[Hilary Ann Long]

<p class=”MsoNormal”>After completing the SETT framework I would probably choose the immersive reader resource as it is really an all rounder when it comes to literacy and making literacy more attainable to weaker chn. Some of the tools like text read aloud, adjusting how the text appears such as line spacing, font etc , line focus are some key tools on the it that will help chn struggling with literacy. We give out reading each week in SET using the myon reading, which is a great resource but I feel using this in conjunction with it or even to just do the class comprehensions or novels it’s a great way to give them autonomy over how they access the text. In turn training them as active learners.</p>
<p class=”MsoNormal”>For Numeracy a new one I’ve discovered from this course is the office lens app for EAL kids sounds amazing. I will definitely be using this with the group of EAL I have next year, particularly for maths language which can be hard to teach esp to EAL.</p>
<p class=”MsoNormal”>Other apps like Kahoot for assessment at the end of a topic is very useful in all subject areas, and the wakelet you mentioned in the course would be a good one for project work or even for flipped classroom methodology.</p>
<p class=”MsoNormal”>The <span style=”mso-spacerun: yes;”> </span>whole school dev planning in the education framework, is a great way to do some strategic planning as a whole school / SET team, preferably at the beginning of the year, <span style=”mso-spacerun: yes;”> </span>in order to facilitate the inclusion of pupils<span style=”mso-spacerun: yes;”>  </span>with special Ed needs. This main theme of the inclusion framework is essential in order to plan appropriately for chn with special educational needs. Also to make sure <span style=”mso-spacerun: yes;”> </span>everyone is on the same page and the staff can work collaboratively to fulfil the needs of the chn in our care.</p>

[Hilary Ann Long]

This is a fantastic tool and I look forward to using it next year with my SET groups. Its great to know about this resources prior to reading the SFF files in Sept.
To begin I would show the class teacher this tool and all the different ways to use it, I feel it’s a great resource and easy to use, esp with the higher classes.
With regards supporting literacy there are many ways. The dictate option in word could be used for chn with OT reports including DCD, hypermobility. Their hands get sore from writing so this is a great tool to help them, maybe do some of their written work on the computer using immersive reader. Also for chn with dysgraphia also.
Next year we have some EAL chn that could use the built in dictionary and the translate button to help them with English texts
I would also use it for chn struggling with literacy . line focus tool to help them take chunks of texts and narrow it down. Changing font, line spacing etc all helps when reading . Also it’ll be great to show them how to work this resources so they can work it to suit themselves.
The office lens app could be used on day trips or trips around the school for junior classes / struggling readers etc to make sense of the posters etc around the school. Chn can download this on their own devices and use outside of school too.

[Hilary Ann Long]

http://www.helperbird.com
This site was a fantastic tool we discovered this year in school. It is so user friendly and adaptable to all learners, EAL, additional needs, struggling readers etc. I once did a course and they said that when we plan our lessons we need to plan like everyone in the class is dyslexic as each student learns in different ways. Specifically with helperbird in the class (inclass) we used to use it for our Ukrainine students who have been with us for a few years now, and who are well able . They used the spelling and grammar check, dictionary, word prediction and voice typing to name a few. With withdrawal , specifically for a group with dyslexia and dysgraphia we taught the chn all about the different tools withing helperbird and each child used to use it to best help themselves. The most popular tools were overlays and tints, customising fonts, summarising pages and of course the dyslexia friendly PDF reader. I will continue to use it next year too.

Cosan Framework
Cosan is about steady and on going progress, rather than elusive perfections. It also promotes autonomy for teachers to guide their own learning experiences. This framework links in largely with CPD and teachers being life long learners. I feel each teacher brings a new angle to teaching and this is reflected in ones own interests. By doing this course I feel like I can bring more ideas to our SET team next year. Like technology the pace is fast, same with teaching, new teaching ideas, apps, curriculum changes etc make it is impossible to keep up without continued learning on behalf of the teacher. Learning from peers, aswell as taking new courses all year make the learning easier and not so daunting. Teachers have got to be life long learners, no teacher I know doesn’t want to learn or isn’t open to learning . That is part of the DNA of a teacher.

[Hilary Ann Long]

<p class=”MsoNormal”>The SETT model is a very comprehensive tool for AT and the SET child. The SSF informs us of the childs academic and social and emotional progression to date, interests, reports, standardised tests results etc however to pin point which AT will be a right fit for a child is the difficult part. There are many different products / tools for every kind of need. To narrow this down we can use the SETT framework to pinpoint what AT would be the most suitable for our SET child. I would pull the information for the student from the SSF, liaise with previous teachers, and gather information like that, the E for environment would be , perhaps withdrawal or inclass support and the task – depending on the objectives of the SSF for the term this would be based on that in tandem with recommendations on the report. Then depending on ability, needs and access to ICT we would determine do we need low / mid or high tech. I am SET for 4^th class so we would be using the high the mostly . Chn tend to be very abled with technology these days. <span style=”mso-spacerun: yes;”> </span><span style=”mso-spacerun: yes;”> </span>Like the case study given the read aloud on the Myon was very beneficial for EAL kids and also struggling readers. The assessment was the quiz at the end of each story, this was recorded and teachers could see their progress. Also they could leave a book review so teachers could assess their knowledge of the given book. With literacy this year we used to do their report writing on the chrome spins , I found chn who wouldn’t usually be engaged in a writing activity very enthusiastic and the spell check was helpful for the chn with dyslexia.</p>

[Hilary Ann Long]

<p class=”MsoNormal”>Assistive Technology has massive potential in our current classrooms today. Children growing up today are far more familiar with technology than ever before. Like all technology , AT is fast moving and its potential, when done right with regards products <span style=”mso-spacerun: yes;”> </span>and tools within products are invaluable. The Digital Learning Framework is an excellent tool to inform whole school planning for the SSE process. also. The AT Hive is a great tool to help both teachers and caregivers to match a specific product / tool with the various needs of their children. On most reports I’ve seen this year some form of touch tying has been recommended whether it was an OT report, Ed Assess report. As a whole class the class teacher taught touch typing skill all year, and specifically the SET teacher monitored and taught their SET kids how to navigate the programme, and gave 1:1 attention to assist them with it. <span style=”mso-spacerun: yes;”> </span>It seems like this basic skill will have huge benefits for kids going forward into secondary school as well as further down the line possibly looking for jobs.<span style=”mso-spacerun: yes;”>  </span></p>
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<p class=”MsoNormal”>I will address domain 1 : Pupils achieve the stated learning objectives for the term and year – Pupils are provided with personal feedback and differentiated support based on evidence gathered using a range of methods including digital technologies. In relation to this<span style=”mso-spacerun: yes;”>  </span>we used Myon reader and Renaissance to assess, gather reading information and watch a students progress throughout the year. We did the STAR assessment on renaissance 3 times in the year and monitored the students reading , comprehension, fluency using this assessment. Results were given at the PT meetings in Nov and then a review was given at the end of the year. This tool was being used daily both in school and at home. The ZPD tool on Myon was very functional and allowed the students to read at their level. At the end of the year we used the progress chart to show students and parents their progress all year.</p>

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