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Hi Marian,
Such a good point about the Typing Skills in itself. I started this in primary school and never got the opportunity to finish it and still can’t type properly to this day. Its such a basic yet vital skill for children and students to learn especially in such a high tech era.
When I was teaching Senior Infants for three years in Italy, many of my students were EAL learners, often with little exposure to English outside the classroom. Technology played a key role in building both literacy and numeracy skills in an engaging, age-appropriate way.
For literacy, interactive storybook apps like Epic! and Oxford Owl provided audio narration, visuals, and highlighted text to develop listening and early reading skills. Songs and phonics games on platforms like Starfall and Jolly Phonics reinforced letter sounds and vocabulary through repetition and movement. Simple voice recording tools allowed children to practice speaking and listen back to their pronunciation.
For numeracy, I used maths game apps such as Khan Academy Kids, Matific and Numberblocks to teach counting, number recognition, and basic operations visually and interactively.
In line with the Inclusive Education Framework and School Development Planning, these tools promoted language-rich, differentiated activities, allowed for small-group or individual learning, and supported collaboration between teachers, parents, and learners. In the school students at this age had their own Ipad as using technology was a big part of the school curriculum. The goal was always to integrate technology as a bridge to language and concept development, not as a replacement for hands-on and play-based learning.
Hi Mary,
I also agree, I think it’s so important to focus on their strengths which will inevitably motivate students in the direction of their weaknesses, alongside positive reinforcements. Students with special education needs can really struggle with low self esteem and confidence.
Part 1: The SETT Framework is a tool used to guide implementation of assistive technology for students with special educational needs and help the children to differentiate effectively and efficiently for children’s individual learning.
Student: Understanding the student’s abilities, needs, and student support plan.
Environment: Supporting children in various learning environments
Tasks: Breaking down the learning objectives as per their SSP
Tools: Selecting the tools and resources that may help the student achieve those tasks effectively.Part 2:
Link: https://docs.google.com/document/d/1L7oezJdvYJGczLI_OIJEURaeW5Tu6i_DIXTxtjsITYI/edit?usp=sharing
Reflection:
Making this SETT plan for a student with dyslexia showed me how important it is to focus on the student first, not just the tools. The framework helped me think about Sarah’s strengths, needs, and preferences before deciding on any technology. Since she is strong in speaking and listening but struggles with decoding and spelling, the plan uses tools like text-to-speech and speech-to-text to help her access and express her ideas. Looking at the environment is relevant: knowing the class size, available devices, and teacher support. Thinking about the specific tasks she needs to do, like reading novels or answering comprehension texts, kept the plan focused and practical. Choosing tools last meant that each one had a clear purpose. Overall, I learned that assistive technology works best when it is matched to the student, the setting, and the tasks, rather than just giving them random apps or devices.
https://docs.google.com/document/d/1Efo8tUn2MsPdfWoTgKcPDYOjxtJbNkTp/edit?pli=1
Part 1: Reading Activity
I created a Google document about ‘Luna the Brave Dog’ comprehension for a student with reading or language difficulties such as EAL learners. It contains a very short narrative and picture to guide the story, supported with multiple choice questions and some vocabulary matching.As I am using Google Docs on a macbook, it can be used in conjunction with The Immersive Reader to allow the student to read to use this feature to read the text aloud.It also allows the student to speak their answers instead of writing. It provides a combination of visual, auditory and verbal support. Images and larger fonts can also be used to also assist the student with the activity.
Part 2: Teachers are absolutely life-long learners and it is good to set this example towards our students. Education and curriculums, technology are constantly evolving and its vital that teachers upskill accordingly. CPD is essential to allow teachers to stay current and up to date, deepen their understanding and knowledge and adopt updated teaching methodologies and practices.
Hi Catherine,
I too had a child with similar difficulties with their fine motor and handwriting. Although this is a great resource to aid their spacial awareness and tracing, I had to also incorporate a lot of sensory and fine motor activities such as threading, tweezers, lacing in order to strengthen their muscles also.
https://docs.google.com/document/d/1Efo8tUn2MsPdfWoTgKcPDYOjxtJbNkTp/edit?pli=1
Part 1: Reading Activity
I created a Google document about ‘Luna the Brave Dog’ comprehension for a student with reading or language difficulties such as EAL learners. It contains a very short narrative and picture to guide the story, supported with multiple choice questions and some vocabulary matching.As I am using Google Docs on a macbook, it can be used in conjunction with The Immersive Reader to allow the student to read to use this feature to read the text aloud.It also allows the student to speak their answers instead of writing. It provides a combination of visual, auditory and verbal support. Images and larger fonts can also be used to also assist the student with the activity.
Part 2: Teachers are absolutely life-long learners and it is good to set this example towards our students. Education and curriculums, technology are constantly evolving and its vital that teachers upskill accordingly. CPD is essential to allow teachers to stay current and up to date, deepen their understanding and knowledge and adopt updated teaching methodologies and practices.
Hi Rachel,
I too am new to the Immersive Reader but wow does it have some amazing features that I definitely look forward to integrating into my classroom. I think it would especially give students that struggle reading, the confidence to enjoy it again with such resources available.
As I have been working abroad for a few years, I am not update with the features of these applications on Microsoft until now and wow how much as it come on!
When I think back to the struggling 6th class students I had with reading difficulties and undiagnosed dyslexia these apps would have helped a lot such as: The Immersive Reader on Microsoft Teams, as reading novels and comprehension is key factor in senior classes, using the text to speech is a huge benefit for students with Dyslexia in order to help them follow along with the texts. As schools have become more multi cultured now too it also acts as a great tool for EAL learners to translate. Students with sight and visual impairment can also adjust fonts and sizing.
In terms of the Office 365, I think it offers great tools in expression and so students who struggle with dysgraphia or dyslexia can speak their ideas instead of typing or writing. I find the Livescribe Pen an investable tool which could also tie in alongside this. Unfortunately I dont have experience using these tools but they are tools I would absolutely integrate into my lessons and classroom practice.
I agree Rebecca, it will be my first time going into a SET role, and I the SETT framework makes me understand it better and breaking down the model to focus and prioritize the leaners goals and outcomes.
This module informed me and opened by eyes up to the vast amount of assistive technology resources out there and what a valuable role it would play in schools. Within the school setting the use of AT can enhance inclusion and learning goals by supporting children with additional needs. Tools such as visuals, text-to speech software, communication apps are some examples. I was very intrigued to learn the different categories of AT also. Working in my school, we recently purchased a set of ipads however we were unable to decide which kind of apps to priorities in order to support student learning and now I feel I have a better insight from this module.
With regards to the School Self-Evaluation process, I think there is room in our school to develop the use of AT tools and IT policies within the school especially having now received our Ipads. Professional development across the school will be useful to best utilize AT as a valued resource in practice. I think this ties in well with Domain 4: Teachers Collective/Collaborative Practice : Teachers value and engage in professional development and
professional collaboration. Here the focus is on teachers upskilling in order to best use digital technologies to support differentiated leaners and help them work towards and achieve their goals more efficiently.