Forum Replies Created
-
Posts
-
I really like how you have linked the SETT framework with the School Support File and focused on the pupil’s individual needs before choosing technology. Using Peppa Pig is a great way to build on his interests and motivation while developing reading and comprehension. I also think monitoring his independence and reducing the amount of adult support needed is a really important part of measuring progress.
Hi Frances, I like how you highlighted that the targets should be specific and regularly reviewed. This should be implemented within the SSF.
Hi Frances, I like the use of the Immersive Reader for Read Aloud, Syllable Separation, line focus and highlighting different parts of speech. For my students it would allows them to focus on comprehension rather than being frustrated by trying to decode individual words.
Hi Catherine, I thought I was familiar with the Immersive Reader but didn’t realise the scope of how it could be used and I can definitely see it being a very helpful tool for my students.
For this activity, I would focus on a group of our school leavers with mild general learning difficulties who find literacy and numeracy challenging. Many of my students have good verbal communication skills and understand information when it is explained to them, but reading, decoding and working with numbers can be difficult. This can affect their confidence and independence.
One of the tools from this module that I would like to explore further is Microsoft Reading Coach. This could support students with reading practice by allowing them to work on their reading at their own level. I could also use Edpuzzle to create short activities around videos, where students can listen to information and answer questions. Kahoot! could be useful for making literacy and numeracy activities more interactive and engaging.
For numeracy, I could use Kahoot! for activities around money, time, budgeting and everyday calculations. Edpuzzle could also be used with short videos based on real-life numeracy skills, such as shopping or following a recipe.
I think this links well with the School Development Planning section of the Inclusive Education Framework. We need to look at the needs of our students and plan ways to remove barriers to learning. The SETT model also reminds us that technology should be chosen based on the individual student and the task they need to complete.
For our school leavers, I think the main aim is to use technology to make literacy and numeracy more meaningful and useful for life after school, while also helping them become more confident and independent.
Part 1: I would use the SETT model alongside the student’s School Support File to get a fuller picture of their strengths, needs and the barriers they experience in school. I would look at classroom observations, examples of their work, conversations with the student, parents and staff, and practical activities. This would help us identify what support is actually needed before deciding on a particular piece of technology.
Part 2:
For my sample student, I have chosen a 17-year-old school leaver with mild general learning difficulties alongside dyslexia. He is friendly, enjoys practical activities and is confident when talking to adults and other students. He is particularly interested in cooking, music and going out in the community. He can follow verbal instructions well and shows good comprehension to oral language but finds reading and decoding difficult. He can recognise some familiar words but struggles when faced with words outside of his known sight words. This can affect his confidence and he will often ask an adult to read things for him.
Strengths: He has good verbal communication, enjoys practical tasks and is motivated when activities have a real-life purpose.
Environment: He works best with clear instructions, visual supports and in a quiet environment with limited distractions.
Tasks: He needs to access written instructions, read everyday information and complete tasks with greater independence, particularly as he prepares to leave school.
Tools: I would trial Immersive Reader, text-to-speech, picture supports and audio instructions to see which tools help him most.
Reflection
I think the SETT model would be very useful in my school because it encourages us to look at the whole student rather than focusing only on their difficulties. For our school leavers, increasing independence is a really important part of what we do. I would use the SETT plan alongside his School Support File and review it regularly to see if the technology is actually helping. I would also involve the student in choosing and reviewing the tools, as he needs to feel comfortable using them. This approach could help us make better decisions about assistive technology and provide useful evidence for our SSE.
Part 1:
For this activity I would use Microsoft Word and Immersive Reader with one of my school leavers who has mild general learning difficulties and finds reading and decoding challenging. I have students who can understand and talk about a topic really well when it is discussed with them, but when they are faced with written instructions, they can become frustrated or lose confidence.
I would create a simple, practical activity based on something they might need to do in everyday life after leaving school. For example, I could create a shopping list with pictures and simple written instructions. The student could use Immersive Reader to listen to the words being read aloud and use the picture dictionary if they come across a word they don’t recognise.
The main aim would be to help the student access the information independently rather than relying on an adult to read everything for them. I could also gradually encourage them to recognise some of the words themselves while knowing that the technology is there if they need it.
I think this type of activity is very relevant to my students because we are preparing them for life after school. Being able to access information, follow instructions and complete everyday tasks is really important. For me, technology is a way of helping students work around their literacy difficulties and become more confident and independent, rather than allowing their reading difficulties to prevent them from taking part.
Part 2:
I think Cosán is a good reminder that teaching is not something where we ever really stop learning. As teachers, we are constantly learning from our students, our colleagues and our own experiences in the classroom. This is especially true for me as a SEN teacher working with school leavers, as the needs of my students can be very different and I am always looking for new ways to support them.
I definitely think teachers are lifelong learners. Things are constantly changing in education, particularly with technology, new approaches to teaching and the different needs of students. What worked well a few years ago might not always be the best approach now.
I think CPD is important because it gives us the opportunity to learn new skills and ideas and bring them back into our classrooms. For me, CPD is most useful when it is practical and something I can actually use with my students. The recent focus on assistive technology is a good example of this. Learning about tools such as Immersive Reader has made me think more about how technology can help my students access information and become more independent.
CPD can also support SSE because it helps us identify areas where staff need to develop and can link directly to our school priorities. I think creating a culture where staff feel comfortable learning, sharing ideas and trying new things can only benefit both teachers and students.
I think Immersive Reader could be a really useful tool in the SET classroom, especially for students who have difficulty with reading and decoding. Some of our students may understand a topic and have good ideas but struggle to access the written information. Immersive Reader could help to remove some of these barriers and make the work more accessable for them.
One of the main features I would use is the read aloud option. Students can listen to text being read to them instead of having to decode every word themselves. This could help them to understand instructions, worksheets and information while still being involved in the same activities as their peers. The picture dictionary could also be useful for students who need extra support understanding new words.
I also think features such as line focus, spacing and changing the text size could make reading less overwhelming for some students. These small changes could help students to focus on the information without becoming frustrated or giving up.
For our school leavers, I think Immersive Reader could also have a practical benefit outside of school. Being able to listen to messages, instructions or information online could help them become more independant in everyday life.
I would like to use Immersive Reader more regularly and see which features work best for individual students. It is a good example of using technology to support literacy without making the student feel that they cant take part. One drawback In my opinion is that we are a Google orientated school and we would need to transition to Microsoft or work between the two.
Hi Niamh
I like your point about tailoring the resources to the student rather than blanket implementation just because it is available. I would definitely try use the SETT framework for my incoming class this year. It seems like a more evidence based approach.
I am the school leaver coordinator in a special school. I also hold the post of SSE coordinator. I see a lot of potential in assistive technology, especially for our school leavers. Some of our students have had many years of literacy support but may still not be able to decode words independently. I believe technology can help to remove this barrier and allow them to take part in learning in a more meaningful way.
This year I trialed assistive tech such as text-to-speech, speech-to-text, visual supports and audio resources to give students different ways to access information and communicate. I felt like this was particularly important as they prepare to leave school and these skills can have a real-life impact. I think this also links well with SSE. Since i have taken up the post I wanted to overhaul our exisiting targets and through surveys it became clear both students and teachers wanted a focus on digital technologies.
The Digital Learning Framework standards around learner experiences, teacher practice and using digital technology to support learning would be relevant to this. For me, the main focus is not necessarily on students becoming better at traditional literacy, but on using technology to help them work around their difficulties and participate more fully in everyday life.