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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.
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.Part 2:
For this SETT plan, I focused on a 10-year-old pupil with severe and profound disabilities, complex medical needs, limited mobility, and who uses a wheelchair. The SETT Framework is particularly useful in this case because it ensures that the focus remains on the pupil’s individual strengths, needs, and goals rather than on the technology itself. The pupil’s primary needs relate to communication, participation, engagement, sensory learning, and accessing activities despite significant physical challenges.
In considering the Student, Environment, Tasks, and Tools, it became clear that assistive technology must support meaningful participation rather than academic achievement alone. The pupil learns best through sensory experiences, cause-and-effect activities, and opportunities for communication and choice-making. Appropriate tools may include switches, switch-adapted toys and activities, eye-gaze technology, communication aids, positioning equipment, and accessible digital resources.
Student
• 10-year-old pupil
• Severe to profound intellectual disability
• Wheelchair user with limited voluntary movement
• Complex medical needs and receiving palliative care supports
• Emerging awareness of familiar people, objects, sounds, and routines
• Communicates preferences through facial expression, vocalisations, gaze, and body movements
• Enjoys music, sensory stories, and cause-and-effect activities
Environment
• Special class setting
• Access to SNAs, therapists, and nursing supports as required
• Adapted seating and positioning equipment
• Low-distraction learning environment
• Home-school collaboration in place
Tasks
• Make choices between activities
• Participate in sensory stories
• Engage in cause-and-effect activities
• Communicate preferences and needs
• Maintain attention and engagement during learning activities
• Participate in social interactions with peers and staff
Tools
• Single-switch access device
• Switch-adapted PowerPoint activities
• Eye-gaze or gaze-responsive activities
• Communication buttons or AAC devices
• Interactive sensory resources
• Tablet with accessible apps
• Adapted mounting and positioning equipment(pillow switch)
Outcomes
• Increased active participation during classroom activities
• Improved opportunities for communication and choice-making
• Greater independence in accessing activities
• Enhanced engagement with literacy and sensory learning experiences
• Improved quality of interaction with peers and adultsThe SETT Framework provides a practical and student-centred approach to selecting appropriate assistive technology and can be used effectively in conjunction with a pupil’s School Support File. The process begins by building a clear picture of the student, including their strengths, needs, interests, abilities, and individual learning targets. Consideration is then given to the environments in which the pupil learns and participates, such as the classroom, home, and wider school setting. The tasks the pupil is expected to complete are identified before suitable tools and supports are selected to help them achieve success.
The School Support File serves as a valuable record of this information, allowing teachers to track progress, evaluate interventions, and monitor the impact of chosen supports. Assessment information may include teacher observations, parental and pupil feedback, work samples, standardised and diagnostic assessments, and ongoing formative assessment. Regular review of this information ensures that assistive technology continues to meet the pupil’s evolving needs, promoting greater participation, independence, engagement, and achievement across all areas of learning.The principles of Cosán, the National Framework for Teachers’ Learning, emphasise that teachers are lifelong learners who continuously develop their knowledge, skills, and professional practice throughout their careers. Cosán recognises that professional learning can take many forms, including formal courses, collaboration with colleagues, professional reading, mentoring, reflection, and engagement in school-based initiatives. Central to the framework is the belief that teacher learning should have a positive impact on teaching practice and ultimately on student learning.
I strongly believe that teachers are lifelong learners. Education is constantly evolving, with new research, technologies, and teaching approaches emerging regularly. To meet the diverse needs of pupils, including those with additional educational needs, teachers must continue to learn and adapt. Continuing Professional Development (CPD) is therefore essential. It allows teachers to refine their practice, remain up to date with educational developments, and improve learning outcomes for their pupils. CPD also encourages reflection, collaboration, and professional growth, ensuring that teachers remain confident, effective, and responsive to the changing needs of their learners.
I created a switch-adapted PowerPoint activity for a pupil with severe and profound disabilities and complex medical needs who is developing cause-and-effect skills, attention, and early communication. The pupil accesses technology using a single switch connected to a computer interface and benefits from highly motivating, familiar content.
The PowerPoint tells the story of a typical school day using real photographs of the pupil, classmates, and familiar classroom environments. Each slide contains a simple sentence, a photograph, and a recorded narration. The presentation is set to advance using a switch, allowing the pupil to independently move through the story at their own pace. Predictable repeated phrases and consistent layouts support engagement and anticipation.
This activity supports early literacy by exposing the pupil to print, spoken language, and meaningful visual supports. It also promotes independence, communication, choice-making, and switch-use skills. Using familiar experiences increases motivation and understanding, while the switch access ensures the pupil is an active participant rather than a passive observer.
The activity aligns with the principles of the SETT Framework by matching the tool (switch-adapted PowerPoint) to the student’s physical, communication, and learning needs. It allows the pupil to access age-appropriate literacy experiences in a way that is meaningful, accessible, and motivating.I really enjoyed reading your post and I share your enthusiasm for the range of assistive technology tools now available to support literacy. As a special class teacher working with pupils who have severe and profound disabilities and complex medical needs, I can see how tools such as Immersive Reader, speech-to-text, and Reading Coach can help remove barriers to learning and increase participation. I particularly like your point about restoring the joy of reading, as confidence and engagement are often the first steps towards literacy development.
Many of my pupils access literacy in different ways, including through symbols, images, audio, and shared sensory reading experiences. Features such as read-aloud, picture supports, and text customisation can help make content more accessible and meaningful. I also agree that these tools promote independence by allowing pupils to engage with learning at their own pace and according to their individual needs. The potential for inclusion is significant, ensuring that all learners can participate more fully in classroom activities and experience success.
As a special class teacher working with pupils with severe and profound disabilities and complex medical needs, I see assistive technology as a vital tool for supporting communication, engagement, and early literacy skills. Exploring Immersive Reader in Microsoft Teams, Edge, and other Microsoft 365 applications has highlighted how features such as Read Aloud, picture supports, and text customisation can make literacy activities more accessible for my pupils.
For many learners in my classroom, literacy involves engagement with symbols, images, shared stories, and communication opportunities rather than traditional reading and writing. Immersive Reader can provide multiple ways for pupils to access content and participate meaningfully in learning activities.
I also recognise the importance of adapting technology to meet individual needs. Adjustments such as tablet mounts, switch access, keyguards, or eye-gaze technology can greatly increase independence and participation. Using the SETT Framework helps ensure that the technology chosen is based on the pupil, their environment, and the task, enabling every learner to access meaningful learning experiences.Hi Julie,
I really enjoyed reading your post. I agree that assistive technology does not always have to be high-tech to make a significant impact. Simple supports such as pencil grips and visual aids can be just as effective as digital tools when they are matched appropriately to a pupil’s needs. Your point about using the SETT framework is particularly important, as it reminds us to focus first on the student and their learning environment before selecting a tool.
I also liked your connection between assistive technology, School Self Evaluation and the Digital Learning Framework. Evaluating the effectiveness of supports through evidence-based practice ensures that we are making informed decisions that genuinely benefit pupils. As teachers, it is our responsibility to provide opportunities for all learners to access the curriculum, participate meaningfully in classroom activities, and develop independence. Assistive technology plays a key role in achieving this by removing barriers to learning and enabling pupils to demonstrate their knowledge and abilities with greater confidence.
Your post highlights how thoughtful integration of Assistive Technologies can promote inclusion and ensure that every child has the opportunity to succeed, at a level appropriate to them. Thank you for sharing such practical and insightful examples.I have worked as a special class teacher for several years and have incorporated a range of assistive technologies into my teaching practice during that time. Through this course, I hope to develop a deeper understanding of these technologies and the benefits they can provide for my pupils.
I find the Digital Learning Framework particularly useful and intend to use it as a planning tool, as outlined in the introduction on page 3. Within Domain 1, one of the learner outcomes states that pupils should demonstrate the knowledge, skills, and understanding required by the Primary Curriculum. Information and Communication Technology (ICT) can be a highly effective tool in supporting pupils to achieve these outcomes.
The SETT Framework is another valuable tool for gathering and organising information relating to assistive technology assessments for pupils with special educational needs. Information is collected under four key headings: Student, Environment, Tasks, and Tools. This framework helps guide decision-making and planning to ensure that the most appropriate supports are in place for each pupil. September can be a very busy time when you are learning about a new class and all their individualities. Hopefully this tool will be of assistance to me. At the beginning of the academic year, I plan to use the SETT Framework as a starting point to identify areas where ICT can support the development of the knowledge, skills, and understanding highlighted within the Digital Learning Framework.