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When considering a student with cerebral palsy who I have taught, schools must plan proactively through the Development Planning section of the Inclusive Education Framework to ensure appropriate supports are in place for access to the literacy and numeracy curriculum. Key technology resources include:
Speech-to-text software (e.g., Dragon NaturallySpeaking) to assist students with limited motor control in writing and literacy tasks.
Text-to-speech tools (e.g., Read&Write, NaturalReader) to support reading comprehension and promote independence.
Augmentative and Alternative Communication (AAC) devices (e.g., Proloquo2Go) to facilitate expressive language where verbal communication is limited.
Interactive learning platforms for numeracy, such as Khan Academy and Mathletics, which offer adaptive, engaging content.
Touchscreen tablets with built-in accessibility features like voice control, switch access, and guided access settings.
Alternative input devices such as switch interfaces, adaptive keyboards, and eye-tracking technology.
Embedding these technologies into school development planning ensures inclusive practices are systematically implemented to support every learner’s success.Part 1.
The SETT model—Student, Environment, Tasks, Tools—is a structured framework used to guide decision-making around assistive technology for students with additional learning needs. It ensures that technology solutions are tailored to the individual by considering the broader context in which learning takes place. The model promotes a collaborative and holistic approach, involving teachers, parents, and support staff.
When used alongside a Student Support File (SSF), the SETT model helps identify specific barriers to learning and determine the most suitable supports.
Student: Focuses on the individual learner’s strengths, needs, preferences, and abilities. The SSF provides valuable data here, including psychological assessments, teacher observations, and learning targets from Support Plans.
Environment: Considers the physical and social learning contexts, such as classroom layout, peer support, teaching methods, and access to digital tools. The SSF can include notes on classroom adaptations and support strategies already in place.
Tasks: Looks at the specific academic or functional tasks the student is expected to complete. The SSF helps identify areas where the student may struggle (e.g., writing, reading, organisation) and where support is needed.
Tools: After considering the above elements, appropriate assistive technologies or strategies are identified to support the student. These may include text-to-speech software, dictation tools, visual schedules, or specialised apps.
Assessment approaches to support the SETT process should be varied and ongoing. These might include:Teacher observations of classroom performance and engagement
Checklists and rating scales (e.g., for attention, literacy skills)
Work samples and student reflections
Parental input and student voice, which are key in understanding preferences and impact
Standardised assessments or diagnostic tests, when relevant
Using the SETT model alongside the SSF ensures a focused, responsive approach to support planning. It helps create a learning environment where the student can access the curriculum with greater independence and confidence
Part 2.SETT Plan – Student: Aoife (5th Class)
Student: Aoife has dyslexia, with strong oral skills but difficulties in reading fluency, spelling, and written expression. She lacks confidence during literacy tasks.Environment: Aoife learns in a mainstream classroom with SET support four times weekly. She uses a Microsoft Surface Go with access to Microsoft 365 tools in a quiet work area.
Tasks: Reading comprehension, narrative writing, research, and classroom presentations are key learning tasks.
Tools:
Immersive Reader (OneNote/Edge) for text-to-speech and decoding
Dictate tool in Word to support writing
Line Focus and visual checklists for attention and structure
OneNote for organising tasks and storing work
Assessment Approaches:Observations, work samples, reading/writing checklists
Student reflections and parent input
Termly standardized tests
Reflection:
The SETT model supported a clear, student-centred plan. Microsoft tools increased Aoife’s independence and literacy engagement, while ongoing assessment ensured her supports remained effective and adaptive.Part 1
Activity: Personal Narrative Writing Using Microsoft OneNote and Immersive Reader
Student Profile:
Liam is a 5th-class student with dyslexia who struggles with reading fluency and written expression but has strong verbal storytelling skills.Activity Description:
Liam will use Microsoft OneNote to create a personal narrative about a memorable day. He will first use the Dictate tool to verbally draft his story, allowing him to focus on content without the barrier of spelling or handwriting. After drafting, he will use Immersive Reader to listen back to his work, helping him self-edit for flow and clarity. The teacher will support him in chunking the task into manageable steps.Relevance to Learning Needs:
This activity leverages Liam’s strengths in oral language while supporting his difficulties with decoding and encoding text. Dictation removes the barrier of spelling, while Immersive Reader reinforces word recognition and comprehension. It also promotes independence and boosts confidence in written tasks, aligning with the SETT model by matching tools to his individual needs, environment, and task demands.Part 2
The COSÁN framework highlights that teachers are indeed lifelong learners, committed to continuous professional development (CPD) to enhance their practice and meet the evolving needs of learners. It encourages reflection, collaboration, and personalised learning pathways. CPD is vital because it fosters professional growth, keeps teachers updated with educational advancements, and ultimately improves student outcomes. By engaging in ongoing learning, teachers model the value of education, adapt to diverse classroom needs, and maintain high standards. COSÁN supports this by recognising diverse forms of learning, both formal and informal, empowering teachers to take ownership of their professional journey.
Immersive Reader, available in Microsoft Teams, the Edge browser, and across many Microsoft 365 tools (such as Word and OneNote), is a tool of support for literacy development in the SET (Special Education Teaching) classroom. It enhances reading comprehension by offering features like text-to-speech, line focus, syllable splitting, adjustable font size, and grammar tools (e.g., parts of speech color coding).
In the SET classroom, Immersive Reader can support students with dyslexia, language processing difficulties, or attention challenges by making text more accessible and less overwhelming. For example, when working on reading comprehension tasks in Teams or OneNote, students can use the read-aloud function to hear the text while following along visually, improving decoding and fluency. Using Edge, teachers can open any webpage in Immersive Reader mode, removing distractions and simplifying the content layout.
By integrating Immersive Reader into daily literacy tasks, teachers foster independence, confidence, and personalized learning, while aligning with inclusive education goals and the SETT framework.
The SETT model (Student, Environment, Tasks, Tools) is a widely used framework for determining appropriate assistive technologies by focusing on the unique needs of individual students. It ensures a holistic and collaborative approach to support planning.
In conjunction with a Student Support File (SSF), the SETT model provides structure for gathering and analyzing information. First, the Student component involves identifying the learner’s strengths, needs, and preferences, as documented in the SSF. This may include learning style, communication needs, and cognitive or physical challenges. The Environment section considers the settings where learning occurs—classrooms, home, or community—and any barriers or supports present.
Tasks are the specific activities the student is expected to do, such as reading, writing, or engaging socially. Understanding these enables the team to tailor support. Finally, Tools refer to the assistive technologies or strategies that bridge the gap between the student and the task demands.
Assessment approaches may include observations, standardized assessments, teacher checklists, and student work samples, all of which can inform the SETT process. These assessments should be ongoing and involve input from teachers, parents, and the student to ensure the support plan remains dynamic and responsive to change.
Assistive technologies (AT) hold significant potential to enhance inclusion and equity in education, especially during the School Self-Evaluation (SSE) process. These technologies—ranging from screen readers and speech-to-text tools to communication devices and adaptive learning platforms—enable students with diverse needs to engage more fully in learning. When integrated effectively, AT can provide schools with richer, more accurate data about student progress and participation, thereby improving the quality of SSE.
Through the use of assistive tools, students who might otherwise struggle with traditional assessment methods can showcase their understanding in alternative ways. This inclusivity ensures a broader representation of learner experiences in evaluation activities. It also supports a reflective school culture that values all learners, a key element in SSE.
Several standards from the Digital Learning Framework (DLF) are relevant. Under the “Teaching and Learning” domain, the standard “Teachers use digital technologies to support assessment” can be addressed by leveraging AT to collect more diverse forms of student feedback and evidence of learning. Additionally, within the “Leadership and Management” domain, the standard “The school uses digital technologies to foster effective communication” can be fulfilled by using assistive tools that enable all students and parents, including those with disabilities, to engage meaningfully with the SSE process.
In summary, assistive technologies not only support individual learning needs but also contribute to a more inclusive, representative, and effective school self-evaluation, aligning well with the goals of the Digital Learning Framework.