled it out, but given that this was 10 years ago, an up-to-date implementation is well due. I would like to be looking at the Plan with regard to the Special Ed side of things, now that I know more.
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Hi Monita,
Thank you for your post here and your engagement throughout the course. So many of these websites and apps have such potential for assisting children with literacy difficulties. It’s great that you have been able to list so many resources that you will be able to use from September, as well as the ways you plan to use them. Providing children with alternative means of accessing curriculum content and progressing at their own pace is such an important part of our role, and you have identified so many ways in which this could be achieved.
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When considering a student with a particular special educational need, such as a student with dyslexia, assistive technology can play an important role in supporting access to the curriculum and promoting inclusion. The School Development Planning section of the Inclusive Education Framework highlights the importance of schools identifying needs, planning appropriate supports, and reviewing the effectiveness of strategies to ensure all students can participate meaningfully in learning.
For literacy development, a range of digital tools can support students who experience difficulties with reading and writing. Text-to-speech software, audiobooks, speech-to-text tools, and word prediction programs can help students access texts, develop confidence, and express their ideas more independently. Applications that provide structured literacy activities, spelling support, and reading practice can also reinforce classroom learning. In numeracy, technology can support understanding through visual and interactive approaches. Tools such as virtual manipulatives, digital number lines, maths games, and step-by-step problem-solving applications can help students develop mathematical concepts at their own pace. Interactive whiteboards and tablets can also provide opportunities for teachers to differentiate instruction.
Effective use of technology requires whole-school planning, including staff training, collaboration with parents and support professionals, and regular evaluation of resources. When integrated thoughtfully, technology can reduce barriers to learning and help create a more inclusive environment where all students have opportunities to succeed.
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I agree that assistive technology can be a really effective way of reducing barriers to learning, particularly for pupils who experience difficulties with reading and writing. I liked your point about using technology alongside whole-school planning, as it is important that staff have the knowledge and confidence to use these tools effectively rather than technology being used differently from class to class. I also agree that digital tools can provide pupils with different ways to demonstrate what they know, which can really support confidence and independence. In my own special class, I have found that tools such as Immersive Reader and speech-to-text can be particularly useful for removing barriers around reading and writing. I think your focus on regular evaluation is also important, as we need to make sure the technology is actually having a positive impact on pupil outcomes.
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For the purpose of this assignment I am focusing on one student that I teach who has autism and is based in the Autism Classroom. This student is 9years old and in 3rd class but is currently accessing the curriculum at a senior infant level.
For literacy I will use visual supports and graphics to spark interest in reading material. I will use interactive storybooks and immersive reader to assess comprehension and for reading practice. For development of phonics I will use interactive games on apps/websites such as starfall. I will also use apps such as ABC tracing and phonics to encourage and develop handwriting skills.
For maths/numeracy, this child is a kinaesthetic learning so alongside concrete materials I will use interactive maths skills, virtual manipulatives and problem solving activities. She responds well to praise and getting positive feedback so I will introduce some games where she can earn rewards through apps such as Kahoot.
Having completed the five modules of this course I can now see the advantage of technology in the classroom and how essential it is that we have a whole school plan in relation to technology that if reviewed and updated often. Introducing technology to the classroom is one thing, and teachers must be given the time to get used to it in their classroom but the technology must be of benefit to the pupils and we will only truly know how beneficial it is by reviewing its use regularly. Technology updates and changes regularly too so it is important that teachers keep up to date with these changes and review how these changes be implemented in the classroom-
I agree that using the child’s interests and preferred ways of learning is really important when choosing technology. I like how you have combined technology with concrete materials for maths, as technology should support learning rather than replace practical experiences. The use of visual supports, interactive storybooks and Immersive Reader could also be very helpful for developing literacy skills and encouraging the child to become more independent. I also think the use of positive feedback and rewards could help to keep the child motivated and engaged.
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For this module I chose a boy from 4th class who is a capable and enthusiastic pupil who enjoys class discussions and practical activities. However, he experiences challenges with reading fluency, spelling, written expression, and processing large amounts of written information. These difficulties can also impact his confidence when completing numeracy tasks involving written instructions and problem-solving. The use of appropriate technology can help reduce barriers, increase independence, and support access to the curriculum. The following literacy technology Supports- Immersive Reader supports independent reading through the Read Aloud feature. Allows him to adjust text size, spacing, font, background colour, and line focus. Provides Picture Dictionary support to help develop vocabulary.
Dictate in Microsoft allows him to use speech-to-text when completing written tasks. Reduces difficulties associated with spelling and handwriting.
Enables him to focus on organising and expressing his ideas.
Microsoft Edge read aloud allows the student to listen to online texts and digital resources.
Supports understanding of information by combining listening and visual input.
One Note provides a flexible way to organise notes using text, images, audio, and digital ink.
Supports planning and recording learning in a format that suits his needs.The following numeracy Technology Supports could be used with this student.
Microsoft Math Solver provides step-by-step guidance for mathematical problems. Supports understanding of mathematical processes and strategies.
Interactive Maths resources such as online games like hit the button uses visual representations, diagrams, and models to support understanding of mathematical concepts. Helps him to engage with abstract concepts in a more accessible way. Using the calculator and digital number tools reduces the impact of calculation difficulties. Allows him to focus on problem-solving and mathematical reasoning.When considering technology supports for this student, it is important to focus on his individual needs, strengths, and learning goals. As we have seen in this module technology should not replace effective teaching but should provide additional support to help him access the curriculum more independently.
In literacy, tools such as Immersive Reader and Dictate can remove barriers by allowing him to access texts and communicate his understanding without being limited by reading or writing difficulties. In numeracy, digital tools can support visual learning, problem-solving, and confidence when working through mathematical tasks.
This process highlights the importance of carefully selecting and reviewing technology supports to ensure they are purposeful and effective. Providing pupils with opportunities to practise using these tools is essential so that they become confident and independent learners. When matched appropriately to a pupil’s needs, assistive technology can have a positive impact on participation, engagement, and achievement across the curriculum.
In line with the School Development Planning section of the Inclusive Education Framework, these technologies should be embedded within a whole-school approach to inclusion. This involves ensuring that digital tools and accessibility supports are available, understood, and effectively used across the school to meet the diverse needs of all learners.
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In September, I will be working with three pupils in 6th class who have a range of literacy, numeracy and dyspraxia needs. They are all capable learners but need additional support with reading, spelling, written work, organisation of their thoughts before writing and presenting their written work . I hope to use technology to help remove some of these barriers and build their confidence and independence.
- Immersive Reader (Microsoft 365): Reads text aloud, highlights words and allows changes to text size and spacing, making reading more manageable.
- Dictate (Microsoft Word): Lets pupils speak instead of type, supporting those with spelling, handwriting and coordination difficulties.
- Read Aloud in Edge: Helps pupils access online texts independently while improving comprehension.
- Nessy Reading & Spelling: Provides structured literacy activities that support reading, spelling and dyslexia-friendly learning in an age-appropriate way.
- DoodleMaths: Provides personalised maths practice and instant feedback to develop confidence.
- Microsoft Maths Solver: Supports pupils by explaining maths problems step by step.
- I will also use X Mind to assist pupils in organising their written work into sections .
These tools will help my pupils access learning more independently and participate more confidently across the curriculum.
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I really enjoyed reading your post and think you have chosen a great range of digital tools to support your pupils’ individual needs. I particularly like your use of XMind, as organising thoughts and ideas can be a significant barrier when completing written work. Mind mapping could help pupils structure their ideas before beginning to write, making the process more manageable and reducing anxiety. The combination of Immersive Reader, Dictate and Read Aloud also provides pupils with different ways to access and demonstrate their learning. I also think the personalised feedback provided by DoodleMaths could help build confidence in numeracy. Overall, your approach clearly promotes independence and removes barriers to learning, while allowing pupils to use technology in a way that suits their individual strengths and needs.
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Reading the School Development Planning section of the Inclusive Education Framework reminded me that digital technologies are most effective when they are part of a whole-school approach. For pupils with additional needs, technology can remove barriers, promote independence and increase participation. It also highlights the importance of planning, collaboration and ensuring all pupils have equal opportunities to succeed. For this to be effective , it invoilves whole school committment to upskilling and being consistent in the use of the technologies with all pupils.
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My student, Frankie, is a 2nd class student who was in receipt of EAL supports for the first two years at school but has now been diagnosed with Global Developmental Delay.
Student: Frankie is happy at school and enjoys socialising with his peers, even with severe limitations in his speech. Frankie loves to play but struggles to follow rules of games.
Frankie learning at pre-school level but struggles to retain any knew information.
Environments: Frankie moves between a seat within the main body of the class and a workstation where differentiated work is set out for him.
Tasks: Frankie will be able to
• Recognise of all letters in the alphabet,
• name and sound out all letters and
• blend sounds into simple CVC words.
• Recognise numbers 1- 10
• Complete assignments independently with a maximum of three prompts.
Tools
• Visual timetable for the class. A now/next chart for Frankie which breaks down the visual timetable and makes it more personal.
• Visual timetable at the workstation.
• A blending box with magnetic tiles
• A touchscreen laptop with Readding Eggs installed.
• Audiobooks and online Stories
• BBC Dance Mat
• Interactive literacy and maths games
• Dictate or similar speech-to-text appsThe School Development Planning section in the Inclusive Education Framework makes it clear that all policies, including the Special Education Policy and the Acceptable Usage Policy should accord with the principles of inclusion. This being so I can see how the SETT framework, considered in the last module, gives meaning and effect to the requirement that strategic planning “facilitate the inclusion of pupils with special educational needs through the equitable and effective deployment of resources, funding and staffing”. The provision of Assistive Technology is not to an add-on. Instead it should be strategically planned for and promote inclusion.
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This is a very detailed SETT outline, Christina, and it gives a clear picture of Frankie as a learner, not just a list of difficulties. I like that you’ve included what he enjoys as well, especially the social side and his love of play, because those are important starting points. The now/next chart sounds like a really useful support for him. Dividing his school day down into linear steps would make things much easier, especially if he finds it hard to retain new information. I also like the mix of tools you’ve suggested. The magnetic blending box, visual supports, touchscreen laptop, and interactive games all sound very appropriate, particularly if he is working around a preschool level but is in a 2nd class setting.
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<p class=”PDq2pG_selectionAnchorContainer” data-start=”0″ data-end=”396″>I agree with many of the points you made, especially the detail you included about Frankie’s strengths, needs, environment and the different tools that could support him. I particularly liked that you mentioned that he enjoys socialising with his peers despite his speech difficulties. I think it is so important to look at the whole child and what they enjoy, not just their areas of difficulty.</p>
<p data-start=”398″ data-end=”961″>I also really agree with your point that Assistive Technology should not be an add-on, but should be planned as part of inclusion. It reminded me of students I have worked with where technology helped them join their mainstream class. With one student, I worked with the mainstream teacher and we used some of his favourite apps on the interactive whiteboard to help him engage. With another student who found the activity level difficult, we used a calming app such as bubbles for a minute or two when he transitioned into the class, until he was ready to learn.</p>
<p data-start=”963″ data-end=”1099″ data-is-last-node=”” data-is-only-node=””>I think these are good examples of how technology, when chosen around the individual child, can support both <strong data-start=”1072″ data-end=”1098″>learning and inclusion</p>
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In this response, I am focusing on a group of students in my class who have been diagnosed with dyslexia and struggle with working memory and processing speed.
When looking at our overall School Development Planning through the lens of the Inclusive Education Framework, it is clear that creating an inclusive learning environment means embedding supportive digital technology directly into our daily classroom routines rather than relying on quick fixes.
Here are the key technology resources I use to support their curriculum access, specifically in literacy and numeracy:
Literacy Support
• Immersive Reader & Text-to-Speech: Tools like Microsoft’s Immersive Reader (or built-in screen readers on tablets) break down reading barriers. Students can adjust text size, spacing, and background colour, or have passages read aloud to improve comprehension without burning out on decoding.
• Speech-to-Text (Dictation): Using dictation features in Google Docs or Word allows these students to get their rich ideas onto the page without getting stuck on spelling mechanics.
• Word Prediction Tools: Programs like Read and Write or Clicker help speed up the writing process and build spelling confidence by predicting what the student wants to type.
Numeracy Support
• Interactive Math Apps and Virtual Manipulatives: Platforms like Didax or Toy Theatre offer visual, hands-on digital tools (like base-ten blocks and fraction bars) that make abstract math concepts far more concrete.
• Math Whiteboard & Screen Recorders: Using digital whiteboards paired with short video explanations (like Edpuzzle or teacher-made clips) gives students the chance to pause, rewind, and re-watch step-by-step math problem-solving at their own pace.
Integrating these tools aligns directly with our school self-evaluation goals by ensuring every learner can access the curriculum at their level, build independence, and experience success across both literacy and numeracy. -
For this module I am focusing on a group of 4th class pupils with a range of literacy and numeracy needs. Although these students are capable learners, they need extra help with reading, spelling, handwriting, organising their thoughts before writing, and setting out their math work neatly.
Here are the key digital resources used in the SET setting to support this group across literacy and numeracy:
Text-to-speech software e.g. Immersive Reader: reads digital passages aloud so students can listen to reading materials while following along with the text.
Speech-to-text tools convert a student’s spoken words into typed text, making it easier for them to write without worrying about handwriting or spelling.
Interactive manipulatives e.g. Mathigon Polypad: help pupils explore abstract math concepts in a visual way.
Websites such as Khan Academy assists with children’s numeracy skills and allows them to practice concepts at their own pace.
Using these digital resources in daily literacy and math lessons puts the principles of the Inclusive Education Framework directly into practice. By removing learning barriers, these tools give every pupil the power to learn independently and reach their full potential.
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Hi Michelle, I really enjoyed reading your post. I like how you focused on practical digital resources that can be easily integrated into everyday teaching. I agree that tools such as Immersive Reader and speech-to-text can make a significant difference for pupils who struggle with reading, spelling, and written expression by allowing them to focus on their understanding rather than the barriers they experience.
I also thought your inclusion of Mathigon Polypad and Khan Academy was an excellent idea. Visual manipulatives and self-paced practice can really support pupils who find mathematical concepts difficult to grasp. Your final point about promoting independence reflects the principles of the Inclusive Education Framework very well. When these tools are used consistently and purposefully, they can increase pupils’ confidence, engagement, and ability to access the curriculum alongside their peers.
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Michelle all of the tools you have mentioned should be introduced in the junior classes so that children are used to exploring and utilising the technology. Secondary schools are using One note so it would be great if children were ready to use them in First Year.I think it would make their transition from Primary to Secondary much easier.
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I really enjoyed reading your post and agree that these digital resources can make a significant difference for pupils with a range of literacy and numeracy needs. I particularly like the use of text-to-speech and speech-to-text tools, as they allow pupils to access and demonstrate their learning without being held back by difficulties with reading, spelling or handwriting. The interactive maths manipulatives are also a great way of making abstract concepts more visual and accessible. I think your examples clearly show how technology can remove barriers and promote greater independence, which is central to creating an inclusive learning environment.
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A 15-year-old student who uses a wheelchair and has severe and profound disabilities, epilepsy, complex medical needs, limited movement, and strong eye gaze skills, technology plays a very important role in helping gain access to literacy and numeracy activities. It allows them to be actively involved in learning and communicate their choices and understanding.
For literacy, eye gaze technology can be used to access stories, symbols, letters, and communication software. Interactive storybooks on the whiteboard can encourage participation by enabling them to look at pictures, characters, or symbols to make choices. Music-based literacy activities are highly motivating because I enjoy music. Songs, rhymes, and audio books and the toni box help develop listening and communication skills. The interactive whiteboard can display colourful visual stories and symbols, making learning engaging and accessible.
For numeracy, the PowerLink device and pillow switch can be connected to toys, lights, or sensory equipment to teach cause and effect, counting, sequencing, and choice making. For example, they can press the switch to activate coloured lights a certain number of times or participate in counting activities linked to music. Interactive whiteboard games with large visual targets can support matching, sorting, recognising numbers, and understanding patterns through eye gaze.
Sensory technology is especially important. Colour-changing lights, music systems, and switch-activated resources help maintain attention and motivation while supporting learning goals. Technology also promotes independence, giving opportunities to make decisions, communicate preferences, and engage with classmates. By combining eye gaze access, switch technology, the PowerLink device, and the interactive whiteboard, teachers can create meaningful literacy and numeracy experiences that are enjoyable, accessible, and tailored to their individual strengths and needs. -
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School Development Planning is one of the ten themes of the Inclusive Education Framework. It begins with a review of current school practices, followed by the creation of an action plan that is monitored and updated regularly. As educators, we have a responsibility to set meaningful priorities that support the inclusion and participation of all pupils. Inclusion is a continuous process that develops over time and requires commitment from the entire school community. Providing fair and appropriate resources is essential in creating an inclusive environment where every pupil has the opportunity to succeed.
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When considering a pupil or group of pupils with additional needs, it is important that technology supports are selected based on their individual strengths, needs, and learning goals. For this reflection, I have considered a group of pupils in a primary SET setting who experience difficulties with literacy and numeracy, including challenges with reading, spelling, written expression, and understanding mathematical concepts.
For literacy, a range of digital tools can support access and independence. Microsoft Immersive Reader can assist pupils by reading text aloud, adjusting text size and spacing, and reducing visual distractions. Speech-to-text tools can support pupils who have difficulty recording their ideas through handwriting, while word prediction software and spell-check features can help develop confidence in writing. Digital books, audio resources, and interactive literacy apps can also encourage engagement and provide opportunities for pupils to practise skills at their own pace.
For numeracy, technology can help make abstract concepts more visual and accessible. Interactive maths programmes, virtual manipulatives, online games, and digital number lines can support pupils in developing mathematical understanding. Tools such as calculators, visual timers, and organisational apps can also assist pupils who need additional support with problem-solving and independence.
The School Development Planning section of the Inclusive Education Framework highlights the importance of a whole-school approach to inclusion. Effective use of technology requires collaboration between school leaders, teachers, SET teachers, pupils, parents, and relevant professionals. Schools should consider current resources, staff training needs, and how technology can be embedded into teaching and learning practices. Through careful planning and review, digital tools can help remove barriers and provide equitable opportunities for all pupils to participate and succeed. -
Module 5
I am thinking in aprticular about a group of children that had litearcy and numearcy needs. The numeracy needs were mainly due to reading difficulties. I would use word for any larger writing activities so they could access spell check and text to speech support. I would use Immersive reader for homework reading tasks but also for reading maths problems. I think using One Note to create a maths dictionary would make sense so the child could review content at homework time and as a reference tool having saved multiplication squares and fraction walls.I would use Khan academy in class and for homework. I think Maths Solver woud be great for word problems, as would the highlighter in Immersive reader. I think a microsoft calander would help with a visual of the week and to help organise when they need to bring items to school such as swimming gear. Teams would be a good place for children to centralise communication and keep resources in one place. Recorded lessons as a tool to pre-teach concepts such as renaming and using maths solver within this would be a fantastic boost for children with maths anxiety. I think its great that Immersive reader can be accessed on all platforms.
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I really enjoyed reading your reflection Conor, particularly your emphasis on selecting technology on the individual strengths, needs and learning goals of the pupils. I agree that technology should be used to remove barriers rather than simply being an additional resource. The range of literacy tools you identified, particularly Immersive Reader, Speech-to Text and digital books, can provide people to greater independence while also allowing them to demonstrate their understanding in different ways.
I also like your point about using technology to make numeracy more visual and accessible. Interactive resources and virtual manipulatives can be particularly useful when pupils find abstract mathematical concepts difficult to understand. Providing an opportunity to see concepts can help bridge the gap between practical experience and more abstract mathematical thinking. I like your reference is School Development Planning section of the Inclusive Education Framework also stood out to me. I agree that effective use of technology cannot rely solely on an individual Special Education Teacher. In my own practice supporting pupils who are deaf or hard of hearing, I know how important whole-school understanding is when implementing assistive technologies such as FM or remote microphone and soundfield systems. Staff awareness, appropriate training and consistent use are essential if technology is going to have a meaningful impact.
I think your final point is particularly important careful planning and ongoing review are necessary to ensure technology continues to meet was changing needs and genuinely supports inclusion and participation.
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I agree with this approach, particularly the focus on using technology to remove the literacy barriers that can affect numeracy. Tools such as Immersive Reader, Word and OneNote could provide valuable support with reading, writing and organising mathematical information. I also like the idea of using recorded lessons for pre-teaching, as this could build confidence and reduce maths anxiety. Having resources and communication centralised through Teams would also provide consistency for pupils, teachers and parents.
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Module 5
We looked at the CPD and SSE together will assessment tools .We looked at blended learning and SSE, reminding ourselves of the SSE process of gathering information, analyse and make judgements to make improvements collaboratively, monitoring and evaluating impacts to identify our focus going forward. We explored the Maslow before Bloom, addressing childrens basic needs to ready them for better learning. We looked at the specific nature of applying AT to a child, each child should be evaluated through the SETT Framework. We looked at fun tools like Flipgrip, Wakelet, Kahoot, EdPuzzle and Adobe Create. We learned about a flipped classroom, which is a pre-teaching format to give the children the confidence to work in a classroom with known concepts. I really think this works in SET . We saw the Oide Digital Teachnologies Team and the resources available there and explored Learning Accelerators.We looked at the Microsft accelerators; Reading coach, Search Coach and Speaker coach. These accelerators use AI to enhance the childrens work while showing them the breath of how their work can expand. It reminds me of a live rubric that can be applied to existing work or plans. This Module gave me an insight into how we can push children to allow them to reach levels they may not achieve without technology. I feel like I am going back to school very well equipped to apply this learning to my SET groups. I was unsure and a little intimidated by technology at the beginning of the course. I have taught in a few growing schools and there was an absence of technology that made it difficult to explore tools with groups. I feel more informed now and it will certainly enhance my teaching.
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<div>Reflective response – Technology to support Literacy and Numeracy</div>
<div>For this reflection, I have considered a primary school pupil with a moderate sensorineural hearing loss who uses hearing aids and experiences difficulties with vocabulary development, reading comprehension and accessing spoken information in the classroom. When considering technology to support this pupil, it is important to look the individual barriers to learning and select resources that improve access to the curriculum than simply providing technology.</div>
<div>For literacy, an iPad could provide access to Microsoft 365 tools such as Immersive Reader, Read Aloud and Picture Dictionary. These features could support the pupil when reading unfamiliar words, developing vocabulary and understanding short text. Speech-to-Text or Dictate could also reduce the barrier of handwriting or spelling when the focus is on expressing ideas. Visual supports, digital books and multimedia resources could further reinforce vocabulary and comprehension.</div>
<div>For numeracy, the iPad provides access to interactive Maths activities, visual representations, number lines and mathematical gains. Text-to-Speech and visual instructions could also ensure that difficulties accessing small instructions do not become a barrier to understanding mathematical concepts. Our remote microphone or FM system and sound field system could support access to the teacher’s explanations and whole-class instruction across board literacy and numeracy.</div>
<div>The School Development Planning approach is important because supporting inclusion should not depend solely on one teacher or one piece of equipment. Schools need to consider staff knowledge, access to appropriate knowledge, professional development and how digital resources can be incorporated consistently into teaching and learning.</div> -
I have in mind a 7 yer old student with Down Syndrome. I would want to emphasis visual learning whilst reducing demands on fine motor, language and working memory skills. Looking at At as means of reducing barriers to curriculum access I would use the following to promote inclusion through technology:
* I pad w/ PM Reader app. Use text to speech function to enable child to read the text. He can highlight words being read, slow down rate of read aloud and record himself reading the same sentence and listen back for self editing.
* Teacher made word document literacy activities using Microsoft immersive reader and dictate functions
* Seesaw to respond to text, use recording function and create digital portfolio also accessible to parents.
* Nessy Reading spelling app to provide daily visual, gamified practice
* Nessy fingers for typing skills
* dolchworld.com for personalised sight word flash cards and gamified sight word practice.
* Little Bee Speech App to support speech sounds and record self making these sounds (also digital portfolio of progress) useful for liaising with speech therapy.
* L’escapidou App for fine motor control, letter and word recognition.
In relation to to school development planning, schools are asked to demonstrate a clear commitment to inclusion through effective deployment of resources. Having this suite of apps readily available on an iPad for this learner demonstrates to me an effort to provide meaningful, personalised differentiation and allows the learner to participate in whole class and small group literacy activities.
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Assistive technology can help my 5th class pupils with Dyslexia to access and engage with literacy by making reading and writing more accessible. Microsoft accessibility tools, Immersive Reader, text-to-speech and audiobooks can allow pupils to listen to text rather than relying solely on decoding, while speech-to-text can help pupils express their ideas without the barrier of handwriting or typing. Word prediction can support spelling, sentence construction and independent writing. Accessibility features on iPads allows pupils to personalise how they access and produce content. Digital literacy resources can provide additional support with reading, spelling and writing, while differentiated digital content allows pupils to access the same curriculum in ways that suit their individual needs. In particular we focused on a School Wide Approach to The Spelling Frame, allowing for a UDL approach to spelling monitored by both teachers and parents online which worked really well. UDL is an important principle, ensuring that technology provides multiple ways for pupils to access information, engage with learning and demonstrate their understanding. Overall, technology should be used to remove barriers to literacy and increase pupil independence, rather than simply being an additional classroom resource.
For my children with Dyscalculia, I would particularly focus on virtual manipulatives, number lines, visual representations, interactive games and step-by-step supports, while allowing pupils to personalise the pace and level of support. Using interactive games such as IXL and Topmarks proved beneficial this year. This fits well with the approach identified for dyslexia: using technology to remove barriers and allow children to demonstrate their mathematical understanding.
The School Development Planning section of the Inclusive Education Framework highlights the importance of ensuring that all school policies, including the Special Education Policy and Acceptable Usage Policy, are based on the principles of inclusion. I can see how the SETT framework, which we looked at in the previous module, can help schools to put this into practice by ensuring that resources, funding and staffing are planned effectively to support pupils with special educational needs. Assistive Technology should not be seen as an extra or an add-on, but as an important part of school planning that can support inclusion, access and participation for all pupils. -
For this discussion, I am focusing on a student with autism who requires additional support with literacy and numeracy. Technology can be a useful way of making learning more accessible, engaging and suited to the individual needs of the student. This links to the School Development Planning section of the Inclusive Education Framework, where schools should identify pupils needs, plan appropiate supports and regularly review whether these supports are effective.
For literacy, I would use visual supports, interactive books and text-to-speech tools to help the student understand and engage with different texts. Audiobooks could also support listening and comprehension skills, while phonics and spelling apps could provide opportunities for repeated practice in an enjoyable way. Speech-to-text could be introduced when the student has difficulty recording their ideas independently.
For numeracy, I would use interactive maths game, digital number lines and virtual manipulatives to support the understanding of mathematical concepts. These could be particularly useful alongside concrete materials, allowing the student to see and interact with numbers in different ways. Interactive activities could also provide immediate feedback and encouragement.
It is important that technology is not used simply for the sake of using it. Teachers need to consider whether each resource is meeting the individual student’s needs and review its effectiveness regularly. Whole-school planning, staff collaboration and ongoing professional development are also important to ensure technology is used effectively to support inclusion.
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I agree especially with the point that technology shouldn’t just be used for the sake of it. With children with autism the right programme can be really motivating but it still needs to have a clear purpose. I also like the idea of using digital numeracy activities alongside concrete materials rather than replacing them. In my class I would probably use something like Topmarks alongside actual counters number lines or Numicon so the child is getting both experiences. I think reviewing what is actually working for each child is really important too.
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For this activity, I would focus on a group of our school leavers with mild general learning difficulties who find literacy and numeracy challenging. Many of my students have good verbal communication skills and understand information when it is explained to them, but reading, decoding and working with numbers can be difficult. This can affect their confidence and independence.
One of the tools from this module that I would like to explore further is Microsoft Reading Coach. This could support students with reading practice by allowing them to work on their reading at their own level. I could also use Edpuzzle to create short activities around videos, where students can listen to information and answer questions. Kahoot! could be useful for making literacy and numeracy activities more interactive and engaging.
For numeracy, I could use Kahoot! for activities around money, time, budgeting and everyday calculations. Edpuzzle could also be used with short videos based on real-life numeracy skills, such as shopping or following a recipe.
I think this links well with the School Development Planning section of the Inclusive Education Framework. We need to look at the needs of our students and plan ways to remove barriers to learning. The SETT model also reminds us that technology should be chosen based on the individual student and the task they need to complete.
For our school leavers, I think the main aim is to use technology to make literacy and numeracy more meaningful and useful for life after school, while also helping them become more confident and independent.
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Danielle, I was really impressed with the video on Reading Coach on Microsoft 365 too. It looks so user friendly and has great scope for working with children with additional needs. I look forward to using it next school year. I am familiar with Kahoot and have used it as an assessment tool for end of topic assessment. The kids love it !!
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I really like your suggestions Danielle, especially the focus on preparing children for life beyond school. I work with students who can have strong verbal communication but struggle with literacy and numeracy, so I can see how these technologies could make a real difference. I particularly like your idea of using Kahoot! and Edpuzzle for practical skills such as money, shopping and budgeting. Making learning relevant to everyday life can really help build confidence, independence and motivation.
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I am considering how I could use digital technologies to support a child with dyslexia in 4th class who is experiencing difficulties with reading fluency, spelling, written expression, sequencing and remembering mathematical facts. Implementing some of the following digital tools will help remove barriers and build the child’s independence.
For <span data-streamdown=”strong”>literacy</span>, Microsoft 365 provides several valuable resources. <span data-streamdown=”strong”>Immersive Reader</span>, available in applications such as Word, OneNote and Microsoft Teams, can read text aloud, increase spacing, change background colour, divide words into syllables and highlight parts of speech. These features may improve decoding, fluency and comprehension.
Read Aloud and text-to-speech reduce the amount of visual reading required, while <span data-streamdown=”strong”>Dictate</span> allows the pupil to produce written work using speech-to-text. Microsoft Word’s spelling and grammar supports, Editor and predictive text can assist with proofreading. <span data-streamdown=”strong”>Reading Progress</span> in Teams can enable me to assign suitable passages, record oral reading and monitor fluency.
For <span data-streamdown=”strong”>numeracy</span>, visual and interactive resources can support the pupil’s understanding of number, place value, operations and problem-solving. Useful options include virtual manipulatives, number lines, multiplication games and instructional videos. In our school we already use websites such as Topmarks, Scoilnet and NRICH so I will continue to explore these
Within the <span data-streamdown=”strong”>Inclusive Education section of the School Development Plan</span>, the school should establish an agreed approach to accessible technology. This should include consultation with the pupil, parents, class teacher and special education teacher, assessment of individual needs, staff training and procedures for monitoring progress. The plan should connect technology use with the <span data-streamdown=”strong”>Continuum of Support</span>, classroom planning and the pupil’s support plan. Targets should be specific and regularly reviewed, for example improved reading fluency, spelling accuracy or independence in solving word problems.
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I teach children with autism and MLD and we use technology quite a lot throughout the day. The levels can be very different from child to child so what works for one definitely won’t work for everyone.
For literacy I would use things like Starfall for early reading phonics and matching words and pictures. Immersive Reader would be useful for children who are starting to show an interest in text and some of our children also use TD Snap for communication. For children who are further along with reading LightSail could be useful as they can read on the device and answer questions about what they have read.
For numeracy I like simple programmes where the children can practise the same skill over and over. Topmarks is one I would use for counting number recognition shapes and basic addition. The module also gave ideas like Maths Duel Khan Academy and OneNote Maths Assistant.
The School Development Planning part made me think about how we use technology across the whole school. We have lots of iPads tablets AAC devices and different programmes but I think it is important to actually look at what is being used and what is working.
I think as a school we could agree on a few good literacy and numeracy programmes and make sure everyone knows how to use them. Staff training is a big part of this too. There is no point buying new technology if it ends up sitting in a press because nobody is confident using it. We also need to keep reviewing what we have and whether it is actually making a difference for the children.
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Part 2
The school Development Planning section of the inclusive Educational Framework highlights the need for collaborative thinking around the use of AT in our schools.I know in my school that teachers are using a wide variety of AT but in isolation and not shared with the entire staff.We haven’t had a staff discussion on the use of AT in each of our rooms and the efficacy of the various tools.This course has opened my eyes to the importance of AT in the 21st century to prepare our pupils for life long learning.both class and SEN teachers need to collaborate more and perhaps create an inventory of the tools being used successfully in classrooms.I’m hoping to share my knowledge from this course with my staff in September and maybe during croke park hours we could upskill on our knowledge of Microsoft 365 and the many really good accessibility tools that are available free of charge and that are accessible in each room.
The importance of the SSE process cannot be understated.As a whole school community we need to gather collective information on tools currently being used and research other tools to enhance our pupil’s learning in this digital age.The time is now! We need to reflect on how we are preparing our pupils for the knowledge based economy.CPD will have to be more targetted and shared appropriately.I’ll be looking forward to giving speak Coach a trial to upskill on my own presentation skills!! Remembering that 1 size doesn’t fit all will be at the forefront of my mind as I return to school in September and begin using the SETT Model in my room. I hope to bring the information I have received back to my staff and try to encorporate AT in a more directed and intentional way into my lessons,to allow all my pupils participate fully and reach their potential.
Part 1
A small 2nd class literacy/maths group x4 pupils.Vocabulary development,reading fluency and accuracy,sight word reading,writing stories to express their creativity and thoughts,phonics .Number work 1-100,Place value,addition & subtraction within 100: 2 digit no’s including renaming
The tech resources I would use:
- Immersive reader: read aloud,picture dictionary,line focus,word highlighting,rate of speech,voice settings,text size and preference,spacing function,syllables function,parts of speech,grammer option
- Reading coach: to improve accuracy rate in reading,practice word reading & pronunciation practice of mispronounced words,wpm info,listening to the word read out,being able to customize the text to suit,changing pronunciation prompts to sensitive
- Dictate: to talk instead of type their stories,insert symbols,letters and numbers into their stories
- Balabolka: text to speech programme
- ipad accessibility functions:live text new feature
- Write about this: to kickstart writing activity
- Starfall .com: phonics
- Learn with Homer: ipad phonics practice
- Articulation Station: ipad how letter sounds form words
- Reading rockets Literacy Apps
- One note: write a maths problem & maths assistant solves step x step
- Maths Duel: 2 players.Very motivating & fun
- Microsoft Maths Solver App
- Topmarks:maths activities
- Nrich maths: activities
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Denise
I think its very helpful to list out all the different APPS that are available and display in the staffroom as some staff may not be aware of what is available and gives opportunity to explore in their own time to decide what may be of interest and valuable to their class to suit their pupils.
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I agree that itwould be very helpful to have a print out of all the different recommended Apps. I know that I used Topmarks a lot this year and while there are a lot of interesting and beneficicial literacy and maths activities on this app, the children would have benefitted from a more structured approach, linking activities in apps used to the targets on a student’s support plan.
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This listed resources below would be a number of resources I would use for a child in my class who has a diagnosis of autism. This child uses an ACC device to support his communication. The use of technology in his life has been a huge support and has given him his voice. Upon completing this module, there are a number of other resources that will also provide with him supports to motivate him in his learning.
– Immersive reader
– Interactive storybooks
– ABC kids tracing and phonics
– Letter school – learn to write
– Visual Schedule Planner
– Sequence pictures of stories
– Khan Academy
– Edpuzzle
– Kahoot
– NRICH maths resources
– Topmarks maths resources
The School Development Planning guidelines in the Inclusive Education framework highlights that the use of AT can only be successful through a whole-school approach. The use of AT for children with special educational needs removes barriers to learning and gives them opportunities to become active learners. However, this can only be achieved through a whole-school approach between staff in the school settings. It is important to collaborate with each other and learn from each other so that the use of AT is implemented for each individual child tailored to their needs. -
1: I work in a special needs school, in my class I work with pupils with autism who have different levels of ability and different learning needs. Technology can be particularly useful for providing differentiated and motivating opportunities to develop literacy and numeracy skills. The resources used would depend on each pupil’s individual strengths, needs and targets. For literacy, I could use tablets, laptops and the interactive whiteboard for phonics, letter and sound recognition, matching, reading and vocabulary activities. Microsoft Immersive Reader could support pupils who find reading difficult by providing text-to-speech, line focus and picture dictionary features. Microsoft Dictate could also support pupils who have difficulty with handwriting by allowing them to communicate their ideas verbally. Interactive storybooks, visual word banks and symbol-based communication apps could also support vocabulary, comprehension and functional communication.
For numeracy, I could use interactive maths games and digital manipulatives to develop counting, number recognition, matching, addition and subtraction. Topmarks (which my class last year loved), virtual number lines and Numicon-based digital activities could provide pupils with opportunities to practise skills repeatedly in a motivating way. The immediate visual feedback provided by some digital activities can also help pupils understand whether they have completed a task successfully.
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The Inclusive Education Framework highlights the importance of recognising the individual needs of learners and removing barriers to participation. I think technology can support this by giving pupils different ways to access and demonstrate their learning. From a School Development Planning perspective, it is also important that technology is not only used by individual teachers. Staff should share good practice and develop their confidence in using digital tools effectively. Parents and other professionals can also contribute valuable information about which supports work best for individual pupils.
Overall, technology can be a valuable tool for increasing engagement, independence, communication and access to the curriculum, but it should always be selected purposefully according to the needs of the individual pupil.
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Part one:
For this assignment, I am focusing on a small group of Junior Infants who are developing their letter recognition skills. The pupils can recognise some letters but need additional support to confidently identify and recall letters and their corresponding sounds. Digital technology can provide engaging and interactive ways to reinforce this learning and cater for different learning needs.
One resource I could use is an interactive whiteboard, allowing pupils to see letters clearly and practise identifying them through games and activities. Letter-recognition apps and online phonics games could also be used on tablets, giving pupils opportunities to practise matching letters with sounds in an enjoyable and interactive way. Using technology would allow pupils to receive immediate feedback and repeat activities at their own pace.
I would also use digital resources alongside hands-on activities such as magnetic letters, flashcards and letter formation practice. This blended approach would help keep learning varied and engaging. By using digital technology appropriately, I can support pupils in developing their literacy skills while making learning more accessible and enjoyable for all learners.Part two:
The NCSE Inclusive Education Framework highlights the importance of school development planning in identifying priorities and improving inclusive practice. In relation to my group of Junior Infants working on letter recognition, a possible school development priority would be to improve the use of digital technology to support early literacy and ensure that pupils with additional needs can access learning alongside their peers.
As part of an action and improvement plan, the school could identify suitable digital resources, such as tablets, interactive whiteboards and age-appropriate phonics and letter-recognition programmes. Teachers and SET could work together to select resources, plan activities and monitor how effectively they support pupils’ learning. Staff may also need opportunities for professional development to ensure that technology is being used effectively.
Progress could be monitored through observations, pupil engagement and assessment of letter recognition. The plan could then be reviewed regularly to identify what is working well and what needs to be changed. This would support a whole-school approach to inclusion and continuous improvement. -
Technology to support an ASD pupil age 8 to develop literacy skills, increase independence and provide opportunities for assessment. I choose **Immersive Reader, TTRS (Touch-type Read and Spell) and Microsoft Reading Coach** are useful resources that can be selected according to the pupil’s individual needs.
**Immersive Reader** can read text aloud, support comprehension and reduce the difficulty of accessing written information. This allows the pupil to work more independently with instructions and classroom materials.
**TTRS** supports literacy through structured typing, reading and spelling activities. Developing keyboard skills can provide an alternative way for the pupil to record ideas and complete written tasks, reducing reliance on handwriting.
**Microsoft Reading Coach** provides personalised reading practice and feedback, allowing the pupil to practice reading independently. It can also provide useful information about progress, which can support ongoing assessment and help teachers identify areas requiring further development.
For the same pupil to support numeracy I would use Top Marks on the both the IPAD and interactive white board to encourage turn taking, small group settings.
Using these technologies can increase the pupil’s confidence and participation while reducing barriers to literacy and numerracy. They should be used alongside individualised teaching and reviewed regularly to ensure they continue to meet the pupil’s needs.-
Part 2
Updating our School Development Plan keeps school goals relevant and helps improve teaching and learning. It identifies challenges, tracks progress, and ensures resources are used wisely. A Continuous Development Plan using technology supports online learning, communication, collaboration, and teacher training. Having a teacher or resource teacher to over see the use of technologies in classes may benefit time management.
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For this activity, I would focus on a Senior Infant literacy group who are experiencing difficulties recognising initial sounds and sight words. I would use technology alongside explicit phonics teaching and hands-on activities rather than as a replacement for them.
A resource I would like to use is Microsoft Reading Coach as a personalised and targeted reading support. For this group, I could use it to provide additional opportunities to practice reading simple words and sentences. I would also use interactive phonics activities on the iPad to reinforce initial sounds through repetition, matching and immediate feedback. Digital flashcards could be used to practise sight words regularly, while short interactive quizzes could make this practice more engaging.
I would also consider using Flip to allow pupils to record themselves saying initial sounds or reading sight words, giving them an opportunity to practise and hear themselves.
Most importantly, I would ensure that the technology is appropriate to the individual pupils, rather than adopting a “one size fits all” approach.
This would link to our School Development Planning and SSE by allowing us to identify literacy as an area for development, gather evidence of pupils’ progress, introduce targeted interventions and then monitor their impact.
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Such a brilliant post—you’ve nailed the balance here. Using tech to support explicit phonics instruction rather than replacing hands-on learning is so important, especially for Senior Infants who need that tactile experience.
Reading Coach is a class tool for this. Giving little ones immediate feedback without any pressure really helps build up their confidence with sight words. Using Flip is a lovely touch too. Infants always love seeing and hearing themselves, and it’s a really handy, low-stress way for you to track assessment data in the background.
Your point on SSE is dead on. Tying tech directly into gathering evidence means you actually see what’s working and can adapt your planning as you go, rather than just using tech for the sake of it. Sounds like a great plan for the year ahead!
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In this assignment, I am referring to an autistic student who displays above-average mathematical ability alongside difficulty and a dislike with writing. Technology should be used to allow the student to express mathematical ideas without being held back by handwriting, while reducing fatigue during literacy tasks.
To support reading and eliminate handwriting as a barrier to written expression, technology can shift the focus from mechanical writing to content generation. I would use MS Word Dictate to support literacy whereby the student could use speech to text. This bypasses physical writing entirely and allows the student to dictate writing assignments, answers and creative ideas naturally. I would also use Grammerly to offer contextual word prediction and phonic spell check. Inspiration is a visual mind mapping app that allows the student to structure thoughts graphically.
The student has a high mathematical ability and technology will help reduce hand written maths and provide extension or enriching activities. I would use Khan Academy and one of the advantages of this app is that it is also free. Other apps I would use with the student are Topmarks, nRich, Maths Duel and Geogebra.
The Inclusive Education Framework provides schools with a structured self-evaluation tool to develop inclusive policies and practices. The Whole-School Development Planning framework outlines how inclusion must be embedded into school policies, resource allocation, and curriculum planning. School development planning requires a policy for integrating Assistive Technology across the curriculum. I will be reviewing this policy in September as a result of doing this course.
Through the school development planning process, the school identifies the student’s need for assistive technology and submits an application under the Department of Education Assistive Technology Scheme. This secures hardware/software (for example, a laptop) that follows the student across classes.
The student’s School Support Plan must clearly specify accommodations: replacing/reducing handwritten assessments with dictation/typing, and providing math extension through various apps.It should also plan professional development so that teachers are trained in supporting speech-to-text software and digital math tools.
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Hi Ger,
Thank you for your post. From reading it, it is just great to see how a combination of assistive tools can allow a child with writing difficulties to engage so much with the process. This ensures that they are maintaining pace with their peers and engaged in the same drafting and editing – often a child’s difficulties with handwriting can impeded their ability across the curriculum and stifle their ability to develop their creative side. Your combination of dictation and grammar tools can provide such curriculum access to this specific child.
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Working with a group of 6<sup>th</sup> class students with dyslexia and mild general learning disabilities, I would use low to high assistive technologies to help them access the curriculum in a clearer and more confident way. The School Development Planning section of the Inclusive Education Framework supports this approach because it shows that inclusion should be planned across the whole school, rather than being left to individual teachers or only used when a difficulty arises. It also states that an inclusive approach celebrates diversity and embraces differences throughout all areas of school life. This reminds me that technology should not just be an add-on, but a planned support that helps every pupil take part and feel included. These tools would support both literacy and numeracy by giving students different ways to read, write, practise, listen and respond.
<h2>Assistive Tools</h2>- Microsoft Reading Coach – supports reading fluency and confidence.
- Immersive Reader – reads text aloud and changes spacing to make reading easier.
- Dictate – helps students record ideas without worrying first about spelling.
- Speaker Coach – supports students with practising speaking, fluency, confidence and presentation skills.
- OneNote – organises notes, activities and resources in one place.
- Coloured overlays – can reduce visual stress and make reading easier for students with dyslexia.
- Reading rulers – help students track one line at a time and stay focused while reading.
- Word banks – support spelling, vocabulary and independent writing.
- Graphic organisers – help students plan writing and organise their ideas clearly.
- Visual timers and task boards – support students with mild general learning disabilities by helping them understand routines, manage time and follow tasks step by step.
- Hundred squares – support counting, place value, patterns and basic number work.
- Counting cubes or counters – give students a hands-on way to understand number, grouping and problem-solving.
- Place value charts – help students understand tens, units and larger numbers in a visual way.
- Maths Frame – helps with numeracy practice and problem-solving.
- Topmarks – provides interactive maths activities and games.
- Hit the Button – supports quick practice of number facts and mental maths.
- Times Tables Rock Stars – helps students practise times tables in a fun way.
- Khan Academy – supports numeracy through clear video lessons, practice questions and step-by-step explanations.
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School Development Planning within the Inclusive Education Framework highlights the importance of identifying priorities, providing appropriate resources, and reviewing provision regularly to promote inclusion. For students with severe and profound disabilities, technology can provide meaningful access to literacy and numeracy activities and support greater independence.
For literacy, resources may include switch-accessible devices, eye-gaze technology, tablets with communication and literacy apps, interactive books, text-to-speech software, audiobooks and adapted keyboards. Symbols, pictures and voice-output devices can support communication and early reading skills.
For numeracy, students can use interactive number apps, talking calculators, large-button calculators, digital counting games, cause-and-effect software and switch-accessible activities. Interactive whiteboards and tablets can provide visual, auditory and tactile feedback to reinforce number recognition, counting and basic mathematical concepts.
Schools should identify individual needs, provide staff training and ensure equitable access to appropriate technology. Resources should be reviewed regularly through school development planning to assess their effectiveness and adapt provision as students’ needs and abilities change.
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For this assignment I thought about a small group of Second Class pupils I might work with in SET who need additional support in both literacy and numeracy. The children would have different strengths and needs, so I would not expect the same technology to work equally well for everyone.
For literacy, Immersive Reader is probably the tool I am most likely to use after completing this course. Features such as read aloud, line focus, changing text size and spacing and the picture dictionary could help pupils access texts more independently. I would also use Dictate for children who can explain their ideas orally but find handwriting or spelling a barrier. Microsoft Reading Coach is another resource I would like to explore further for reading practice.
For numeracy, I would use simple interactive maths activities alongside concrete materials. OneNote Math Assistant could be useful as children progress, while programmes such as Kahoot could also be used for quick, visual assessment and revision. With younger pupils I think it is important that digital activities do not replace practical maths but are used alongside it.
One of the main things I am taking from this course is that there is no one-size-fits-all approach to assistive technology. The resource needs to be chosen around the child and the task and then reviewed to see if it is actually helping. At a school level, I think this links well with School Development Planning and SSE. Rather than simply buying more technology, we need to look at what we already have, how effectively it is being used and where staff may need further training or support. -
Module 5 – Digital Technologies and SEN
The student I have in mind is an autistic 7-year-old in an autism class. He is a sensory seeker and avoider, and although he is speaking, his receptive language is much stronger than his expressive language. It takes time to get to know him and understand what he is trying to communicate. He has a strong interest in letters and technology but finds blending and decoding very difficult. He can identify letters but often gives both the letter name and the phonics sound.
He can also avoid reading activities, and I feel this may be because he is worried about getting things wrong. Therefore, I think supporting his confidence and self-esteem needs to be just as important as developing his literacy skills. I would want to create opportunities where he experiences success and is not constantly faced with something he finds difficult.
I would build on his interest in technology and use it to make reading practice more enjoyable and accessible. He already enjoys Reading Eggs and Starfall, so I would use these as a starting point. I particularly like that Starfall gives lots of prompts and support, allowing him to experience success and gradually become more independent. Reading Eggs also allows him to practise the same sound repeatedly, hearing it over and over. I think this could be particularly useful for him as he needs to really cement the individual sounds before moving on to blending.
I would also like to explore Reading Coach/Reading Progress and some of the other literacy tools from the course to see what could support him further.
This also links well with SSE, as I would use observations, assessment and his progress to review what is working and what may need to change. I would look not only at his literacy development, but also at his engagement, confidence and willingness to attempt reading. For this student, I think these are all important parts of his progress.
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Module 5:Part 1
It is true to say that technology can play a huge role in helping students with literacy and numeracy difficulties while also promoting confidence, enjoyment and independence. However, it should be used alongside good teaching rather than replace it which is why a hybrid approach is most effective. By offering this balance between face to face teaching and a blended learning approach , the student gets the best of both worlds .The SETT Framework reminds us that technology should always be chosen based on the individual pupil, the learning environment and the specific tasks they need to complete. No one size fits all and every student’s learning needs must be prioritised based on their level of academic ability.For my 5th class literacy group, the majority of my students have dyslexia and struggle with reading fluency and comprehension. I hope to incorporate Microsoft Immersive Reader as a teaching tool now that I know more about how to use it from learning about it in this course. This platform makes reading far less overwhelming and allows pupils to focus on understanding the text rather than struggling to decode every word. It also allows teachers to gain a more accurate picture of a pupil’s true ability by removing barriers that can mask their understanding. It’s easy to navigate and there’s so much to explore, it also gives the students a chance to tailor the passage that they’re reading , like changing the font, voice, colour preferences , segmenting, chunking, highlighting key words, read aloud , all could be a game –changer for the struggling readers.
This could be complemented by encouraging pupils to use Microsoft Dictate and other speech-to-text tools so they can record their ideas without handwriting or spelling becoming a barrier. Likewise, Read Aloud and text-to-speech features allow pupils to listen back to their own writing, helping them identify mistakes independently. Microsoft Reading Coach is another excellent tool, providing personalised reading practice, targeted support and immediate feedback, allowing pupils to build fluency and confidence at their own pace. I think this is particularly important for pupils with dyslexia, as it provides opportunities for regular independent practice while still offering appropriate support.
Other literacy resources I would use include Book Creator for creating digital books, Reading Coach, epic reading and Lexia. These tools provide engaging opportunities for pupils to practise reading and spelling independently and can be tailored to each pupil’s individual level, making progress more achievable while building confidence and fluency. Write About This seems to be a practical tool that my students might like to try also. There are so many TEL tools to choose from that fall into the ( low, medium, high tech categories) but we need to choose the most appropriate type to cater for the diverse needs in our classroom.For my 5th class students with dyscalculia then , I would support their learning through a combination of teaching examples using hands on concrete manipulatives to help visualise the problem and consolidation work to revise concepts. I will definitely try Maths Duel out as it’s a fun interactive game involving two people and is an ideal mental maths warm up game involving practice maths facts using all computation ( addition, subtraction, multiplication and division) I have used Hit the Button, ICT Games, Toy Theatre Maths, Khan Academy and nrich to develop number sense through interactive activities. These digital manipulatives all make learning maths fun, interactive, user friendly and engaging through a blended approach.
Module 5 :Part 2
Referring to the School Development Planning section in the Inclusive Education Framework, we formed a digital management team last year and firstly conducted an audit of what our school had available in the line of equipment that is in good working order before purchasing equipment and apps. A teacher was selected from the lower, middle and upper end of the school to discuss the types of AT they use in their own classrooms including any apps they use on the iPads that are working well for SEN pupils in particular.
Following our initial discussion all staff had time to reflect on what our school has achieved so far, what has worked well and what improvements could we make to ensure that all students were catered for. Following this, we worked on our School Improvement Plan in conjunction to our SSE and set short term achievable targets, timetabling iPad usage for each class in the school, invested in a set of Chromebooks for the senior end of the school to give all students the opportunity to do some independent research and project work while presenting their findings to their class through digital presentation.Our SIP is a working document that will need to be reviewed again at the start of September taking into account that the document should ideally be suited to all classes and children with SEN . This is all part and parcel of enhancing the Inclusive Education Framework.
There is no doubt that digital technologies enhance teachers practice and learners’ experiences and outcomes provided that the appropriate SETT plan is put in place to coincide with the students SSP plan. I now feel more confident in using digital TEL tools to support learning and assessment and I look forward to sharing this info with other teachers in my school in September.
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I’ve decided to focus on a child in Senior Infants with self-regulation challenges, speech clarity issues linked to orofacial myofunctional needs, and sensory sensitivities (particularly to background noise and visual clutter).
Literacy supports:
- Microsoft Immersive Reader & Dictate: Using Immersive Reader allows the child to adjust text size, background contrast, and line focus to prevent sensory overload. The built-in picture dictionary supports vocabulary without visual overwhelm. Dictate (speech-to-text) gives them a low-pressure way to record spoken words and practise clarity, while audio playback lets them listen back at their own pace using headphones to block out classroom noise.
- Book Creator: Excellent for multimodal learning. The child can tap simple audio buttons to record short speech sounds or use visual icons to build simple sentences, keeping reading and writing accessible and engaging.
Numeracy Supports
- Interactive Manipulatives (e.g., Toy Theater / Math Learning Center): Virtual ten-frames, counting beads, and pattern blocks on an iPad allow the child to work with concrete concepts visually. Tap-to-count features remove fine-motor frustration, and sound effects can be muted to keep sensory input manageable.
Self-Regulation Tools
- Visual Timers: Apps like Time Timer provide a clear, non-verbal cue for activity duration and countdowns, helping reduce anxiety during transitions.
When considering how we select and implement these technologies—such as using the SETT framework to match the tool to the child’s specific environment and tasks—it links nicely into the School Development Planning section of the Inclusive Education Framework, ensuring digital inclusion is embedded consistently across all class levels.
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Hi Margaret,
Thanks for sharing this — I really like the focus on self-regulation tools. I’m delighted to know that there are Apps like Time Timers with such practical way to help students to feel less anxious when transitioning from different classroom activities.
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In terms of resources, I would be considering using a lot of the Microsoft tools that were mentioned in this course. I think the immersive reader, dictate feature, text to speech and dictionary features would really support a lot of children in my class. I find audiobooks are hugely beneficial, particularly for children who find story time relaxing or regulating but in a busy classroom, it is not always possible to sit with a child for a long period of time to read a story for them. A lot of the phonics apps mentioned on this course would also work very well in my class and are ones I am going to try out this year.
The Inclusive Education Framework highlights that school development planning should be an ongoing process rather than a once off, tick the box activity. Theme 2, Whole-School Development Planning, explains that schools should have a clear vision for inclusion and ensure that their policies, practices, resources and staff development support pupils with special educational needs. Schools are encouraged to reflect regularly on their current practice, identify areas that need improvement and develop an action plan to make positive changes. This Framework highlights collaboration as a key theme and requires the whole school community to work together. The framework also recognises the importance of ongoing professional development for staff so that they are kept up to date and ready to engage with an every-changing educational landscape.
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For this activity, I would consider a group of students in a primary school setting who have different communication, literacy and numeracy needs. In line with the Inclusive Education Framework and the School Development Planning approach, technology should be selected based on identified student needs and used to support participation, inclusion and progress across the curriculum.
For literacy, useful resources could include iPads and laptops with text-to-speech and speech-to-text functions, interactive phonics apps, digital books, audiobooks and visual writing supports. AAC devices and communication apps can support students who have difficulty communicating verbally, while word-prediction tools can help students develop independent writing skills.
For numeracy, online interactive maths games such as Topmarks, IXL and Mathletics are excellent resources. They provide engaging opportunities to practise number skills, mental maths, addition, subtraction and multiplication. These resources can be differentiated to meet individual needs and allow students to practise skills at their own pace. Technology can therefore support confidence, independence and inclusion across the curriculum.
These resources should be introduced following assessment, monitored for effectiveness and reviewed as part of the school’s ongoing planning process. -
Part One: For this assignment I should choose a pupil who has autism, one who is academically capable but who has difficulty with organisation, processing instructions and working on their own. On the basis of my experience, such pupils generally understand the learning but have problems because of the amount of information given to them, changes in routine or not knowing where to start with a task. In my opinion technology can be very useful in such cases provided that it is introduced carefully and is used consistently.
To promote literacy I would use technology to make written information clearer and easier to access; if a pupil finds themselves overwhelmed by a large amount of text I could offer them shorter sections of the information in digital form and let them go through each section at their own speed. Immersive Reader would also be useful in cases where a pupil needs assistance with accessing written material on their own.
I was especially interested in the Microsoft Reading Coach in this module since it could be useful for pupils who need extra reading practice but who may be uncomfortable reading aloud in front of others. It would allow them to practice on their own and get feedback in a more private environment. In some cases, lowering the pressure associated with a task makes a significant difference to pupils’ confidence and their readiness to take part.
When it comes to written work, I should use tools like OneNote to help the pupils organise their ideas and to divide a big task into smaller ones. Rather than having to deal with one long piece of work, they would have a clear sequence to follow. It would also be useful to record voices for those pupils who find it easier to explain their thoughts out loud before writing them down.
When it comes to numeracy, I would make use of interactive and visual materials to help pupils who learn better by seeing mathematical concepts presented in various ways. Kahoot! could be useful for revising number facts or mathematical vocabulary, but I would have to be careful about the competitive or time-pressure aspect since it might have different effects on different pupils; some children might find it motivating but others might find it stressful.
The module also included tools like Wakelet and Edpuzzle, which I thought would be useful for organisation and for independent learning; Wakelet would enable me to collect the resources needed for a particular topic in one place, while Edpuzzle would allow a pupil to pause and replay an explanation as many times as necessary. This would be especially beneficial for pupils who require extra processing time.
The one thing I have learned from the course as a whole is that there is no single piece of technology which will be suitable for every pupil. I wouldn’t introduce all of these tools to a single child. Rather, I would first determine a particular difficulty and then select one or two resources that might be of some help. After that, I would allow the pupil to gain confidence in using them and afterwards check whether they had in fact improved the pupil’s access to learning and their independence.
In my opinion technology can be especially useful for pupils with special needs since it offers them structure, predictability and various methods of accessing information; the key point is that it should be used to support the pupil, not turn into another task for them to deal with.
Part Two: This module’s section on School Development Planning caused me to consider more closely how digital technology is used throughout the school. Although as a SET teacher I might come across a particular tool which works very well with one of my pupils, the pupil will get much greater benefit if they can also use that support in their main classroom. It is therefore very important to ensure consistency.
In my opinion, School Self-Evaluation is a useful approach for examining digital learning since it prompts schools to spot a area in need, collect evidence and then check if any changes have actually led to an improvement. Instead of simply introducing new technology just because it is available, I believe we should ask ourselves what problem we are trying to solve and whether the technology is aiding us in solving it.
There is one aspect of school that I would like to see improved that is the use of the accessibility features which are already at our disposal. During the modules I have become familiar with a variety of Microsoft tools which could be of benefit to pupils having different needs. For instance, Reading Coach would be useful in the area of literacy, while other Learning Accelerators such as Search Coach and Speaker Coach could provide support to pupils as they grow up and become more independent learners.
I believe as well that it is very important for staff to work together. It is possible that teachers are already making use of good resources in their individual classrooms, even if other members of staff are not aware of this. Informal sharing of such ideas or discussing them at staff meetings could help in developing a more consistent approach without requiring each teacher to carry out individual research into every new programme.
The thing I am most concerned about is introducing too many digital tools at the same time. Since there are such a variety of apps, websites and programmes on offer, this can be rather overwhelming for both students and teachers. It would be more effective for a school to select only a small number of useful tools, ensure that the staff know how to use them and then assess the impact of these tools.
In general, this module has taught me that digital learning should be incorporated into overall school planning rather than being introduced separately in individual classrooms. By means of the SSE and the Digital Learning Plan, schools are able to find out what is already working well, where further development is required and how technology can be used to make learning more inclusive and accessible for all pupils.
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