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Thanks for sharing your ideas—there’s so much here I’ll be taking with me into the new school year! I hadn’t considered using PowerPoint Live to support EAL students, but I can really see the value of combining that with Immersive Reader. I’m also keen to try Reading Coach to give pupils more independence and reduce the pressure of one-to-one reading. Like you, I’ve found that typing tools can really boost confidence, so I’ll be exploring TTRS more closely.
For this task, I considered pupils with dyslexia, who experience ongoing challenges in decoding, reading fluency, spelling, and working memory. These difficulties can impact both literacy and numeracy. Based on the Inclusive Education Framework and School Development Planning, I believe using a combination of low- and high-tech assistive technology can enhance access and reduce barriers in meaningful ways.
In literacy, tools like Immersive Reader support decoding by reading text aloud and using line focus to aid concentration. The Picture Dictionary can support vocabulary building, and Dictation allows the pupil to respond to comprehension questions verbally without the added pressure of spelling or handwriting. Programmes such as Reading Eggs, Nessy, or Fast Phonics would provide engaging reinforcement at home and in the SET room. I would also include Bitsboard or Wordwall to build sight word fluency using a multisensory approach.
In numeracy, tools like OneNote’s Math Assistant or Microsoft Math Solver break down problems step by step, supporting comprehension and reducing anxiety. Colour-coded PowerPoints, Starfall, or CBeebies number games can support working memory and retention of concepts in an engaging, visual way.
Finally, more general tools such as Coggle for mind mapping, Flip for oral responses, and BBC Dance Mat for typing fluency can further support access across subjects. All tools would be trialled, reviewed, and recorded through the School Support File, ensuring they’re matched to the pupil’s evolving strengths and needs.
Part 1: The SETT model provides a practical and structured way to plan for students with additional needs by focusing on the Student, Environment, Tasks, and Tools. When used alongside a student’s School Support File, it helps ensure that support strategies are tailored, realistic, and responsive to the learner’s specific context.
When reviewing a support file, I would start by identifying the student’s strengths and needs through teacher observations, previous assessments, and input from parents, SNAs & teachers. This forms the “Student” section. I would then reflect on the “Environment”—including classroom layout, noise levels, peer support, and access to devices. The “Tasks” would be analysed to determine what exactly the student is being asked to do, and where they may be encountering barriers.
Based on this, I would match appropriate “Tools”—ranging from low-tech options like visual schedules, graphic organisers, or pencil grips, to high-tech tools such as Immersive Reader, Dictation, or language-support apps. Assessment approaches would include informal teacher checklists, work samples, oral responses, and feedback from team teaching or SET support. Using the SETT model in this way ensures that supports recorded in the School Support File are evidence-informed, person-centred, and adaptable over time.
https://docs.google.com/document/d/1dwOxJSJMNKp2jwRvAuaQkvHGFlPX2yZfpvVgtyNVyck/edit?usp=sharing
Part 2: Reflection on SETT Plan
This SETT plan was created for a 4th class student with a formal diagnosis of dyslexia, who struggles with phonological processing, decoding, and reading fluency. The process helped me break down not just what the student finds difficult, but also how to match those needs with practical tools in a supportive environment.
By using Immersive Reader, audio books, and Read & Write tools, the student can access text in a way that builds confidence and supports independence. Low-tech supports like coloured overlays and enlarged font also play an important role in reducing visual stress.
I found the SETT model useful in ensuring that every intervention is purposeful and documented clearly in a way that links directly to the student’s Support File. It also encouraged me to consider the student’s environment and tasks more holistically—not just their diagnosis. I’ll definitely be using this framework in my future planning.
I Really liked how you highlighted the importance of keeping the plan updated as the pupil develops. It’s a great reminder that these tools should be working documents, meant to evolve with the child. This includes reflecting on aspects that are going well, achievements the child has made, as well as those that the child is not achieving as easily, and questioning how we can better support the child using all the available tools disposal.
Part 1: Reflection on Using the SETT Model with the School Support File
The SETT model provides a practical and structured way to plan for students with additional needs by focusing on the Student, Environment, Tasks, and Tools. When used alongside a student’s School Support File, it helps ensure that support strategies are tailored, realistic, and responsive to the learner’s specific context.
When reviewing a support file, I would start by identifying the student’s strengths and needs through teacher observations, previous assessments, and input from parents or SNAs. This forms the “Student” section. I would then reflect on the “Environment”—including classroom layout, noise levels, peer support, and access to devices. The “Tasks” would be analysed to determine what exactly the student is being asked to do, and where they may be encountering barriers.
Based on this, I would match appropriate “Tools”—ranging from low-tech options like visual schedules, graphic organisers, or pencil grips, to high-tech tools such as Immersive Reader, Dictation, or language-support apps. Assessment approaches would include informal teacher checklists, work samples, oral responses, and feedback from team teaching or SET support. Using the SETT model in this way ensures that supports recorded in the School Support File are evidence-informed, person-centred, and adaptable over time
Struggling to be able to post with the link so I’ve included the SETT plan here instead:
SETT Plan – Literacy Support for a Student with Dyslexia
Student Name: Sample StudentClass Level: 4th Class
Primary Need: Diagnosed Dyslexia – difficulties with phonological processing, decoding, spelling, and reading fluency
Target Area: Literacy – improving decoding and reading comprehension
S – Student
• Strengths: Good verbal comprehension, enjoys group work and listening activities, creative thinker.
• Needs: Struggles with decoding unfamiliar words, reading fluency, and confidence when reading aloud.
• Motivation: Highly motivated when using technology and enjoys interactive tasks with visual elements.E – Environment
• Mainstream classroom with daily SET support (3 sessions per week).
• Access to a laptop and headphones.
• Quiet reading station with minimal distractions.
• Reading tasks supported by visuals and access to online learning platforms.T – Tasks
• Literacy: Decode CVC and CVCC words, improve reading fluency, and answer simple comprehension questions.
• Supported tasks include reading short digital texts and orally responding to questions.
• Tasks are chunked into short sessions with guided support.T – Tools
• Immersive Reader (Microsoft Word and Edge) – to provide text-to-speech and line focus.
• Read & Write Extension – to support decoding with phonetic spellcheck and audio playback.
• Coloured overlays and printed texts with larger fonts – to reduce visual stress.
• Dictation tool – to support reading responses without handwriting burden.
• Audio books and voice-recorded reading logs – to build fluency and confidence.Part 2:Reflection on SETT Plan
This SETT plan was created for a 4th class student with a formal diagnosis of dyslexia, who struggles with phonological processing, decoding, and reading fluency. The process helped me break down not just what the student finds difficult, but also how to match those needs with practical tools in a supportive environment.
By using Immersive Reader, audio books, and Read & Write tools, the student can access text in a way that builds confidence and supports independence. Low-tech supports like coloured overlays and enlarged font also play an important role in reducing visual stress.
I found the SETT model useful in ensuring that every intervention is purposeful and documented clearly in a way that links directly to the student’s Support File. It also encouraged me to consider the student’s environment and tasks more holistically—not just their diagnosis. I’ll definitely be using this framework in my future planning.
I completely agree Deirdre—when I graduated, we didn’t have interactive whiteboards, laptops, or access to assistive tech either. Like you, I’ve had to adapt and upskill over the years, especially with the growing focus on inclusion and digital learning and how fast tech is changing, it feels like there’s a constant need to upskill to try to keep up. It’s great to reflect though on how far we’ve come and how CPD continues to shape the way we support pupils today.
Part 1: Story-Based Literacy Activity Using Microsoft Word and Immersive Reader
For this activity, I created a story-based literacy task using Microsoft Word for a 5th class student with Down Syndrome who has a reading age of approximately 6–7 years. The student has strong verbal reasoning but finds extended reading and writing tasks challenging due to language processing and speech clarity difficulties. I couldnt share the word document so I shared a google docs version instead: https://docs.google.com/document/d/1iBP88KmhKc9Dga0Kr-rQGae5ogpe1UV9x2B1iHTV6iQ/edit?usp=sharing
The task includes a simple, engaging story titled “My Magical Weekend”, followed by five lower-order comprehension questions and one inferential question. The student uses Immersive Reader to listen to the story being read aloud, helping with decoding, word recognition, and pacing. They then use the Dictation tool to speak their answers aloud instead of writing them, removing the barrier of fine motor strain and spelling anxiety.
This approach allows the student to access the content in a way that plays to their strengths, while still targeting key literacy skills. It supports inclusive practice by embedding AT tools already available through Microsoft 365 and aligns with UDL principles, offering multiple means of representation and expression. The activity also helps build independence and engagement through technology they can use confidently and enjoyably.
Part 2:
Part 2: Reflection on Cosán and Lifelong Learning
I completely agree with the idea that teaching is a craft that requires continuous development. Every class, every learner, and every school year presents new challenges and opportunities to grow. The Cosán Framework really highlights how professional learning goes beyond formal CPD—it’s about being reflective, collaborative, and open to improving our practice throughout our careers.
Working more closely in SET and SEN in recent years has shown me just how essential this ongoing learning is. So much of the technology and inclusive practice that we use now (interactive whiteboards, ipads, laptops for students) or are included in this course—like Immersive Reader, Dictation, and the SETT model—weren’t part of my initial teacher training as they were not in schools. Without engaging in CPD, I wouldn’t know about any of these tools that could make a real difference in how I support my students. CPD gives me not just strategies, but confidence. It allows me to meet my students where they are and adapt as their needs evolve.
Hi Saoirse, I couldnt agree more, that picture dictionary and the translation tools features will be so helpful with my EAL learners in September. Also for all children who are still cementing the idea of nouns, verbs, adverbs etc, having those tools at their fingertips to help reinforce and remind could be a fantastic way to create revision tasks, that they could self-assess at the end using this tool.
My school uses Microsoft 365, and students from 4th to 6th class have access to individual laptops. Yet, I hadn’t realised how powerful the built-in tools like Immersive Reader, Dictation, and Office Lens could be until this module. These features can be hugely beneficial for literacy support, particularly for students with dyslexia, EAL needs, or processing difficulties.
However, one child in the senior classes that I support 5th class struggles to articulate full, audible sentences so I wonder about the level of independence that dictation could offer as regard its limitations with speech clarity—it may not always pick up their voice accurately which could add additional frustrations for the child. However, Immersive Reader could still support reading comprehension, especially with the line focus and picture dictionary tools.
This module made me realise that many high-tech supports are already at our fingertips but I was not aware of them. I feel far more confident now in embedding them meaningfully into SET lessons, while also understanding the need to tailor tools to individual student strengths and challenges.
Hi Lucy, I really liked how you highlighted the importance of staff training and collaboration in AT implementation—it’s something that could be very useful to address in beginning of year staff meetings and incorporated into croke park hours throughout the year to allow teachers to share knowledge or invite external facilitators in to upskill all staff.
This module has really deepened my understanding of Assistive Technologies (AT) and their potential to support inclusion in a meaningful, practical way. I had previously associated AT mainly with high-tech devices, but I’ve come to realise that many low-tech tools—like visual timetables, pencil grips, or adaptive paper—are already part of my practice, even if I hadn’t labelled them as such.Reflecting on this through the lens of the School Self-Evaluation (SSE) process, I can now see how important it is to make these supports more visible and intentional. This aligns closely with Standard 1.1 and 2.3 of the Digital Learning Framework, which emphasise using technology to support differentiation and embedding it across school practice.I’ve also gained a clearer sense of how AT can be used to promote not just access, but also independence and confidence in learners with SEN. This reflection has made me more mindful of how I plan, assess, and even observe student engagement. It’s encouraged me to think about how my school could better integrate AT in a way that supports all learners, not just those with identified needs.Overall, the module has shifted my mindset: AT is not just about devices—it’s about giving students the tools they need to thrive, and supporting teachers to confidently implement them. This learning will definitely inform how I approach planning and collaboration going forward.
Part 2: This was my first time using the SETT model, and I found it incredibly useful for taking a more holistic view of student support. I thought about a pupil I previously worked with—a 10-year-old with dysgraphia who had brilliant verbal skills but really struggled with written output.Through the SETT lens, I reflected on their Student profile, the Environment (a busy mainstream class with occasional SNA access), and the Tasks that caused most frustration—like extended writing. I realised that even simple tools like speech-to-text software or predictive text apps could have made a real difference in how they engaged with learning.I would document these insights in their School Support File, noting appropriate assessment tools like teacher observation and digital work samples. This framework has helped me consider not just what supports are needed, but why, and how they link to the student’s environment and learning tasks.