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It’s interesting how you focus on connecting local weather changes to classroom activities. The weather journal and talks by local experts help pupils understand climate change. Simple actions like recycling, a class garden, and walking or cycling to school make a real difference. Thanks for sharing these practical ideas!

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In my area in Dublin, the effects of climate change are already noticeable. Winters are warmer than before, and we often get heavy rains that sometimes flood streets and local parks. In class, I would ask my pupils to observe the weather around the school, record these changes, and talk about how warmer winters and heavy rain affect people, animals, and plants. We could do simple experiments on water collection, create posters about protecting the environment, or plan small projects like a school garden to see how plants respond to different weather.

Three actions I can take to help the planet are: use less single-use plastic, travel by bike or public transport, and turn off lights and devices when not in use.

In lessons, we could link this to other subjects: graph rainfall in Maths, write about weather changes in English, or make crafts using recycled materials. This helps pupils understand how climate change affects their local area and how they can make a difference.

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I like how your school is making space for refugee families by using their own language in displays and books,- that must make them feel so welcome. The idea of connecting families who share the same language is brilliant too, such a practical way to build support networks.

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There are several organisations in Dublin that actively support refugees, including the Irish Refugee Council, MASI (Movement of Asylum Seekers in Ireland) and the Dublin Simon Community. These groups provide refugees with legal advice, accommodation support, advocacy and opportunities for social integration. At my school, we could take simple yet meaningful actions to welcome refugees and asylum seekers into the community. For instance, we could organise donation drives for clothing, books, and stationery; invite speakers from refugee organisations to raise awareness; and organise cultural exchange activities where students can learn about different traditions and experiences. We could also introduce buddy systems to help refugee children feel more supported when joining the school community.

This module on migration also connects with School Self-Evaluation (SSE). By reflecting on inclusivity and intercultural awareness, schools can set specific goals to improve their practices. These could include developing a more culturally responsive curriculum, strengthening community partnerships, and ensuring that refugee families feel fully part of the school environment.

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I really like how you made SDG 5 so real with everyday examples like toys and tidy-up jobs. And the posters are such a fun way to keep fairness visible every day.

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One sustainable development goal that has a big impact on children’s lives is ‘Reduced Inequalities’. Children might experience inequality through poverty, disability, or not having the right resources. At a global level, they’re affected by things like migration, child labour, and unequal access to education. These things can have a big impact on how kids see fairness and opportunity in the world.

I’d suggest my students take small, meaningful actions that show fairness and inclusion. For example, we could run classroom projects celebrating different cultures, organise charity drives to support children’s rights organisations, or use storytelling to explore how children in other countries live and learn. In SPHE and SESE, we could chat about empathy, respect and justice, helping pupils see how their daily choices are connected to bigger global issues.

So, in the School Self-Evaluation (SSE), the global inequality module could be a great way to measure our wellbeing and inclusion targets. We make sure that our school ethos encourages children to become active global citizens by thinking about how school practices support fairness, cultural awareness, and equality of opportunity.

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I really like your point about using role play to break down stereotypes — that’s such a powerful way for kids to explore different roles in a safe space. I also think introducing diverse role models, like you mentioned with female scientists or male nurses, makes a big difference because children remember those examples. The rotating roles idea in group work is really smart too — it gives everyone a chance to lead and try something new. Totally agree that making stereotypes visible and talking about them openly is the key to helping kids think more critically and freely.

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I’ve noticed that gender stereotypes appear even in my classroom, and that’s at a very young age. For example, during art activities, many boys often say that painting with bright colors or drawing flowers is “for girls,” while some girls avoid drawing superheroes or action scenes because they think those are “for boys.” Another moment was in sports: when playing soccer, some boys refused to pass the ball to girls, saying they “aren’t good at it.” These kinds of ideas can really limit students’ development, confidence, and willingness to try new things.

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I completely agree with you. Multicultural classrooms are such a great starting point for fostering empathy and understanding — the connections we build there really do reflect the “symbiotic” link mentioned in the article. I also think your point about teaching children how to find reliable information is so important, especially with the influence of social media. Giving them those tools early on can help them approach big topics like racism or climate change with respect and critical thinking.

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After reading Ehigie’s (2021) The Role of Global Citizens in Today’s World, I was reminded that development education is not only about raising awareness of global issues such as inequality, racism and climate change, but also about nurturing empathy, critical thinking and agency in our students. Even in my autism class, where many pupils are non-verbal, I can promote these values by providing accessible, sensory-based experiences. For example, I can use stories, images, or role-play to explore concepts such as fairness and kindness, and to encourage pupils to consider their connections to others around the world.
Development Education can be linked to the SSE process by connecting it to wellbeing and inclusion targets, such as encouraging empathy and social participation. This involves planning school-wide activities that foster curiosity about other cultures, raise awareness of local and global challenges, and provide opportunities for student action, no matter how small. Encouraging colleagues to co-create these activities would help to ensure that the ethos of global citizenship becomes embedded in our whole-school culture rather than being an occasional theme.

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Thank you for sharing your plan! Khan Academy Kids sounds like a great fit for a special class, especially with its flexibility to adapt to individual learning needs. I really like how you’ve structured the approach with a clear introduction, development, and assessment phase – it makes the learning process both targeted and supportive.

Having a small group of 6 pupils is definitely an advantage when it comes to providing 1:1 support. I also love your idea of using follow-up morning tasks to reinforce the learning – such a smart way to consolidate skills and build routine.

I’d be curious to hear which specific activities or areas in Khan Academy Kids you find most engaging for your students!

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Part 2 – AI-Integrated Lesson Plan (Special Education)

Class Level: 1st–2nd Class (Special Class)

Subject Area: SPHE / Wellbeing

Topic: Recognising and Expressing Emotions – with Support from AI Tools

Learning Objectives:

• Identify and label basic emotions (happy, sad, angry, scared).
• Use AI tools (like an emotion-recognition app or interactive emotion board) to match facial expressions to emotions.
• Practise expressing feelings using AAC devices or Lámh signs.

Materials Needed:

• Tablet or computer with AI emotion recognition app (e.g., “Autism Emotion” or similar)
• Visual emotion cards
• Mirrors
• PECS or Lámh signs
• Choice board with regulation tools (e.g., sensory toys, break cards)

Steps:

1. Introduction (Circle Time): Introduce four key emotions with songs and visuals.
2. Guided Practice with AI: Use an AI-powered app that shows different facial expressions. Students take turns identifying the emotion using visuals, AAC, or sign. Some students may take selfies and the app guesses their emotion — great for engagement!
3. Emotion Mirror Game: Using mirrors, students imitate facial expressions and label the emotion. AI app used again to reinforce recognition.
4. Choice & Regulation Activity: Use a choice board for students to select a calming strategy if they feel sad or angry — reinforce emotional vocabulary.
5. Plenary: Review key emotions. Students show thumbs up/down for “How do I feel today?” using the AI-supported app one more time to reflect.

Assessment:

• Observations during activities
• Use of correct emotion labels or signs
• Engagement with AI app

AI Integration Impact: The AI tool provides immediate visual feedback, increases engagement, and allows for personalisation. It enhances accessibility and builds confidence in recognising emotions — a key part of wellbeing and social development.

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Part 1 – Reflective Piece
As a teacher in a special class, I’m really excited about the potential of using AI tools in my daily teaching. I think this will make learning much easier and more fun for my students. I’m excited to use AI in the form of speech recognition software and AI-driven apps designed for learners with autism. These technologies can really change things for the better, helping people to talk to each other, do well and do their best. They’re not just about communication and independence, but also about helping children to develop their social and academic skills.
For example, using an AI tool that converts speech to text could be incredibly beneficial for non-verbal or minimally verbal students who are developing alternative communication methods. The great thing is, personalised learning platforms powered by AI can adjust the pace, content, and difficulty level to suit each student’s unique profile, supporting their IEP goals.
I’m really looking forward to using these tools in the classroom! I’m going to start with some structured lessons where students get to interact with AI in a safe and guided way. We’ll look at how technology can help them learn, and I’ll be there to support and guide them every step of the way. If we get the balance right between support and exploration, AI is going to be another amazing tool for our inclusive classroom!

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One of the most inspiring AI applications I learned about in this module was Gemini in Google Workspace. I can already see the potential to support both teachers and students in a meaningful way, which is really exciting! I would introduce Gemini to my pupils in a really fun way, starting with simple prompts in Google Docs, for example, asking Gemini to help generate a short story starter or create a list of ideas on a chosen topic. This is such a fantastic way to boost brainstorming and creative writing, especially for those pupils who need a little help getting started or organising their thoughts.

In my special class, many students are visual learners, and Gemini could also help by rewriting texts to different levels of complexity or summarising key points from a lesson. I’d model how to use it responsibly, emphasising that Gemini is a helpful tool but not a substitute for their own thinking. This would open the door to some truly exciting discussions around digital literacy, critical thinking, and the ethics of AI.

I can’t wait to explore it further with my class!

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Part Two:
After Module Three, it’s clear that AI tools will be really important in how I plan, differentiate, and support teaching and learning in my classroom. MagicSchool’s Lesson Plan Generator will save lots of time. It will help me to quickly create lessons that are well-planned and match what is in the curriculum, and that are suitable for the different needs of my students.I will definitely be using it to design lessons that are interesting and get all students involved. For example, I could do a lesson about 2D shapes where students work in groups, do hands-on activities, and go on a hunt for shapes in the real world.

The Behavior Intervention Suggestions tool will also be very useful. My job involves supporting behaviour, and this tool will provide practical ways to help. It will offer strategies like visual schedules, sensory breaks and token systems. These will help reduce anxiety during transitions and provide consistency in the classroom.

As well as MagicSchool, I’m excited to try out Diffit for Teachers. This will let me adapt reading materials based on students’ abilities, which is great for groups of different levels and for providing one-to-one support. Gamma will be useful for creating nice-looking presentations for things like classroom routines or parent meetings. It will save time and make communication better. Copilot will help you when you’re planning lessons, writing reports or drafting emails. It will stop you from getting a ‘blank page’ feeling, and give you more time to focus on your students.

This module has given me lots of practical tools that I know will make a real difference to my day-to-day teaching. I can’t wait to use them in my teaching and see how they’ll help with my workload and my students’ learning!

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