[Betty Hedderman]

I have learned that there are many technology resources that can be used to support students with special needs with the use of the SETT I will aim to identify which Assistive technology will suit the needs of each pupil
I am considering a student in 4th class with dyslexia. Using the Windows accessibility features already built in I have the option to use StickyKeys, ToggleKeys and MouseKeys and with collaboration with the Occupational Therapist, adapted mice and switches could be considered.
Many students with dyslexia find it difficult to maintain concentration as they are easily distracted, having access Immersive Reader will be of huge benefit as it can highlight text one line at a time and keep the pupil engaged ad interested in their own learning.
Speech to text or Dictate would be useful to further scaffold pupils. It will enable the student to complete tasks in a timely manner and boost confidence. We use TTRS at present and it greatly improves typing skills, but from what I have learned the use of dictate to create written work and Immersive reader will greatly support many pupils.

[Betty Hedderman]

The SETT model allows teachers to choose the best approach in supporting a child to get the maximum benefit from Assistive Technology. It should be created in collaboration between SET, class teacher, SNA if applicable and the parents, so as to create a suitable plan. The pupils’ strengths and weaknesses alongside their interests should be identified and considered when drawing up a SETT. Establishing where the student needs support and then what tools are needed to provide this support will be decided on. This will be a working document.

The plan below, is a SETT plan for an 8 year old girl with a diagnosis of dyslexia. The student Support file was used to gather relevant information. The plan shows the tasks that she will need support in and also the tools that will be appropriate for this support. Her interests, strengths and weaknesses have been taken into account as well as the environment that will be used.

https://docs.google.com/document/d/10SNKJx5qQGFPuXj1nC6zYVbvkHYMpnyHS7albhHPmaY/edit

[Betty Hedderman]

Many students in my classes over the years have no diagnosis of dyslexia but struggle with literacy and for those who have a diagnosis, The Immersive Reader, Read Aloud feature in Microsoft could encourage pupils to access information that is beyond their reading level. Using the text-to-speech feature allows the text to be read aloud as speech. This transforms the way children learn and enjoy reading, especially those with Dyslexia. This fabulous feature in Microsoft now allows pupils not to be reliant on their teacher or parent to help them to read, it allows them to be involved and interested in their own learning. By using this great feature, they are now independent learners and can work at their own pace and choose what they want to read.
The picture that is shown in Module 3 shows the diverseness of students and how only exposed to one way to respond to a task will affect the ability of how students actually respond. Students learn in so many different ways, the tools now available as methods of assessment need to reflect that many students learn in different ways.The tools that are accessible to students allow them to respond to a task in creative ways which display their knowledge and skills to the best of their ability.
Cosan Framework has been developed by the Teaching Council which recognises teachers professional learning and reflection on learning as part of the teaching profession. If we want to promote life-long learning in our students, teachers need to continually upskill and be willing to try new ideas and methods and look beyond our comfort zone so as to meet the varying needs of our pupils. As the name ‘Cosan; suggests teaching is a pathway that is always changing and evolving, we too must evolve and change our teaching methods CPD for teachers is so important. Being flexible is important but as with the student, ‘I hear and I forget, I see, I remember, I do and I understand’. Some teacher learning is individual, some is done collaboratively, some is done at home, but in person and hands on learning for teachers is one of the better ways to make change and enhance our professional practice.

[Betty Hedderman]

I am already looking forward to sharing my new learning with the SET team in my school and other staff that would benefit from it. This is my first encounter with Immersive Reader and I love it. It is so accessible. The Read Aloud feature could encourage pupils to access information that is beyond their reading level. Being able to download it on their own devices and use it in their everyday life has to boost confidence and motivate them to be interested in their own learning.
Using immersive Reader in the classroom whether in a guided reading session or individual teaching, can enable the pupil to work independently as it is engaging and can be used with headphones.
Immersive Reader would be so supportive in teaching pupils with Special Educational Needs as it can read text aloud, line by line. The picture dictionary function gives visual clues to readers and the format of the text can be altered to assist some readers. The translation from one language to another will be of huge benefit for both student and teacher for those where English is not their first language. Dictate is also a very beneficial tool where it allows for students to create a body of text. I look forward to using this when I return to school.

[Betty Hedderman]

Participants will reflect on the potential of assistive technologies and the various practical options outlined in this module and how this can impact on the school self-evaluation process.

Most schools are adapting to promote digital literacy in their school In this technological environment it is essential to prepare and educate students to use all modern facilities available on laptops and Ipads. One of the most important steps in the schools’ self –evaluation process is ‘The planning tool’ Steps to progressing with a plan are clearly outlined on The PDST site and their webinars are very informative.
With the use of The Department of Educations’ grant, this can contribute towards assistive technology the cost of computers and specialist equipment for educational purposes, children with more complex disabilities who need essential specialist equipment are now facilitated for. The use of laptops, Ipads with modified and enhanced software create a positive and inclusive environment that enhance learning outcomes and experiences of students with and without special educational needs. Assistive Technology can facilitate collaboration and inclusion among teachers, parents and pupils and can
1. Support learners to improve their literacy and numeracy skills
2. Help to differentiate instruction
3. Help with assessment to meet various learning needs
4. Provide opportunity to further develop critical thinking skills

The SETT Framework guides teachers in selecting the best assistive technology to address students’ specific needs. Since Covid here has been a huge focus on technology in schools, communication between home and school is necessary to scaffold each student with their learning. The use of QR Codes , Zoom for children who can be still at high risk of attending school every day and the use of interactive whiteboards has been so beneficial in presenting work, teaching and keeping children engaged with all its fantastic tools.

[Author]

Posts