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Part 1: The SETT (Student, Environment, Tasks, and Tools) model is a collaborative framework that supports informed decision-making when considering assistive technology and other supports for students with additional educational needs. When used alongside a student’s School Support File, it ensures that decisions are centred on the student’s individual strengths, needs, and learning goals.
The process begins by reviewing the Student section, including assessment reports, strengths, interests, learning needs, and current supports documented in the School Support File. Next, the Environment is examined to identify factors within the classroom, school, home, and other learning settings that may either support or present barriers to participation. The Tasks component focuses on the activities the student needs to complete, such as reading, writing, communication, organisation, mobility, or social interaction. Finally, the Tools section considers appropriate strategies, accommodations, and assistive technologies that will enable the student to access learning and participate successfully.
Appropriate assessment approaches include classroom observations, teacher and parent consultations, student voice, curriculum-based assessments, standardised assessments where appropriate, and reviews of existing documentation within the School Support File. Ongoing monitoring and regular review ensure that supports remain effective and continue to meet the student’s evolving educational needs.
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I completely agree with your post. The SETT framework encourages us to make thoughtful, evidence-based decisions rather than choosing technology because it’s new or readily available. Beginning with the School Support File provides a comprehensive understanding of the student’s strengths, needs, and learning context, which is essential for identifying appropriate supports.
I also agree that starting with low-tech solutions is often the most effective
Student Name: Liam (Pseudonym)
Age: 10 years
Class: 4th Class (Primary School)
Date: 23 July 2026
Prepared by: Dolores KillianStudent
Liam is a 10-year-old student with dyslexia. He demonstrates strong verbal communication skills, enjoys participating in class discussions, and has a keen interest in science and technology. He experiences difficulties with reading fluency, spelling, handwriting, and organising his written work. These challenges affect his confidence when completing independent literacy tasks.
Strengths
- Excellent oral communication
- Strong listening skills
- Curious and motivated learner
- Good problem-solving abilities
- Positive relationships with peers
Needs
- Support with reading accuracy and fluency
- Assistance with spelling and written expression
- Improved organisation of written work
- Increased independence during literacy activities
Environment
Classroom
- Mainstream classroom with learning support available
- Interactive whiteboard and classroom laptops
- Supportive class teacher and Special Education Teacher
- Access to Wi-Fi and digital learning resources
Home
- Parents actively support homework
- Access to a laptop and internet connection
- Quiet study area available
Tasks
Liam needs to:
- Read age-appropriate classroom texts
- Complete written assignments
- Take notes during lessons
- Complete homework independently
- Participate in group activities
- Demonstrate understanding during assessments
Current barriers include slow reading speed, spelling difficulties, handwriting fatigue, and organising written responses.
Tools
Low-Tech Supports
- Coloured reading ruler
- Graphic organisers
- High-frequency word lists
- Writing frames and checklists
Mid-Tech Supports
- Portable spell checker
- Digital voice recorder for note-taking
High-Tech Supports
- Text-to-speech software
- Speech-to-text software
- Predictive text software
- Audiobooks
- Chromebook or laptop for written assignments
Implementation Plan
Improve organisation</td>
<Use graphic organisers before writing tasks</td>
Teacher & Student</td>
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Monitoring and ReviewProgress will be monitored through:
- Classroom observations
- Student work samples
- Reading assessments
- Teacher feedback
- Parent feedback
- Student self-reflection
The SETT plan will be reviewed every six weeks to ensure the selected supports continue to meet Liam’s needs.
Reflection
This activity helped me understand how the SETT model provides a structured and student-centred approach to selecting assistive technology. Rather than focusing on technology first, the model begins by identifying the student’s strengths, needs, learning environment, and the tasks they are expected to complete. Completing this SETT plan demonstrated that successful assistive technology implementation depends on understanding the whole learning context rather than simply providing digital tools.
I also recognised the importance of collaboration between teachers, parents, special education staff, and the student. Each stakeholder contributes valuable information that supports informed decision-making. The process highlighted that assistive technology should be reviewed regularly to ensure it continues to meet the student’s changing needs and supports meaningful participation in learning.
Developing this plan also reinforced the value of combining low-tech, mid-tech, and high-tech supports rather than relying on a single solution. I believe the SETT framework will be highly beneficial in my future teaching practice because it promotes inclusion, independence, and equitable access to learning. It ensures that educational decisions are based on evidence, ongoing assessment, and the individual needs of each student, helping all learners reach their full potential
Thanks for sharing all these resources. They will definitely be used next year for the pupils with SEN in my class.
When considering a student with a particular special educational need, such as a student with dyslexia, assistive technology can play an important role in supporting access to the curriculum and promoting inclusion. The School Development Planning section of the Inclusive Education Framework highlights the importance of schools identifying needs, planning appropriate supports, and reviewing the effectiveness of strategies to ensure all students can participate meaningfully in learning.
For literacy development, a range of digital tools can support students who experience difficulties with reading and writing. Text-to-speech software, audiobooks, speech-to-text tools, and word prediction programs can help students access texts, develop confidence, and express their ideas more independently. Applications that provide structured literacy activities, spelling support, and reading practice can also reinforce classroom learning. In numeracy, technology can support understanding through visual and interactive approaches. Tools such as virtual manipulatives, digital number lines, maths games, and step-by-step problem-solving applications can help students develop mathematical concepts at their own pace. Interactive whiteboards and tablets can also provide opportunities for teachers to differentiate instruction.
Effective use of technology requires whole-school planning, including staff training, collaboration with parents and support professionals, and regular evaluation of resources. When integrated thoughtfully, technology can reduce barriers to learning and help create a more inclusive environment where all students have opportunities to succeed.
Part 1: Office 365 Activity Design Reflection
For this activity, I designed a literacy support activity using Microsoft OneNote and Immersive Reader from the Office 365 suite for a pupil who experiences difficulty accessing written text independently. The aim of the activity was to support the pupil’s reading comprehension, confidence, and independence by providing alternative ways to engage with written material.
The activity involved presenting a short piece of age-appropriate text in OneNote, with the pupil using Immersive Reader features such as text-to-speech, adjustable text size, line focus, and picture dictionary support. These tools allow the pupil to access the same learning content as their peers while reducing barriers associated with reading difficulties. The pupil can listen to the text, follow along visually, and use the built-in supports to develop vocabulary and understanding.
This activity is relevant to the pupil’s individual learning needs as it promotes inclusion and allows them to work at their own pace. It also encourages greater independence, as the pupil can use these tools without relying solely on adult support. The use of Office 365 tools supports a Universal Design for Learning approach by providing multiple ways for pupils to access information and demonstrate their learning.
Part 2: Reflection on Cosán – The National Framework for Teachers’ Learning
Reflecting on Cosán, the National Framework for Teachers’ Learning, it is clear that teachers are lifelong learners who must continually develop their knowledge, skills, and understanding throughout their careers. Teaching is a profession that is constantly evolving, with new research, technologies, methodologies, and approaches emerging all the time. In order to provide the best possible learning experiences for pupils, teachers need to engage in ongoing reflection and professional learning.
Continuous Professional Development (CPD) is extremely important as it allows teachers to stay informed about current educational practices and develop the skills needed to meet the changing needs of their pupils. This is particularly relevant when considering digital learning and assistive technologies. Professional learning opportunities allow teachers to build confidence in using new tools effectively and ensure that technology is used purposefully to support inclusion and improve learning outcomes.
Cosán also emphasises the importance of teachers taking ownership of their professional learning and recognising the value of collaboration and sharing good practice. Learning from colleagues, attending courses, participating in workshops, and engaging in professional discussions all contribute to teacher growth and development.As teachers, we are constantly learning alongside our pupils. Being open to new ideas and willing to reflect on our practice enables us to adapt and improve. Lifelong learning allows us to provide more engaging, inclusive, and effective learning experiences for all pupils. Ultimately, CPD is not only beneficial for teachers’ professional development but also has a direct positive impact on pupil learning and achievement.
I completely agree with your point that introducing technology is only the beginning. Simply providing access to digital tools isn’t enough—children need regular opportunities to practise using them in meaningful ways. The more they use these technologies as part of their everyday learning, the more familiar and confident they become. This increased confidence helps to develop their independence, allowing them to complete tasks with less support and engage more fully in classroom activities. Building these skills over time ensures that technology becomes a natural and effective part of their learning experience.
Exploring Immersive Reader in Microsoft Teams, Microsoft Edge, and other Microsoft 365 tools has highlighted how simple accessibility features can make a significant difference for pupils in the SET classroom. I was particularly impressed by how Immersive Reader can support literacy development through features such as text-to-speech, line focus, picture dictionary, adjustable text spacing, and background colour options. These tools can reduce the barriers that many pupils experience when reading and allow them to engage more confidently with classroom activities.
I can see how incorporating Immersive Reader into everyday teaching would benefit not only pupils with additional educational needs but also struggling readers, pupils with dyslexia, and those learning English as an Additional Language (EAL). Providing pupils with different ways to access text encourages independence and helps build confidence while reducing reliance on adult support.
The module also prompted me to think more carefully about adapting existing technology before seeking new resources. Simple changes such as adjusting accessibility settings, using larger keyboards or mice, enabling speech-to-text, or providing headphones can make digital learning more accessible for individual pupils. For some children, alternative input devices such as trackballs, adaptive keyboards, touchscreens, or switch access may provide a more effective way to interact with technology and participate fully in classroom learning.
Overall, this module has reinforced the importance of selecting technology based on the individual needs of each pupil rather than adopting a one-size-fits-all approach. As a primary teacher, I hope to make greater use of these accessibility features in my classroom and to share them with colleagues so that more pupils can benefit from inclusive, engaging, and accessible learning experiences.This module has deepened my understanding of how assistive technologies can support inclusion and improve teaching and learning in an Irish primary school. Before completing the module, I tended to think of assistive technology mainly as a support for pupils with identified additional educational needs. However, I now recognise that many accessibility features and digital tools can benefit all pupils by providing multiple ways to access learning, communicate their understanding, and participate fully in classroom activities.
As a primary teacher, I can see the value of incorporating tools such as text-to-speech, speech-to-text, immersive readers, visual supports, and audio recording into everyday teaching. These technologies can help pupils who experience literacy, language, or communication difficulties while also supporting reluctant readers, English as an Additional Language (EAL) learners, and pupils who learn best through different approaches. Integrating these tools into normal classroom practice helps to create an inclusive environment where every child has the opportunity to succeed and develop confidence as an independent learner.
The module has also prompted me to reflect on how assistive technologies can contribute to the School Self-Evaluation (SSE) process. As schools strive to improve teaching and learning, reviewing the use of assistive technologies could form part of evaluating how effectively we are meeting the diverse needs of our pupils. Evidence gathered through teacher observations, pupil voice, parent feedback, and assessment data could help identify strengths and areas for development. Setting realistic targets for increasing staff confidence, improving access to digital tools, and embedding inclusive practices would support ongoing school improvement.
The Digital Learning Framework provides a useful guide for this work. In particular, the standards relating to Learner Experiences are highly relevant, as they encourage pupils to use digital technologies to support their learning, collaborate with others, and become confident, responsible users of technology. The standards for Teachers’ Individual Practice are equally important, as they promote the effective use of digital technologies to differentiate learning, assess pupil progress, and meet the needs of all learners. Finally, the Leadership and Management standards highlight the importance of creating a shared vision for digital learning, ensuring appropriate professional learning for staff, and making informed decisions about investing in suitable technologies.</p>
Overall, this module has reinforced that assistive technology is not simply an additional support but an important part of inclusive teaching and learning in the primary classroom. Going forward, I hope to build my confidence in using these tools more consistently and to share good practice with colleagues so that all pupils can benefit from a more accessible and engaging learning environment.I would love to introduce a Space Week in my school, as I find that space is a topic that really captures children’s imagination and enthusiasm for learning. It provides an excellent opportunity to develop curiosity, creativity, and scientific inquiry through a range of engaging, cross-curricular activities. To introduce the theme, I would read books such as Way Back Home, Far Side of the Moon, and Aliens Love Underpants. These stories would spark discussion about space, astronauts, rockets, and the Moon while also supporting literacy development. We would explore real photographs of rockets from the Kennedy Space Center and discuss how rockets are designed and launched.</p>
The children would then investigate different types of rockets by designing and building paper rockets, foam rockets, and balloon rockets. Before testing them, pupils would make predictions about which rocket they think would travel the furthest and explain the reasons for their choices. Working in pairs, they would test their rockets in the PE hall, carefully observing and measuring the results. Afterwards, we would compare the outcomes with our predictions and discuss why some rocket designs were more successful than others. This activity would encourage teamwork, problem-solving, and the development of key science skills through enjoyable, hands-on learning.
