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Part one: I would design a Microsoft PowerPoint activity called Visual Sentence Builder for a 5th Class pupil with severe dyslexia who is currently performing at approximately the 1st percentile in reading. The purpose of the activity is to develop basic sentence construction and reading confidence while reducing the amount of text the pupil has to process independently. The presentation uses large, clear print, simple language, pictures and colour coded words to support understanding. Each slide focuses on one small step, allowing the pupil to work at an appropriate pace without becoming overwhelmed.The activity begins with a picture and introduces a small number of words associated with it. The pupil then matches words to pictures before arranging the words into a simple sentence. Audio narration can also be added to the PowerPoint so that instructions and key vocabulary can be heard as well as seen. This is particularly relevant for a pupil with severe dyslexia because it reduces dependence on decoding written instructions and provides an additional auditory pathway for learning. The activity is differentiated to the pupil’s individual needs by limiting the amount of text, using repetition, providing visual cues and giving immediate opportunities for success. The overall aim is to build vocabulary, sentence structure, reading confidence and independence in a supportive, low-pressure way.
Part two: As a special school teacher, I believe that I am a lifelong learner because every pupil I work with has different strengths, needs, abilities and ways of learning. My experience has shown me that there is no single approach that works for every child. This is why the principles of Cosán, the National Framework for Teachers’ Learning, are particularly relevant to my role. Cosán encourages teachers to engage in ongoing professional learning, reflection, collaboration and development throughout their careers.Working in a special school has made me more aware of the importance of reflecting on my own practice. I regularly need to consider what is working well for an individual pupil and what I could adapt or improve. Professional development helps me to develop my knowledge of areas such as autism, dyslexia, communication difficulties, sensory needs, assistive technology and differentiated teaching. CPD gives me opportunities to learn new strategies and bring them directly into my classroom.I also recognise that CPD is not only about attending formal courses. I learn through working alongside colleagues, sharing ideas, observing others, discussing individual pupils and reflecting on my own experiences. These informal learning opportunities are extremely valuable in a special school environment.For me, CPD is important because it ultimately benefits the pupils I teach. When I develop my own knowledge and skills, I am better equipped to create an inclusive, supportive and engaging learning environment. Cosán has reinforced for me that professional learning is an ongoing journey. As a special school teacher, I need to remain open to learning, adapting and improving so that I can respond effectively to the changing and individual needs of every pupil.
Completing this module has given me a different perspective on the technology we can use to support pupils with additional needs. In my role as a SET teacher, I have mainly been using Google with pupils, including children with dyslexia. While these tools have been useful, the course has made me realise that Microsoft 365 could offer some additional features that may be even more beneficial for their learning.
One of the tools that stood out to me was Immersive Reader. For pupils with dyslexia, being able to hear text read aloud, change the font and layout, and remove unnecessary distractions could make accessing written work much easier. I also think Dictate could be very helpful for pupils who know what they want to say but find writing, spelling or handwriting challenging. It could allow them to get their ideas down without becoming frustrated by the physical act of writing.
The course also encouraged me to look at the technology already available in our school in a different way. Small adjustments to accessibility settings, or using different types of keyboards, mice or touchscreens, can sometimes make a big difference to a pupil’s ability to participate in a lesson.
I was also interested in the possibilities of using SharePoint to give pupils access to learning materials outside of the classroom. Being able to return to resources, complete practice activities and use accessibility tools when needed could help pupils become more independent and take greater ownership of their learning.
Overall, I feel this course has opened my eyes to the range of support that Microsoft 365 can provide. I will definitely consider using more of these features with my pupils, particularly those with dyslexia, as I feel they could complement the approaches I have already been using with Google and provide pupils with more ways to access and engage with their learning.
I agree. As a SET teacher, this module has encouraged me to think beyond the needs of the individual pupil and consider the wider school context. While identifying appropriate support for each child remains essential, it has also highlighted the importance of embedding assistive technology within whole-school practice. Using the School Self-Evaluation process to take a whole-school approach can help schools identify areas for development, promote consistency in the use of digital supports and ensure that all pupils have access to the tools they need to engage and succeed in their learning.
I really enjoyed the first module, as it gave me the opportunity to reflect on how assistive technology (AT) can support pupils in a practical, meaningful and inclusive way, particularly from a SET perspective. Working with children with dyslexia has already provided me with a great deal of insight into the importance of assistive technology and the positive impact it can have on children with special educational needs. Through my experience, I have seen how the right tools and strategies can help pupils overcome barriers to learning, build confidence and become more independent in their work.
One aspect of the module that I found particularly useful was learning about the different levels of technology integration: low, medium and high tech. This highlighted to me that effective assistive technology is not necessarily about using the newest or most advanced device. Instead, it is about identifying the individual needs of the pupil and selecting the most appropriate support. Sometimes, simple low-tech strategies can be just as effective as more sophisticated digital tools, particularly when they are used consistently and appropriately.
I also found the SETT framework (Student, Environment, Tasks and Tools) to be an excellent way of approaching decisions around assistive technology. It provides a clear and structured process while keeping the pupil at the centre of decision-making. Rather than focusing on the technology first, it encourages us to consider the learner, their environment, the tasks they are required to complete and, finally, which tools may best support them.
The module also reminded me of the wide range of digital tools available to enhance teaching and learning. However, having access to these tools is only one part of the process. They need to be introduced thoughtfully, used consistently and monitored to ensure they are genuinely benefiting pupils. The Digital Learning Framework provides a valuable structure for schools to reflect on their current practice and identify areas for development. Through School Self-Evaluation, schools can identify priorities for assistive technology, provide relevant professional learning for staff and evaluate the impact these supports have on pupil learning, participation and independence.
Overall, this module has reinforced my belief that assistive technology is about removing barriers and giving every pupil the best possible opportunity to succeed. My experience of working with children with dyslexia has shown me how valuable AT can be, and this module has further developed my understanding of how it can be used to support children with a range of special educational needs. It has encouraged me to reflect more deeply on my own practice and to consider how technology can be embedded naturally into everyday teaching to promote inclusion, independence and positive learning outcomes for all pupils.
