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<p class=”PDq2pG_selectionAnchorContainer” data-start=”0″ data-end=”396″>I agree with many of the points you made, especially the detail you included about Frankie’s strengths, needs, environment and the different tools that could support him. I particularly liked that you mentioned that he enjoys socialising with his peers despite his speech difficulties. I think it is so important to look at the whole child and what they enjoy, not just their areas of difficulty.</p>
<p data-start=”398″ data-end=”961″>I also really agree with your point that Assistive Technology should not be an add-on, but should be planned as part of inclusion. It reminded me of students I have worked with where technology helped them join their mainstream class. With one student, I worked with the mainstream teacher and we used some of his favourite apps on the interactive whiteboard to help him engage. With another student who found the activity level difficult, we used a calming app such as bubbles for a minute or two when he transitioned into the class, until he was ready to learn.</p>
<p data-start=”963″ data-end=”1099″ data-is-last-node=”” data-is-only-node=””>I think these are good examples of how technology, when chosen around the individual child, can support both <strong data-start=”1072″ data-end=”1098″>learning and inclusion</p>Module 5 – Digital Technologies and SEN
The student I have in mind is an autistic 7-year-old in an autism class. He is a sensory seeker and avoider, and although he is speaking, his receptive language is much stronger than his expressive language. It takes time to get to know him and understand what he is trying to communicate. He has a strong interest in letters and technology but finds blending and decoding very difficult. He can identify letters but often gives both the letter name and the phonics sound.
He can also avoid reading activities, and I feel this may be because he is worried about getting things wrong. Therefore, I think supporting his confidence and self-esteem needs to be just as important as developing his literacy skills. I would want to create opportunities where he experiences success and is not constantly faced with something he finds difficult.
I would build on his interest in technology and use it to make reading practice more enjoyable and accessible. He already enjoys Reading Eggs and Starfall, so I would use these as a starting point. I particularly like that Starfall gives lots of prompts and support, allowing him to experience success and gradually become more independent. Reading Eggs also allows him to practise the same sound repeatedly, hearing it over and over. I think this could be particularly useful for him as he needs to really cement the individual sounds before moving on to blending.
I would also like to explore Reading Coach/Reading Progress and some of the other literacy tools from the course to see what could support him further.
This also links well with SSE, as I would use observations, assessment and his progress to review what is working and what may need to change. I would look not only at his literacy development, but also at his engagement, confidence and willingness to attempt reading. For this student, I think these are all important parts of his progress.
I really liked your post and the thought you have put into each part of the SETT framework. I particularly liked the <strong data-start=”117″ data-end=”133″>peer support element of the plan for a 4th class student, as I think this could be a really positive support for her. I also agree that the <strong data-start=”261″ data-end=”283″>Picture Dictionary function in Immersive Reader could be very useful for comprehension. I think this is such an accessible tool for children with a huge range of needs, and it is something I would definitely like to use more.
Part 1 – Using the SETT Framework with a School Support File
I would use the SETT model alongside a student’s School Support File by first identifying their strengths, needs and interests across different areas, for example communication, literacy and numeracy.
I would start by looking at what the student can already do and what they find difficult rather than choosing a piece of technology first. For example, I might have a non-speaking student whose parent has said that he types words. I would see this as an important strength to build on.
I would assess his current skills and look at how independently he can type, what words he can type and whether he is already using typing to express anything. I would then consider the Student, Environment, Tasks and Tools and identify appropriate goals.
For communication, I would consider how technology could form part of a total communication approach, alongside tools such as TD Snap or speech buttons. I would also look at literacy and numeracy and whether technology could support areas such as pre-literacy and pre-numeracy, particularly if the student engages well with technology.
I would use teacher observation, work samples, parent and student voice and other assessment information available in the School Support File to help decide what support is appropriate. I think it is important that the technology is chosen because it supports a particular need or goal, rather than choosing the technology first.
Part 2 – SETT Plan and Reflection
For my SETT plan, I am thinking about a non-speaking student whose parent has said that he types words. I would like to build on this existing strength and explore whether typing could support both literacy and communication.
I would first assess what he can already do, including which words he can type and how independently he can do this. I would then identify key goals and look at the environment, the tasks and the tools that could help him achieve these.
One goal would be to develop typing as another way for him to express his wants, needs, likes and ideas. Another would be to develop his literacy through practising familiar words, matching words to pictures and gradually building towards simple sentences or activities.
I would consider tools such as TD Snap alongside typing activities and appropriate literacy apps or games. I would also think about the level of prompting he needs and aim to use the least amount of support necessary so that he can become more independent.
What I particularly like about the SETT approach is that it keeps the focus on the student. In this case, I would be starting with something he can already do and trying to build on it, rather than starting with a particular app or piece of technology.
Reflection
What stood out to me from this module was the importance of looking at literacy and numeracy as much more than just reading, writing and number work. For the students I work with, communication, understanding information, using digital media and being able to apply skills in everyday situations are all important.
The module also gave me ideas about tools I could use in the future. I already use Starfall with students and find it particularly useful on days when children are struggling, as it can help to calm them and re-engage them. I also use it at the start of the year to establish routines, build interest in group activities and teach concepts such as turn-taking. The choice of games and activities also gives children some choice, which I find increases motivation.
I would definitely like to try Sensory Speak Up and ABC Kids Tracing & Phonics. Sensory Speak Up would have been particularly useful for some students I have worked with in the past. I was using a microphone with some children to encourage vocalisation, but this would have given them something more to work towards and made the activity more engaging.
I also found the Microsoft accessibility tools interesting, particularly Immersive Reader, Picture Dictionary and the different supports for reading and writing. I have also used Writing Repeater with students and find it excellent because students can watch letter formation being demonstrated over and over on the interactive whiteboard while I work alongside them.
The module has given me more ideas about how technology could be used to support literacy and numeracy, but it has also reinforced for me that the starting point should always be the student, their needs, strengths and interests, rather than simply choosing an app or piece of technology.
Find my SETT plan here https://holywell01-my.sharepoint.com/:w:/g/personal/fiona_holywelletns_ie/IQBeCQtgKVSRToUL-WhOv0aIAclEqPhDXVZAi6FbwDU4Ez0?e=FsQPiZ
I agree, particularly when working with pupils with additional needs. There is more and more being shared by the neurodivergent community about their experiences, and I think it is really important that we are open to learning from this and continually striving to improve our practice based on what we learn.
Being responsive and reflective is so important because our understanding is always developing. I also think teaching in this area is very much a team environment. As the teacher is leading the team, it is important that they keep their own learning up to date and share this learning with the whole team. This helps everyone to develop their understanding and work towards providing the highest quality support and learning opportunities for the pupils.
For me, this links closely with the idea of lifelong learning. We cannot assume that what we have always done is necessarily what is best. We need to remain open to new knowledge, listen to different perspectives and reflect on our practice so that we can continue to improve the experience and outcomes for our students.
<p class=”isSelectedEnd”>I agree, particularly when working with pupils with additional needs. There is more and more being shared by the neurodivergent community about their experiences, and I think it is really important that we are open to learning from this and continually striving to improve our practice based on what we learn.</p>
<p class=”isSelectedEnd”>Being responsive and reflective is so important because our understanding is always developing. I also think teaching in this area is very much a team environment. As the teacher is leading the team, it is important that they keep their own learning up to date and share this learning with the whole team. This helps everyone to develop their understanding and work towards providing the highest quality support and learning opportunities for the pupils.</p>
For me, this links closely with the idea of lifelong learning. We cannot assume that what we have always done is necessarily what is best. We need to remain open to new knowledge, listen to different perspectives and reflect on our practice so that we can continue to improve the experience and outcomes for our students.## Part 1
### Microsoft Word Activity: Duck Facts Page using Immersive Reader, Picture Dictionary and Read Aloud
**Activity Link:** [Microsoft Word Duck Facts Activity](https://holywell01-my.sharepoint.com/:w:/g/personal/fiona_holywelletns_ie/IQBKtNsRY-XsRo2rgvuGJO01AaSE1cZojGHZM-lC191Z2kI?e=KjynYq)
### Descriptor
I designed a simple **“Duck Facts”** activity in Microsoft Word for a 7-year-old autistic pupil in my class. He can blend and decode basic words but experiences significant frustration and fatigue with manual handwriting.
Instead of writing with a pencil, he could type duck-related words into Word and use **Immersive Reader’s Picture Dictionary**. This would connect directly to how we use TD Snap, where he types a word and looks for the matching symbol. Finding the right duck image could really motivate him.
He could then use the **Read Aloud** tool to hear his sentences while the text is highlighted. This would give him immediate reading feedback without making him feel self-conscious. Building on his success with Edmark’s errorless, multisensory approach, this tool could remove the frustration of handwriting and use his passion for ducks to build sentence-building and reading confidence.
This would be a guided activity led by an adult. I have included step-by-step instructions below and in the Word document’s Comments panel so that SNAs or other adults would know exactly how to guide him through selecting pictures, using Immersive Reader and writing sentences about his favourite images.
### Instructions for Supporting Adult / SNA
*Note: Instructions are also placed in the Word document’s Comments panel (Insert > Comment) so that Immersive Reader only reads the student’s duck text aloud.*
1. **Open the document** in Microsoft Word on the interactive whiteboard or laptop.
2. **Read through the simple duck sentences** together with the student.
3. Have the student **select a target word** from the text or choose their favourite word or sentence.
4. Guide the student to **search for and insert pictures**: Click **Insert > Pictures > Online Pictures / Stock Images**. Type the word into the search box, allow him to pick his favourite picture and click **Insert**.
5. Launch the accessibility tools by clicking **View > Immersive Reader**.
6. Click **Reading Preferences** (the book icon at the top right) and toggle **Picture Dictionary** to ON.
7. Encourage the student to click on individual words to view the **TD Snap-style visual symbols**, or press **Play** to hear the sentences read aloud with text tracking.
8. Prompt the student verbally, via typing or using **speech-to-text (Dictate)** to write a sentence about his chosen picture.
9. **Extension:** Repeat Steps 4–8 if the student wants to search for other duck pictures and write additional sentences about them.—
## Part 2
### Reflection on the Principles of Cosán
Cosán is the Teaching Council’s framework for teachers’ learning and development. I think one of its important principles is **Professional Autonomy and Ownership**. Teachers know their own class best and can decide what to teach and how to teach it based on their knowledge of their students. We know our students’ needs, strengths and interests and can plan with these in mind. Having this ownership and autonomy, along with the responsibility that comes with it, can help a teacher to feel in control, responsible and motivated in their own learning.
Another important principle is **Flexible Learning**. Cosán recognises that teachers learn in different ways and that learning is not just about sitting and listening to someone. Teachers can learn through collaboration, reading articles, observing other teachers, trying things out and reflecting on their own practice.
Cosán also focuses on **Reflection-Driven Learning**, where learning is seen as a continuous cycle of planning, action and reflection. I think the reflection part is particularly important because it is through reflecting on what we have done and what we have learned that we can improve our teaching.
I do believe that teachers are lifelong learners. This is why reflection and continuous learning are so important. New research is constantly emerging, the world is changing and different students come into our classrooms with different needs. No two children are the same, so we are always learning and adapting.
Even after years of working in an autism class, I am still constantly learning with each new student. Every child is different, so I need to be open to learning how that particular child learns best and adapting my approach to meet their needs. This means I have to remain open to the fact that I will always have more to learn.
I also find that every course I do gives me a new spark. Sometimes it refreshes something I have learned before, and sometimes it gives me a completely new idea or a different point of view. I always think that even one new idea from a course can be valuable if it can make a positive difference in the classroom.
CPD is therefore very important because it gives teachers opportunities to continue learning and to bring new ideas into their practice. Even during this course, before I saw the assignment, I was thinking about how learning about simple tools such as **Immersive Reader, Picture Dictionary and looking up stock images online** has shown me that there are already tools available that I did not know about which can improve what I do.
For example, I have often put a poem or rhyme on the interactive whiteboard using PowerPoint and added my own images. Next year, I will be able to use some of the tools I have learned about to promote engagement in a different way. Even something as simple as asking a student to pick their favourite words using the Picture Dictionary means that they are hearing the word, seeing the image and engaging with it. This can help to reinforce the learning and can be much more engaging than simply listening to the poem or rhyme being read.
For me, this is what makes CPD so valuable. It does not always have to be about learning something completely new or complicated. Sometimes learning about a simple tool that is already available can make a real difference to what happens in my classroom.
Part 1
Microsoft Word Activity: Duck Facts Page using Immersive Reader, Picture Dictionary, and Read Aloud.
Activity Link: https://holywell01-my.sharepoint.com/:w:/g/personal/fiona_holywelletns_ie/IQBKtNsRY-XsRo2rgvuGJO01AaSE1cZojGHZM-lC191Z2kI?e=KjynYqDescriptor:
I designed a simple “Duck Facts” activity in Microsoft Word for a 7-year-old autistic pupil in my class. He can blend and decode basic words, but experiences significant frustration and fatigue with manual handwriting.
Instead of writing with a pencil, he could type duck words into Word and use Immersive Reader’s Picture Dictionary. This would connect directly to how we use TD Snap, where he types a word and looks for the matching symbol. Finding the right duck image could really motivate him.
He could then use the Read Aloud tool to hear his sentences tracked with text highlighting, which would give him immediate reading feedback without feeling self-conscious. Building on his success with Edmark’s errorless multi-sensory approach, this tool could remove handwriting friction and use his passion for ducks to build sentence-building and reading confidence.This would be a guided activity led by an adult. I have included step-by-step instructions below and in the Word document’s Comments panel so SNAs or other adults would know exactly how to guide him through selecting pictures, using Immersive Reader, and writing sentences about his favorite images.
Instructions for Supporting Adult / SNA:
(Note: Instructions are also placed in the Word document’s Comments panel [Insert > Comment] so Immersive Reader only reads the student’s duck text aloud).
• Step 1: Open the document in Microsoft Word on the interactive whiteboard or laptop.
• Step 2: Read through the simple duck sentences together with the student.
• Step 3: Have the student select a target word from the text or choose their favorite word/sentence.
• Step 4: Guide the student to search for and insert pictures: Click Insert > Pictures > Online Pictures / Stock Images. Type the word into the search box, let him pick his favorite picture, and click Insert.
• Step 5: Launch accessibility tools by clicking View > Immersive Reader.
• Step 6: Click Reading Preferences (the book icon at the top right) and toggle Picture Dictionary to ON.
• Step 7: Encourage the student to click on individual words to view the TD Snap-style visual symbols, or press Play to hear the sentences read aloud with text tracking.
• Step 8: Prompt the student verbally, via typing, or using speech-to-text (Dictate) to write a sentence about his chosen picture.
• Step 9 (Extension): Repeat Steps 4–8 if the student wants to search for other duck pictures and write additional sentences about them.I work with a pupil who is acquiring language, and we use a total communication approach to support her. She uses a combination of speech, visuals, gestures and communication technology to help her express herself. However, when she becomes overwhelmed, particularly when experiencing strong emotions, communicating what is wrong becomes much more difficult. Even with the TD Snap app, she can struggle to find the words or symbols she needs to explain how she feels or what has upset her.
This module has made me think more about looking at the individual pupil first, then considering which technologies or adaptations might actually help them. It reminded me that no one solution will work for every pupil. For this student, I would like to explore whether we could adapt the communication tools she already uses, perhaps by making emotional vocabulary more accessible or creating more personalised choices based on situations that are familiar to her.
I also found the information on Immersive Reader and Dictation useful. While these may not be the most appropriate tools for this particular pupil at the moment, they could be very useful for other students in my class who have difficulties with reading, writing or dyslexia.
For me, the most important message from this module is that assistive technology should be chosen around the pupil’s individual needs. The aim should always be to help pupils communicate, participate in learning and become as independent as possible.
<div>Yes, I agree that assistive technology does not always have to mean buying something new. In my own experience in an autism class, I have found that making small changes to the technology and resources we already have can make a big difference to engagement and independence. Even just doing something as simple such as using a microphone and camera can grab my pupils’ attention and really increase their engagement. I also like your point about pupils being able to revisit work at their own pace, or to progress at their own pace, as this can be particularly helpful for some of my pupils who need extra repetition and time to process and practise new skills.</div>
<div></div><div>I really agree with your point about technology allowing pupils to demonstrate strengths that may not always be seen through traditional academic activities. In my own experience working in an autism class, I have seen how some pupils who struggle to express themselves or engage with traditional tasks can become much more confident and involved when technology is used. I have often got the text books for the level/year they are in and find they dont enge the students or show their abilities where as online games and activites can allow so much more learning and give me more information about their abilities, streghts and needs I also like your point about inclusion, as I feel technology can be a really useful way of helping pupils participate alongside their peers and feel a stronger sense of belonging.</div>
I chose this course as I work in an autism class and see every day how the right technology can really promote engagement, independent and even confidence . I was particularly interested in learning more about the different ways technology can be used to help my students access learning, communicate, regulate themselves and become more independent.
One thing from this module that stood out to me was the idea that assistive technology does not have to mean complicated or expensive equipment. Looking at low, medium and high-tech options made me think about how simple resources can sometimes be the most effective, depending on the child. It has made me more aware that it is about finding what works for the individual pupil rather than automatically choosing the most advanced option.I also found the SETT framework useful, particularly the focus on looking at the Student, Environment, Tasks and Tools. I think this would be a helpful way of making sure that the technology chosen actually meets the needs of the pupil and is not just being used because it is available.
In my own class, I have seen how technology can increase motivation and participation, particularly in Math’s and Literacy. Speech and language apps, communication apps, visual schedules, regulation apps and learning games have all been useful with different students. Being able to adapt activities to individual ability also allows pupils to repeat and practice skills at their own pace.
The module also made me think about how this links with the Digital Learning Framework and School Self-Evaluation. This would allow Schools to look at what technology is already being used, what is effective and where staff may need further CPD.
Overall, I have taken away lots of ideas that I hope to use in my own classroom and feel I now have a better understanding of as well as confirmation on what I observed on how technology can support inclusion and independence.