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Dyslexia is a learning difficulty that affects reading, writing, and spelling skills. It can also impact other areas of learning, such as numeracy, memory, and organization. However, dyslexia does not affect intelligence or creativity, and people with dyslexia can achieve great success in education and beyond with the right support and strategies. I have chosen a 4th Class girl who has the condition.
Text to speech: This feature converts written text into spoken words, which can help students with dyslexia improve their reading comprehension and fluency. Some examples of text to speech software are Read&Write and Immersive Reader.
Smart pens: These are pens that record audio and sync it with the notes that the user writes on special paper. They can help students with dyslexia take notes more efficiently and review them later by tapping on the written words
Nessy Learning: This is a website that offers fun and interactive games, videos, and activities to help children with dyslexia learn to read, write, spell, and type. It also has a Dyslexia Explained section that explains what dyslexia is, how it affects learning, and how to cope with it. Nessy Learning also have a wide range of apps available for tablets and smartphones, such as Hairy Letters, Hairy Phonics and Hairy Words
DoodleMaths: This is an app that helps children build their maths confidence and ability by creating a personalised work programme tailored to their strengths and weaknesses
Sorry I think this is the correct link hopefully
Here is Link to my SETT plan
The SETT model, a valuable framework for assistive technology implementation, holds great potential for Irish education. By systematically analyzing a student’s needs, abilities, and challenges, SETT fosters personalized support. Complementing a student’s School Support File, SETT ensures a comprehensive approach to individualized education plans (IEPs). It helps educators identify suitable assistive technologies, ensuring equitable access to education. Assessment approaches within SETT encompass direct observation, consultation with teachers and therapists, and collaborative input from students and parents. These assessments facilitate informed decision-making, leading to the integration of tailored assistive technologies, ultimately promoting inclusive and effective learning experiences for all students with SET
Part 1 :I have designed an activity for an 7 year old child with visual impairment using Immersive Reader in PowerPoint . The activity is about learning the names and sounds of different animals. The child can listen to the text and audio on each slide, and then answer a quiz question at the end. He can also use the Immersive Reader settings to customize his reading experience.
This activity is relevant to the childs learning needs because it can help him improve his listening comprehension, vocabulary, and phonics skills. It can also make learning more fun and engaging for him.
Part 2 :
Cosán has survived in the Irish education system for a long time now and it aims to make all teachers lifelong learners. In my own opinion , it is not effective to be a good teacher without always being a learner yourself so you can adapt lessons and resources to suit an ever changing learning enviroment for students. You need to continually engage in self reflection and courses like this one in order to be fair on the learners in your care
I explored the Immersive Reader feature in MS Teams, the Edge browser and other 365 Tools and learned how it can support literacy in the SET classroom. The Immersive Reader is a tool that enhances the readability and accessibility of text by providing options such as text size, spacing, font, color, background, syllables, parts of speech, picture dictionary, translation and read aloud.
I would apply the Immersive Reader in many ways to help my pupils with reading comprehension, vocabulary development, pronunciation and multilingualism. For example, I used it to read aloud instructions and feedback in MS Teams, to highlight parts of speech and syllables in Word documents, to translate web pages in Edge browser, and to access picture dictionaries in OneNote.
However, I think that some of my pupils may have difficulties with accessing or using the Immersive Reader due to physical or sensory impairments. For instance, some of them had trouble with clicking on the icon, adjusting the settings or following the audio. Although , I still understand that it has to be individual and that this isnt a one size fits all tool and will defiently help some of my students in future
I am grateful for the opportunity to explore the Immersive Reader and discover its potential for supporting literacy in the SET classroom. I think it is a powerful tool that can benefit all learners, especially those who struggle with reading or have diverse needs. I would like to learn more about how to integrate it into my teaching practice and how to overcome any challenges or limitations that may ariseAssistive technology (AT) is any device or system that helps to improve the functional capacity of people with disabilities, especially in the context of education. In this module, we have learned about the potential of AT and the various practical options available for Irish primary schools. In this reflection, I will consider how AT can impact on the school self-evaluation process and which standards from the Digital Learning Framework (DLF) that they could address.
According to the Department of Education, the assistive technology grant provides funding to schools towards the cost of computers and specialist equipment for educational purposes. Equipment is provided for children with more complex disabilities who need essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT supply. Some examples of AT used include laptop or tablet computers with modified software, joysticks, keyboards, touch pads, tapes, braille equipment and audiology equipment
The use of AT can have a positive impact on the school self-evaluation process by enhancing the learning outcomes and experiences of pupils with special educational needs (SEN). By providing appropriate and individualised support, AT can enable pupils to access the curriculum, participate in classroom activities, communicate their needs and preferences, and develop their skills and confidence. Furthermore, AT can also facilitate collaboration and inclusion among pupils, teachers and parents, as well as promote innovation and creativity in teaching and learning.
The DLF is a tool to help schools to embed digital technologies in teaching, learning and assessment. It is based on four domains: teaching and learning; learner experiences; teachers’ individual and collective practice; and leadership and learning. The use of AT can address several standards within these domains, such as:
Using digital technologies to support learners to communicate effectively and improve their literacy and numeracy skills
Providing learners with opportunities to develop their digital competence and critical thinking skills
Using digital technologies to differentiate instruction and assessment to meet diverse learning needs
Engaging in professional learning activities to enhance their knowledge and skills in using digital technologies
Leading and supporting a culture of innovation and improvement in using digital technologies
In conclusion, AT has a great potential to improve the quality of education for pupils with SEN in Irish primary schools. It can also support the school self-evaluation process by aligning with the standards of the DLF. However there always challenges in regards AT such as cost , limitaions and staff training needed.Assistive technology (AT) is any device or system that helps to improve the functional capacity of people with disabilities, especially in the context of education. In this module, we have learned about the potential of AT and the various practical options available for Irish primary schools. In this reflection, I will consider how AT can impact on the school self-evaluation process and which standards from the Digital Learning Framework (DLF) that they could address.
According to the Department of Education, the assistive technology grant provides funding to schools towards the cost of computers and specialist equipment for educational purposes1. Equipment is provided for children with more complex disabilities who need essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT supply1. Some examples of AT used include laptop or tablet computers with modified software, joysticks, keyboards, touch pads, tapes, braille equipment and audiology equipment. The use of AT can have a positive impact on the school self-evaluation process by enhancing the learning outcomes and experiences of pupils with special educational needs (SEN). By providing appropriate and individualised support, AT can enable pupils to access the curriculum, participate in classroom activities, communicate their needs and preferences, and develop their skills and confidence. Furthermore, AT can also facilitate collaboration and inclusion among pupils, teachers and parents, as well as promote innovation and creativity in teaching and learning. The DLF is a tool to help schools to embed digital technologies in teaching, learning and assessment. It is based on four domains: teaching and learning; learner experiences; teachers’ individual and collective practice; and leadership and learning. The use of AT can address several standards within these domains, such as:
- Using digital technologies to support learners to communicate effectively and improve their literacy and numeracy skills
- Providing learners with opportunities to develop their digital competence and critical thinking skills
- Using digital technologies to differentiate instruction and assessment to meet diverse learning needs
- Engaging in professional learning activities to enhance their knowledge and skills in using digital technologies
- Leading and supporting a culture of innovation and improvement in using digital technologies
In conclusion, AT has a great potential to improve the quality of education for pupils with SEN in Irish primary schools. It can also support the school self-evaluation process by aligning with the standards of the DLF. However there always challenges in regards AT such as cost , limitaions and staff training needed.
