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In supporting a child in a senior class with dyslexia and dyscalculia, there have been many recommendations from this course that will benefit both the teacher and particularly the child to achieve more success in their workload.
The SETT model will be central to identifying what works best for this particular child to reach their potential. Class teacher and SET will collaborate in identifying the tasks and tools that are necessary for the child to achieve success.
Immersive reader will enable the child to overcome the obstacle of having to read large chunks of text to gather information. Having the text read to the child and enabling to identify the important parts will enhance the esteem of the child.
The dictate function in microsoft word will also help alleviate difficulties for the child producing written pieces which can be created by the child to support their reading and to use comprehension skills for producing written work.
Powerpoint Live will be an excellent resource to allow the child create presentations that can be shared with classmates and groups. Again the chil will work from the text that Immersive reader has supported among others to create a relevant and creative Presentation based on facts that have been learned. Keeping the child’s own interest central to the lesson will enable the topic to be interesting and stimulating for the child.
As is mentioned in the Inclusive Education Framework, engagement will heighten an awareness of the Professional development needs of staff within a school. It will also help staff to identify the areas of Special Education provision that are most needed for the school and to apply for appropriate support in those areas. This must be done in a collaborative manner with the whole school involved in realising how best to support any child with additional needs in the school, be they physical, learning, social or emotional.
The SETT model allows teachers to identify the best approach in supporting the child to get the maximum benefit from assistive Technology. It should be created in collaboration between SET, class teacher, SNA if applicable and the parents. The child’s interests and strengths should be central to the supports identified as well as identifying the needs that are to be addressed. Much of this information will also be in the student support which must be consulted when drawing up a SETT plan. The SETT plan will cater for what will suit that individual child by highlighting information about the student, the environment, the tasks that need support and the tools that will be used to provide this support.
In my plan below, I have highlighted a SETT plan for a 12 year old boy with a diagnosis of dyslexia. I have highlighted the tasks that this boy will need support with and the tools that will be appropriate for this support. His strengths and weaknesses have been taken into account as well as the environment that will be used. The student support file is used to gather relevant information for the plan.
https://docs.google.com/document/d/1dK1yi9ZfzcpmCbXuhjUkxujTv5-kBmduIxHSILAb3Z0/edit
Many of the tools mentioned so far offer wonderful opportunities for pupils to access the material needed in an easier fashion.
Using Microsoft Lens to capture an image of text that relates to a relevant topic for a child in a senior class to explore will stimulate the child’s interest greatly. They will be able to take ownership of the content and gain access to tools that will help them understand the text. The use of Immersive reader will enable the pupil to have the content read to them. As SET, I will be able to support the child gather information on a topic of their choice or a topic that is being explored by the class.
They will then be able to use the dictate function in word to respond to the text, summarise its content and create a project of their own based on the information that they have gathered. Children gain wonderful confidence from presenting their finding to the rest of the class.
COSAN FRAMEWORK:
Teachers are indeed lifelong learners. They must adapt constantly to the ever changing needs that are faced in the classroom. Firstly we must learn from each other and the school culture of collaboration and support is vital for this to happen.
Along with this, teachers want to explore and discover new approaches and resources. Teachers are constantly engaging with local Education centres to introduce new initiatives to their school. COSAN can allow this to be structured and promoted in a positive manner and recognise the need for constant upskilling and learning.
The immersive reader resource seems to be a fabulous resource that will bring great benefit to many lessons for some pupils. The read aloud function will enable children with reading and fluency issues to gain better access to material that they may need to gather relevant information. By using immersive reader, reading difficulties will not hinder the child, but now they can speed up the process of using their comprehension skills to understand the text and relate better to the meaning. It will allow children to participate more in whole class activities and also to engage in more individual support from SEN.
Lens is another resource which allows pupils more access to material by capturing the content from a variety of sources and allowing the pupil to use this material in a variety of ways to boost their work and access more information.
Both these resources can be used in a whole class activity. I would initially allow for the SET to develop the skills with the child in an independent manner.
The Digital Learning Framework and the domains and standards which are included in it very much mirror that of the domains and standards in Looking at Our Schools which underpins the methods of teaching and learning that are central to the way our schools deliver its content.
The use of AT is becoming increasingly more embedded into the daily learning experiences of our classes. However we must be careful that these learning experiences are indeed meaningful and have a definite purpose that will enable the child to develop better skills and learning outcomes.
Teachers must be aware and confident in the methods and materials that are being used. They must serve a purpose that allows the child to gain benefit from its use and ensures that the material has assisted the child in reaching the targets that have been set.
Standard 2.1 states that children engage purposefully in meaningful learning activities. This ensures that children can source information and share this information effectively. They can use this knowledge and facts to support what they have already discovered. It allows the child to take ownership of their learning. It gives them independence and a sense of success when they realise that they can combine the information they have been given with information they have sources themselves.
Teachers must provide the child with the necessary skills to source information. It must be scaffolded in its approach. Teachers can guide and direct the pupils initially to allow for correct sourcing and accurate discovery. It is important that children are given clear direction and understand the type of content that is required.