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module 1 part 1
When reflecting on the potential of AT and the options outlined in this module and in particular how they can potentially impact on the school SSE process, the standards and domains that most obviously come to mind from within the DLF are Domain 3 in the teaching and learning dimension. Teachers individual Practice has the following standard: The teacher responds to individual learning needs and differentiates teaching and learning activities as necessary.
I believe that these fit seamlessly with the effort to ensure that ICT and AT are best utilised for all students including those with SEN.The SSE process is very focused upon improving literacy and engagement in planning and AT tools and visual supports should be integral to this.– The AT Policy, and not an integral part of the schools whole school approach to inclusivity and addressing teaching and learning within the literacy and numeracy focus. The statements of effective practice: Teachers facilitate pupils’ active use of a range of digital technologies to address individual learning needs and the statement of highly effective practice: Teachers reflect on and enhance pupils’ active use of a range of digital technologies based on their individual learning needs must be read with the levels of AT in mind. Sometimes the solutions are Low tech. Not everything is hi-tech! Low tech solutions and approaches are used so widely but perhaps do not get recognition deserved for example Handwriting without tears – is formatted writing paper for children to use
Grainne I have experience similar challenges- Some students with certain speech difficulties can get frustrated when the dictation app when it does not or misinterprets what they are saying.
Leah I agree with you that the SETT framework really highlights the child’s needs as the starting point of support.
Similar to you, dyslexia is one of the most common needs among the children that I work with and I am always looking for new ways to help them learn.
I am also excited to incorporate Immersive Reader in my classroom and feel that the extensive variety of features that it offers should lend themselves to help learners of all types. I feel it will be really useful in my planning next year.
I think the Immersive reader will give confidence to the children I work with in Literacy work.
I will also introduce talk to text tools so children with dyslexia can articulate their creative writing stories and feel apart of the writing lessons.
Utilising the SETT model and the SSF allows for greater focus on the individual needs of the student. Planning can then be more dynamic and student centered rather than static. SETT is particularly strong in identifying appropriate tools (e.g., visual aids, apps, devices). The SSF ensures that the implementation and impact of these tools are monitored and evaluated. Utisising both then ensures resources are well-matched and used effectively to support learning.
I agree that regular review phases are very important in a defined time range. Student Support Plans are a working document and need to be amended and adjusted should targets be met.
Hi Megan I agree with you that CPD keeps our teaching practices fresh and up to date with new strategies and technology that becomes available. I think teachers who can remain flexible and open minded about new inclusive practices meet the needs of the children in their classroom more holistically.
Module two highlighted to me the accessibility options that are available in established systems like Microsoft 365, Teams, the Edge browser and The immersive reader. The Inclusive Framework document explained in a lot of detail how to ensure every child in school has opportunity to access the curriculum – and ensures there is whole school planning when it comes to inclusion. To enhance Literacy/ English reading and writing lesson I will certainly be using some talk to text solutions that are readily available. Using Microsoft 365 as an assistive tool will hopefully help my students who are neurodiverse and have mobility issues to engage with lessons. I am hoping this AT tool will enhance their ready and writing experiences in the classroom and also ensure they feel like they are contributing to the classroom
I found this module very interesting and will be brining some of the ideas into my classroom this coming year. I can already see that the immersive reader tool will support a number of children in my class. Students who may find reading more challenging, such as those with dyslexia, would benefit from features like text-to-speech, the background colours and the adjustable font sizes.
I found Module 1 very interesting. One of the standout aspects was the way it acknowledged and broke down the different levels of technology integration – low, medium and high tech. This made it much easier to understand how technology and be gradually introduced and adapted, depending on the context, resources and needs of students and teachers. It also reminded me that the effective use of technology doesn’t always mean having the most advanced tools, but instead the most appropriate tools.
