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Hi Claire,
I really like the idea of this , especially tools like Nessy and reading eggs, I must explore them both more to use!
While subbing in SET, I worked with a student who struggled with reading fluency and comprehension . Reflecting on the Inclusive Education Framework and School Development Planning, I can see how targeted technology tools could have supported both their literacy skills and confidence. For reading, Microsoft Immersive Reader would have allowed the student to listen to text while following along visually, while programs like Starfall, ABC Kids Phonics, and Duolingo could have reinforced phonics, vocabulary, and decoding skills in an interactive way. Mind-mapping software such as Kidspiration would have helped organise thoughts for written responses, making tasks feel less overwhelming.
For numeracy, interactive apps like khan academy kids provide an engaging way, encouraging participation. Using these tools during my time with them would have provided equitable access to learning.
While subbing in SET, I worked with a student who struggled with reading fluency and comprehension . Reflecting on the Inclusive Education Framework and School Development Planning, I can see how targeted technology tools could have supported both their literacy skills and confidence. For reading, Microsoft Immersive Reader would have allowed the student to listen to text while following along visually, while programs like Starfall, ABC Kids Phonics, and Duolingo could have reinforced phonics, vocabulary, and decoding skills in an interactive way. Mind-mapping software such as Kidspiration would have helped organise thoughts for written responses, making tasks feel less overwhelming.
For numeracy, interactive apps like khan academy kids provide an engaging way,encouraging participation. Using these tools during my time with them would have provided equitable access to learning.
Part 1 :
The SETT Framework provides a structured approach for integrating assistive technology into a student’s educational plan, aligning seamlessly with the School Support File process. By systematically addressing each component, educators can ensure that AT solutions are tailored to the student’s specific needs and learning context rather than simply providing a device such as an iPad without thoughtful planning or consideration of appropriate apps.Integrating the SETT Framework with the School Support File also supports the use of varied assessment approaches by ensuring equitable access for all students. This allows students to demonstrate their knowledge and skills without being hindered by challenges unrelated to the content being assessed.Part 2:
Creating Liam’s SETT plan highlighted the importance of aligning assistive technology with a student’s specific strengths, needs, and learning environment. Focusing on his difficulties with reading fluency, spelling, and handwriting allowed me to select tools—like Immersive Reader, ‘learn with Homer’ app , that directly support his challenges while building on his creativity and oral skills. Breaking tasks into manageable steps, such as reading passages and writing short stories, helps clarify learning goals and promotes independence and confidence. . Overall, this process reinforced that assistive technology planning is most effective when it is student-centered, task-focused, and integrated with ongoing assessment to track progress and adapt supports as required.link to SETT plan https://docs.google.com/document/d/1XEp_O9cNvqwZ-1VJ8S26v0WfqGIeI4n0Uhxym43zxzI/edit?usp=sharing
I like your point about ensuring school wide access to apps and staff familiarity consistency is so important. This really made me realize how much valuable information in the SSP can guide targeted use of assistive technology.
Part 1:This worksheet is designed for a child who struggles with reading and benefits from additional support in decoding and understanding text. It includes a short, simple story written with high-frequency words and clear sentence structure. The activity works alongside Immersive Reader, allowing the child to hear the story read aloud, follow along with the text, and replay individual words as needed. Hearing the word, seeing it highlighted, and breaking it into syllables supports both auditory and visual learning.
link :https://docs.google.com/document/d/1X5EV6M-PNwMzXbL3NCcCjMKjd_Kn9Ge8kpt04CydUpc/edit?usp=sharing
Part 2:
As an NQT, I have not yet taken part in formal CPD, but I recognise its value in supporting teachers as lifelong learners. Education is constantly evolving, and CPD enables us to keep pace with new approaches, tools, and methodologies. Principles such as inclusivity, collaboration, and reflection are central to effective teaching, allowing educators to adapt their practice and meet the changing needs of learners. Engaging in CPD ensures we remain current and able to foster interest and engagement in the classroom.Hi Yvonne,
I agree completely that centering the pupil in the assistive technology selection process is essential. As you said, even the most advanced tool is only effective if it meets the specific needs and preferences of the individual student.
That’s a very valid point. While Dictate can be a great support, it’s not always reliable for students with speech sound difficulties. I agree that adult support during the process is essential to reduce frustration and ensure accuracy. It’s about finding the right balance, using the tool alongside human support to make it genuinely effective for those learners.
Immersive Reader is a tool I hadn’t used before, but I now see its great potential in the SET classroom and plan to introduce it to colleagues. It offers strong support for students with dyslexia and visual processing challenges, while features like the picture dictionary are ideal for EAL learners. Tools like this promote student independence and make literacy more accessible.
The line focus and colour-blocking options are particularly effective—far more adaptable than the dyslexia rulers I’ve used in the past.I also explored the Reading Coach App, which I see as a useful addition for targeted literacy work.Even small changes, when thoughtfully implemented, can create a more inclusive classroom
One element that really stood out was the clear breakdown of technology integration into low, medium, and high-tech levels. This classification made it much easier to see how technology can be introduced gradually and tailored to suit different learning environments, available resources, and the unique needs of both students and teachers. It also reinforced the idea that effective use of technology isn’t about having the latest gadgets, but rather choosing tools that are most appropriate for the situation.
Another important concept introduced was the SETT framework—Student, Environment, Tasks, and Tools. This model provides a structured and thoughtful way to evaluate how assistive technology can best meet individual learning needs. Its student-focused nature makes it particularly useful across both mainstream and special education contexts.
