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For a primary school child with dyslexia I would use the following range of assistive technologies:
Literacy – Organisation
To assist with organisation in terms of mind mapping, reminders and memory I would encourage the child to use the MindMapper app, the Reminder with Voice app and the Brain Training app.Literacy – Reading
To aid with reading I would use:
Immersive reader – including the ability to change how text appears on the screen during independent or small group reading activities. Additional options like line spacing and the ability to change font size would be really helpful for a child with dyslexia. Also I love that you have the ability to change the background and font colour.
Line focus options where a variety of lines of text can be shown at a time will help struggling readers.
Text to Speech – this is an amazing tool addressing the many problems experienced by these pupils including the misidentification of words, slow word reading, and connecting text that often results in difficulties with comprehension.
Prediction and dictation will help when working through challenges with spelling and reading aloud. The display controls also discussed within this module highlight how AT would aid a child with dyslexia.Literacy – Writing
To aid with writing I would use:
Dictate – which will facilitate transforming spoken words into text and will help children where writing demands surpass writing skills/abilities.Numeracy:
I would encourage the child to use One Note to type out a math problem and use the The SNA or SET teacher will immersive reader function to have the math problem read back to.
MathDuel can be used to generate some fun with the children fight each other mathematically.
Khan will allow children to watch videos which will explain maths concepts.I would also ensure that the accessibility functions in iPad are turned on.
PART 1:
Using the SETT framework will help with identification of the student’s learning needs and match that with the most appropriate technology options. It will identify the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of Tools that enables the student to actively engage in the tasks in the environments.
When drawing up a SETT plan the Student Support File must be consulted as areas of the Student Support File will feed into the SETT model. Both files are unique to the child.
Similar to the Student Support File the SETT plan will be collaborative with inputs and a review conducted by each key stakeholder (teacher, parents, SNA and any external parties..). A shared understanding across the stakeholders is critical to the success of the plan.
As with the Student Support File regular review is needed to assess whether the tools being used are indeed enhancing the student’s learning.PART 2:
SETT plan for a 3rd class male boy diagnosed with dyslexia and dyspraxia.
Part 1:
Using the SETT framework will help with identification of the student’s learning needs and match that with the most appropriate technology options. It will identify the characteristics of a Student, the Environments in which the student learns and grows, and Tasks required to be an active learner in those environments before trying to identify a system of Tools that enables the student to actively engage in the tasks in the environments.When drawing up a SETT plan the Student Support File must be consulted as areas of the Student Support File will feed into the SETT model. Both files are unique to the child.
Similar to the Student Support File the SETT plan will be collaborative with inputs and a review conducted by each key stakeholder (teacher, parents, SNA and any external parties..). A shared understanding across the stakeholders is critical to the success of the plan.
As with the Student Support File regular review is needed to assess whether the tools being used are indeed enhancing the student’s learning.
Part 2:
SETT plan for a 3rd class male boy diagnosed with dyslexia and dyspraxia.Part 2:
The Cosan framework
‘The quality of students’ learning cannot exceed the quality of their teachers’. Research has consistently shown that the quality of teaching is the most critical factor in enhancing pupils’ learning and educational experiences. Cosan recognises teacher professional learning and reflection on learning as a key part of our profession. It also places emphasis on the importance of teacher learning on our students.Teachers must be lifelong learners because both educational needs and the wider world are changing all the time which means that teachers need to keep pace with the current standards, best practices and approaches to teaching. CPD is a critical means to do this. Teachers need to continuously develop their professional practice & Cosan recognises that this can happen in many ways (eg: formally, informally)
Part 1:
I can most certainly see myself using Immersive reader within the classroom during independent reading stations. In this example/activity, I would take an English reader and copy the text into Microsoft where they have access to Immersive reader. This activity organised in this manner will assist student(s) & their access to learning in the following ways:LAYOUT – distractions can be removed with Immersive reader.
Text size can be changed to a size that is comfortable for the reader.
Visual crowding is common for a child with dyslexia where texts become confusing hence spacing changes where spacing can be increased between letters, words and lines will help the child. Font colours can also be changed.READING – if the child gets stuck when reading independently they can have parts of the text or the entire text read to them. The highlighting of text and voice are in perfect synch which simulates the idea of words being pointed to when being read. Voice text pace can also be altered to one that is appropriate for the child.
If a child is struggling with an individual word, they can have these words read to them. Immersive reader imitates the concept of chunking, where words are broken down into their parts. Parts of speech can also be identified.Turning on line focus will reduce distraction even further. It would imitate what a teacher does with 2 pieces of paper to reduce line focus for children.
Picture dictionary would help a student’s comprehension of text.The Tell me what you want to do function is also a great tool that we can direct the student to to help them with the features. Help children understand to only turn on what they need.
Children will be empowered with their learning during this activity.Hi Eoghan, I 100% agree. I have had 3 students last year with AT approvals received but have felt very much in limbo in terms of direction and support – applications to use and how these will assist each child. A centralised support service would be amazing. I have seen some of the ‘better’ child psychologist reports outline relevant technology and apps which can help but this is not always the case. I am thoroughly enjoying the course.
As a new SET teacher this year who has not used immersive reader before, I am really excited to try this out with some of my students next year who require additional literacy support. Some of the features of immersive reader which would really benefit is the ability to change how text appears on the screen during independent or small group reading activities. Additional options like line spacing and the ability to change font size would be really helpful for a child with dyslexia. Also I love that you have the ability to change the background and font colour. The grammar options will also facilitate the integration of additional literacy activities into reading, eg: highlighting nouns, verbs etc..
Line focus options where a variety of lines of text can be shown at a time will help struggling readers.
For an EAL learner, the picture clues and translation services would be invaluable allowing a child to self direct their individual reading and comprehension abilities.
The ability to transform spoken words into text will help children where writing demands surpass writing skills/abilities.Part 2:
<p class=”p1″ style=”margin: 0px; font-stretch: normal; font-size: medium; line-height: normal; font-size-adjust: none; font-kerning: auto; font-variant-alternates: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-east-asian: normal; font-variant-position: normal; font-feature-settings: normal; font-optical-sizing: auto; font-variation-settings: normal; caret-color: #000000; color: #000000; -webkit-text-size-adjust: auto;”><span class=”s1″ style=”font-family: UICTFontTextStyleBody; font-size: 16px;”>The student school support file is a key student document allowing the school to track the student’s pathway through the continuum of support. It will document progress and needs over time and therefore assists schools in providing the appropriate level of support for children. As such the student school support file keeps together all the information that would need to be reviewed when engaging with the SETT model. Using the SETT framework will help with identification of the student’s learning needs and match that with the most appropriate technology options. Gathering data and making decisions can be defined as Part 1 but Part 2 must consider the implementation plan and how the effectiveness will be measured. </span></p>Assistive ssistive technology used within the school environment will allow for one of the fundamental principles of the Irish curriculum, supporting each child to realise their fullest potential.
There are many practical examples of how assistive technology can aid and play a hugely important role in the education of children with unique needs. AT will help a child learn how to complete a task and bypass an area of difficulty. For example, for a child with dyslexia, text to speech is an amazing tool addressing the many problems experienced by these pupils including the misidentification of words, slow word reading, and connecting text that often results in difficulties with comprehension. Prediction and dictation will help when working through challenges with spelling and reading aloud. The display controls also discussed within this module highlight how AT would aid a child with dyslexia.
Since the school self-evaluation process focuses on review and school improvement, an integral part of this process is about the learning experiences of the child and how they are doing in their learning. The Digital learning framework supports and complements the SSE process in considering how digital technologies are utilised within the school in both teaching and learning. It will allow the school identify a focus, gather evidence, make judgements, write and share a report, put improvements into action, monitor actions and evaluate impact. technology used within the school environment will allow for one of the fundamental principles of the Irish curriculum, supporting each child to realise their fullest potential.
There are many practical examples of how assistive technology can aid and play a hugely important role in the education of children with unique needs. AT will help a child learn how to complete a by these pupilsthe misidentification of words, slow word reading, and connecting text that often results in difficulties with comprehension. Prediction and dictation will help when working through challenges with spelling and reading aloud. The display controls also discussed within this module highlight how AT would aid a child with dyslexia.
Since the school self-evaluation process focuses on review and school improvement, an integral part of this process is about the learning experiences of the child and how they are doing in their learning. The Digital learning framework supports and complements the SSE process in considering how digital technologies are utilised within the school in both teaching and learning. It will allow the school identify a focus, gather evidence, make judgements, write and share a report, put improvements into action, monitor actions and evaluate impact.
