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I have previously worked in SET with a group of children with dyslexia, and found the sixth class groups struggled with getting the sheer amount of content onto paper that they wanted to. We used voice-typing in Google docs, and after training the pupils to slow down and be clear, they certainly benefitted a great deal from using it.
I currently teach six boys with autism in a mixed age setting. They have a diverse range of strengths and weaknesses in language and communication, and some have access to AAC devices, but do not necessarily want to use them.
One lightbulb moment for me in the past year was the sheer depth of knowledge of one particular child (1st class) in Maths. He will not use pencil and paper, and does not engage with workbooks. He is pre-verbal and has floppy muscles in his hands, affecting his pencil grip. We have limited resources in terms of high tech in the classroom, and we have the added difficulty of wear and tear as this boy likes to bounce everything off the floor. I tried using Topmarks on the main interactive whiteboard and this child came to life! He could follow shape patterns and symmetry with ease, he can order numbers, add and subtract with confidence, and is happy and engaged whilst doing so.
We have started on the “Teach Your Monster to Read” with him and found that he understands the letter sounds, and it is this area that we want to develop. All of the text-to speech apps will be ideal for him, and immersive reader will allow me to break his work down into small sections for him to follow and listen to, and using the picture dictionary for support. I have used the Chatterpix Kids (Duck Duck Moose) to stimulate interest and teamed it with a create your sock puppet app. The Khan Academy resources will certainly be useful in terms of accessing appropriate information and reviewing progress.
The SETT model really lends itself well to self-evaluation as I reflect and review teaching methodologies, resources and tools for use for the very specific needs in my classroom, and to ensure that all children have equal and inclusive access to all aspects of the curriculum.I appreciate your attention to detail with the sloped desk and the ergonomic pen, I can see the value in using both with some of my students, thank you.
The SETT model provides a cohesive framework for all teachers to fully support a child’s learning pathway. Like the Basic Needs Checklist or the Learning Environment Checklist, the SETT model seeks to ensure that all aspects are covered consistently for all children. Often when Assistive Technology is being sought, teachers look at too broad a picture, rather than focusing on how technology can help in addressing short term specific goals. What can be overlooked also is the availability and benefit of using Low-Tech or No-Tech Tools, but they should be recognised as such in the SSP file. Whether it is the class teacher identifying how a no-tech tool can support a child in a particular environment, or a support teacher recommending the use of high-tech tools within the learning support environment, through using this framework all stakeholders are aware of the changes that can make a difference for a child. Small changes, such as using the Immersive Reader or text-to speech, to existing technologies, can have such a positive impact. Smart Targets must note Assistive Technology tools used.
Reflection:
The framework certainly focuses the mind as to the vast array of tools at a teachers disposal, and the positive value of Assistive Technology in enhancing learning. With the child I have in mind, the skill of being able to identify what information is required without having to write it all out would massively enhance his concentration and focus on the task, and the ability to refer back to his ‘notebook’ without having to trawl through a passage again to find information will be invaluable.
A plan which requires technological input must rely on technology (in this case an iPad or laptop), being readily available for a student, which would require strict timetabling within the school as resources are very limited. Ensuring apps are available on iPads, or that a certain iPad is available for a particular child can be an issue on an ongoing basis and would need to be addressed with Senior Management.Catherine,
Many thanks for sharing the link, I have a group of children that would definitely benefit from this. I have tried a variety of different pencil styles with them throughout last year, but still haven’t found ‘the one’ that suits some of my pupils.
For this task I wanted to focus on a fifth-class child with autism in a special class who has difficulty note-taking/ finding information in text. I took the focus for the task as Egyptian gods and goddesses, and used the Brittanica website through Microsoft Edge (11 Egyptian Gods and Goddesses | Britannica). This child finds it easier to read using the open dyslexic font, which is available for him through Word. The text spacing option has been turned on and Comic Sans is set as the default for Immersive Reader. This child has been introduced to highlighting text previously, helping him to focus on identifying what information is relevant to him. Through using immersive reader to help with repetition of information in his own time, and using highlight and clipping into One Note, he should be able to pare down the amount of information he has in order to complete the five questions.
https://docs.google.com/document/d/1s3PyUQnszAP173fU92aeFjhFYhZDhJ2bqNFB6P438NM/edit?usp=sharing
Saint John Henry Newman once said “To live is to change, and to be perfect is to have changed often”. Teaching and teachers have to evolve with new knowledge and understanding, they have to stay abreast of developments in the fields of science, geography and history. If we were to stick with the information and training received as undergraduates, I would not be using a computer now! CPD is essential in order to upskill, network and learn from each other. I have learned a lot about aquaculture this summer which has upskilled me and enthused me for teaching STEM in September!Claire,
I completely agree with you- speech and language issues can be compounded sometimes by using speech to text, and can lead to more frustration than you started with. My sixth class groups used to use Google voice typing when working on extended pieces of writing, and it would take a session to sit down with each individual and amend the voice typing errors to get to the end product.
I have not come across Immersive Reader prior to this course but I am glad I have now! It is very easy to use, and having trialled it on my son with dyslexia, he agreed it would be something that would make reading texts easier for him in the classroom. I am happy that it is built into a range of applications, such as Microsoft Edge and One Note, as pupils will only have to learn how to use this application rather than navigating different sets of instructions. It is great that this will read articles on web pages as many of the older children will use Chromebooks to research, but those with literacy issues can be held back by the overwhelming amount of text on the page, often in a very small font.
All of the aspects of assistive technology highlighted in this module would be suitable for use in the SET classroom. I would definitely look into having a mouse for the Chromebooks for pupils, rather than using the touchpad, and will invest in robust headphones with microphones for my pupils so as they can replay information using immersive reader during a SET session. I might chance my arm and ask for a small set of Chromebooks for my SET room too!Karen,
I completely agree with your comments on the use of the SETT model when drawing up the SSP’s. I think it is a fantastic framework to make sure that all bases are covered, and ensures dialogue between all educational partners to ensure that the needs of the child are being met.
There is massive potential in using digital technologies as a tool to enhance learning for pupils with any additional needs. I was unaware of the NCSE’s Inclusive Education Framework and the structure within this framework for acknowledging no/low, medium and high-Tech equipment. Teachers may have instinctively made changes in the classroom environment, provided visual timetables, etc, so it is interesting to see that this is highlighted as a tool, and it should be recorded on a SSP as such. I am aware that one of the questions on the Assistive Technology application form focuses on what changes have been made, and it is often these small but significant changes are not mentioned.
I think that the SETT framework is a fantastic model to work to if the SENO has to use this framework, as mentioned in slide 12, it gives teachers an understanding of how assessments are made and hopefully provides clearer expectations for applicants.
In terms of the Digital Learning Framework, the Domains that would be first to be addressed in the short term in school is Domain 3: Teachers Individual Practice, and Domain 4: Collective / Collaborative Practice. There is no benefit in my situation to starting with learners practice and achievements if teachers are not competent and confident with the aspects of technology that are being used in the classroom. When teachers introduce topics with the support of digital technologies, we are engaging children in a totally different way to the traditional talk and chalk. If a teacher is not confident in the use of whatever technology they are using it can undermine the lesson content somewhat. Colleagues are a fantastic source of ideas and resources, but are also fantastic at sharing knowledge and practical tips on delivery through technological means.I also like the idea of the “no waste” lunch. Our policy in school is that all food waste is taken home, to encourage children to eat their lunches, and that parents are aware of how much or how little they have eaten. I believe with the new school lunches coming on stream, some of the companies are offering reusable food boxes for children to bring home their waste from their hot meals, as well as compostable containers for the lunch.
Throughout the county there has been a real drive the past few years to develop biodiversity plans, bringing all stakeholders within the local community on board. There has been effective and sustained dialogue on how best to improve existing habitats throughout the community, not just in a small pocket as a token gesture.
The school has taken part in the Green Schools programme and, although we may not have all the flags, the implementation of the programme has seen lasting changes in our practices throughout our grounds in terms of litter and waste, energy and water conservation. Our children with AEN have become involved in a small way this year in creating a sensory garden which they have planted. We have worked with the organisation “Trees on the Land”, who have given us native saplings to help us replant the hedges that were removed when our new school was built in order to try to reestablish lost habitats. We have encouraged the caretaker to leave a wildflower strip in the yard to encourage the wild plants in some small way in our environment. Next year we are going to try and develop some interactive boxes for the children to use outside (I saw some brilliant ones in Longshaw National Trust property in the UK during the summer). These will include actively encouraging children to use tools, such as magnifying glasses, to look at minibeasts or plants, to be able to recognise and understand what is in their natural surrounds.I really like the idea of introducing the Seafood Handbook, and if the children were to design their own seafood nutritional label and work on Canva, they would probably produce some very professional looking pieces!
The science curriculum for fifth and sixth classes states that children should be enabled to “develop a simple understanding of food and nutrition”, and “know the importance of a balanced and healthy diet”. One way of achieving this is in using the food pyramid to create a healthy, balanced meal based on their knowledge of the food groups. In unpacking this, highlighting the nutritional benefits of seafood, and allowing children to become familiar with the overall appearance of different fish (creating cards for children to play ‘match’ with), as well as being able to see fish on a plate in front of them, allows for a greater discussion and engagement with groups. One must be mindful of allergies if organising a tasting session. Having a Geo-guesser type activity for children to become aware of where particular types of fish are found or farmed would be a fun way of introducing the geographical aspect.
Caitriona,
I agree with your comment that STEM does not have to be complicated- when we think of STEM our first thoughts is of the large scale ‘grand designs’.
The smaller simpler tasks also lend themselves with more ease for the children who have additional needs and require a substantial amount of framework around tasks, for them to experience success in collaboration, critical thinking and construction.