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There are many resources than can be used by teachers to effectively support a student with a particular special need. Using the SETT model will help teachers identify the needs and tools available. Is it important to remember that the effectiveness of these resources may vary from student to student, and it’s important to consider individual needs and preferences when selecting and implementing technology tools to support learning. Again using the SETT model will help. Additionally, I found this year in my class that the student with additional needs using AT needed ongoing teacher guidance and support to help him with make the most of these resources.
For this task I am considering the student I mentioned above. He is a 3rd class student with dyslexia and severe fine/gross motor difficulties so any tasks that involve writing are very difficult for him. This student has access to his own personal tablet, that comes with a keyboard. I would use the already available features such as sticky keys, toggle keys, filterkeys and mousekeys. As this student also struggles with focus and completing tasks I would use the in built times on the tablet to support with concentration. I would also use immersive reader and text to speech to support reading and comprehension tasks. To support the student with writing and pencil control, I would use Dictate on Word to support the student in expressing his ideas and participating in classroom think/pair/share activities.
The inclusive education framework should be referred to when planning for this child so that the school uses the resources available in the most effective way.
The SETT model is highly beneficial for teachers to identify the best way to support a child in school. It supports teachers in identifying the student’s strengths and areas of need. Using this framework teachers will also look at the classroom environment, how instruction is given and what materials are used. Finally, teachers will identify what tasks the student is expected to do and what tools could be implemented to support the student in reaching their full potential. In the future, I will be sure to use this framework when creating student support files as they can both be used in conjunction with one another while involving the student, parents, and teachers.
In my plan below I have outlined a SETT plan for a boy in 3rd class with MGLD, writing and reading difficulties. I have highlighted the student’s strengths and areas of difficulty, the learning environment, expected tasks and tools that can be used to support learning. I have referred to the student support file to gather information for the plan.
I have designed an activity for a child in 3rd class with reading and writing difficulties. Using immersive reader, they will choose the read aloud function and listen to a text about the life of King Tut in Ancient Egypt. The student will then use the dictate feature in Word to summarise some key points and facts from the text to then share with their group. If the student struggles with reading out their information aloud to the group, they could again choose to use the read aloud function in word. To extend this activity, the student could also use the editor tool to check for any spelling/grammar/punctuation mistakes. This will allow the student to access the lesson content in a way that is suited to their individual needs while also participating in group activities with their peers.
Lifelong learning is a fundamental principle for teachers. Education is an ever-evolving field, and to be effective educators, teachers must be open to learning new approaches, strategies, and technologies that can enhance their teaching practices. Lifelong learning allows teachers to stay relevant, adaptable, and better equipped to address the changing needs of their students. The Cosán framework supports schools in fostering a culture of continued professional development and highlights the importance of CPD for all teachers. CPD is not only beneficial for individual teachers but also for the entire school. When teachers continuously improve their skills and knowledge, the overall quality of education improves.
<p class=”MsoNormal”>I have not had previous experience in using immersive reader but after completing this module I can see that it is a fantastic resource. There are many uses for it in the classroom, not only in SEN but also in the mainstream classroom.</p>
<p class=”MsoNormal”>The read aloud feature would be excellent for children struggling with reading or EAL students. It would help to build confidence in their reading ability and allow them to participate in lessons. I think it would also be highly motivating for students as they will be able to work alongside their peers.</p>
<p class=”MsoNormal”>I used the Dictate feature in Microsoft with a student this year who finds writing very difficult. It was amazing to see how motivated he became during lessons, knowing that he had a way to communicate his own thoughts and answers. He was able to access the content in the lesson in a way that he had not previously, and this made a huge difference to his progress during the year. The dictate feature paired with office lens and immersive reader would be an excellent support for this student in the following school year.</p>
It is vitally important that primary schools focus on promoting the use of digital technologies and digital literacy amongst student so to keep up to date with the ever changing digital world. As outlined in the Digital Learning Framework, we should include digital technology into our daily teaching, learning and assessment. Group work and projects are always a fun and inclusive way to incorporate digital technology into our teaching.
There are many websites and resources to help teachers understand ways of including technology into their teaching and planning such as PDST, SeeSaw and the planning tool.
Having no previous experience with AT, when a student in my class began to use AT during the school year, I found it difficult to know how to best support the student in using it. I knew that this AT would enable and empower my student to partake in lessons but with such a broad range of AT options available, it can be overwhelming. In the module I found the SETT very useful as it ensures you stay focused on the specific needs of individual students and choose AT that will meet your students’ needs. Now I realise that there are many options in AT such as low tech/no tech examples instead of purchasing apps that may not be all that useful. I am looking forward to exploring other options of AT during this course and including them in my classroom.
The use of AT can have a positive effect on the school self-evaluation process as it promotes the use of technology in the classroom, it is inclusive of children with additional needs and allows them to access the curriculum and also promotes digital literacy amongst students.
