Forum Replies Created
-
Posts
-
Hi Pat,
You’re right. There is so much knowledge out there among the staff and it would be so useful to have a mentoring system in place to share that knowledge.
Hi Catherine, I find the ABC Kids Tracing and Phonics app brilliant for children in my autism classroom. They really engage with it and I could definitely see a steady progression in their learning.
At present, I am teaching in an autism class but have decided to base this on a group of students with dyslexia who will face challenges with reading, writing, and numeracy tasks. To support them, I would integrate various technology resources into daily teaching, helping make the curriculum more accessible to them. Microsoft’s Immersive Reader is a powerful assistive technology resource that can read text aloud, break down syllables, and provide visual support for comprehension—great for literacy development. Dictation tools and speech-to-text features in Microsoft Word or OneNote also support students who struggle with writing. For numeracy, apps like Khan Academy and Math Assistant in One Note allow collaborative, visual problem-solving, while resources like Number Shark or Topmarks can reinforce key skills in an engaging way. Using these assistive technologies aligns with the Inclusive Education Framework’s School Development Planning section, encouraging schools to plan inclusively by integrating supports that promote access and participation. By using these resources, schools actively create a more inclusive environment where all learners, especially those with additional needs, can thrive and progress.
I agree Deirdre. I can’t believe I hadn’t heard of Immersive Reader before! It’s such a fantastic resource. I’m teaching in an EI Autism class at the moment so there are other assistive technology resources which will suit my students there better but Immersive Reader will be great for my own son who has dyslexia. I’m also going to tell everyone in school about it too in case they aren’t aware of it.
Exactly Emily. And using the SETT model ensures that all supports are not generic, but are individually tailored to each child’s own learning profile.
Sorry, I copied and pasted Part 1 twice from Word in my first submission and then couldn’t edit it to fix it!
Part 1.
The SETT model is an invaluable framework for supporting students with additional learning needs, providing a structured and holistic approach to identifying and implementing appropriate interventions. By focusing on the four components—Student, Environment, Tasks, and Tools—the SETT model ensures that supports are not generic, but are individually tailored to the student’s own learning profile. When used in conjunction with a student’s School Support File, the SETT model will enhance the clarity of the support planning process. It allows the teacher to gather detailed information about the student’s strengths, needs, and preferences; evaluate the learning environment; identify key tasks the student is expected to perform; and explore tools that might enhance participation and achievement. To identify appropriate assessment approaches, I would include formal and informal assessments, classroom observations and teacher and parent input. Integrating these insights within the SETT framework will ensure a more effective and responsive support plan.
Part 2.
SETT Plan for Student with Dyslexia.docx
Reflection
The act of creating this SETT plan has emphasised the importance of tailoring support to both the student’s academic needs and emotional well-being. By using the SETT framework, I was able to analyse how the student’s dyslexia lets him interact with his learning environment and daily tasks, leading to a more holistic support strategy. The inclusion of assistive technologies such as text-to-speech software like Balabolka or Read and Write and audiobooks, aims to reduce the anxiety he experiences when reading, while tools like word prediction software and Write About This, help him express his ideas more effectively. Also, noise-cancelling headphones offer a practical way to support his focus and minimise distractions. These assistive technologies serve not only as academic tools but also as confidence boosters, allowing the student to celebrate progress. This plan ensures that the student receives targeted, practical support while also promoting independence and self-esteem—critical components in his learning journey.
Part 1.
The SETT model is an invaluable framework for supporting students with additional learning needs, providing a structured and holistic approach to identifying and implementing appropriate interventions. By focusing on the four components—Student, Environment, Tasks, and Tools—the SETT model ensures that supports are not generic, but are individually tailored to the student’s own learning profile. When used in conjunction with a student’s School Support File, the SETT model will enhance the clarity of the support planning process. It allows the teacher to gather detailed information about the student’s strengths, needs, and preferences; evaluate the learning environment; identify key tasks the student is expected to perform; and explore tools that might enhance participation and achievement. To identify appropriate assessment approaches, I would include formal and informal assessments, classroom observations and teacher and parent input. Integrating these insights within the SETT framework will ensure a more effective and responsive support plan.Part 1.
The SETT model is an invaluable framework for supporting students with additional learning needs, providing a structured and holistic approach to identifying and implementing appropriate interventions. By focusing on the four components—Student, Environment, Tasks, and Tools—the SETT model ensures that supports are not generic, but are individually tailored to the student’s own learning profile. When used in conjunction with a student’s School Support File, the SETT model will enhance the clarity of the support planning process. It allows the teacher to gather detailed information about the student’s strengths, needs, and preferences; evaluate the learning environment; identify key tasks the student is expected to perform; and explore tools that might enhance participation and achievement. To identify appropriate assessment approaches, I would include formal and informal assessments, classroom observations and teacher and parent input. Integrating these insights within the SETT framework will ensure a more effective and responsive support plan.Part 2.
Reflection
The act of creating this SETT plan has emphasised the importance of tailoring support to both the student’s academic needs and emotional well-being. By using the SETT framework, I was able to analyse how the student’s dyslexia lets him interact with his learning environment and daily tasks, leading to a more holistic support strategy. The inclusion of assistive technologies such as text-to-speech software like Balabolka and audiobooks aims to reduce the anxiety he experiences when reading, while tools like word prediction software and Write About This, help him express his ideas more effectively. Also, noise-cancelling headphones offer a practical way to support his focus and minimise distractions. These assistive technologies serve not only as academic tools but also as confidence boosters, allowing the student to celebrate progress. This plan ensures that the student receives targeted, practical support while also promoting independence and self-esteem—critical components in his learning journey.
I agree. I have learned about so many resources which were new to me and these will be a fantastic addition to my lessons for the next school year.
Part 1
This literacy lesson is for a 5th class child with dyslexia. The focus is on reading fluency, comprehension and confidence building. I would use the first paragraph only to begin with.
The objective of the lesson is to improve reading fluency and comprehension using assistive technology. Also to build independence in accessing and understanding written texts.
Activities involved:
1. Preparation
The student will take a printed copy of the page from the book.
Use Office Lens on a tablet to scan the page. The app will convert it into digital text and send to Word, where Immersive Reader can be used.
2. Reading with Immersive Reader
Open the scanned text in Immersive Reader.
Allow the student to:
*Listen to the text read aloud.
*Follow along highlighted text.
*Use syllable splitting and line focus to reduce visual clutter.
*Change font style and background colour.
3. Comprehension check
Ask guided questions orally or with visuals, such as:
· Who is the main character in this part of the story?
· What did Lucy expect to find? What did she actually find?
· What words tell us that she was surprised?
4. Reflection and confidence builder
· Let the pupil reflect eg “What did I enjoy about the story?”
· Ask them how using the assistive technology helped eg “Was it easier to understand when it was read aloud?”
https://www.goodreads.com/quotes/10427992-this-must-be-a-simply-enormous-wardrobe-thought-lucy-going
The revelance to the specific learning needs of the student is that the lesson provides multisensory access, decoding support, visual stress reduction, independence and confidence building.
PART 2
I do believe teachers are lifelong learners. I have been teaching over 25 years and am constantly learning new things with regards to my teaching. A perfect example is how much I have learned so far about assistive learning from this course. I wasn’t familiar with Immersive Reader, Office Lens or Dictate in Microsoft Word. I am looking forward to using them in my classroom and also with my own son who is dyslexic.
Cosán’s principles of inclusivity, collaboration and reflection are such an important, integrated part of any teacher’s professional engagement with their job. We are constantly learning new approaches and ways of implementing ideas. We always have to adapt and evolve to meet our student’s ever changing needs. And this is why CPD is so important. We always have something new to learn and CPD enables us to keep up to date with new practices and methodologies and ideas, which in turn, help us meet the ever changing needs of our students.
Part 1
This literacy lesson is for a 5th class child with dyslexia. The focus is on reading fluency, comprehension and confidence building. I would only use the first paragraph of the extract initially.
The objective of the lesson is to improve reading fluency and comprehension using assistive technology. Also to build independence in accessing and understanding written texts.
Activities involved:
1. Preparation
The student will take a printed copy of the page from the book.
Use Office Lens on a tablet to scan the page. The app will convert it into digital text and send to Word, where Immersive Reader can be used.
2. Reading with Immersive Reader
Open the scanned text in Immersive Reader.
Allow the student to:
*Listen to the text read aloud.
*Follow along highlighted text.
*Use syllable splitting and line focus to reduce visual clutter.
*Change font style and background colour.
3. Comprehension check
Ask guided questions orally or with visuals, such as:
· Who is the main character in this part of the story?
· What did Lucy expect to find? What did she actually find?
· What words tell us that she was surprised?
4. Reflection and confidence builder
· Let the pupil reflect eg “What did I enjoy about the story?”
· Ask them how using the assistive technology helped eg “Was it easier to understand when it was read aloud?”
The relevance to the specific learning needs of the student is that it provides multisensory access, decoding support, visual stress reduction, independence and confidence building.
https://www.goodreads.com/quotes/10427992-this-must-be-a-simply-enormous-wardrobe-thought-lucy-going
Part 2
I do believe teachers are lifelong learners. I have been teaching over 25 years and am constantly learning new things with regards to my teaching. A perfect example is how much I have learned so far about assistive technology from this course. I wasn’t familiar with Immersive Reader, Office Lens or Dictate in Microsoft Word. I am looking forward to using them in my classroom and also with my own son who is dyslexic.
Cosán’s principles of inclusivity, collaboration and reflection are such an important, integrated part of any teacher’s professional engagement with their job. We are constantly learning new approaches and ways of implementing ideas. We always have to adapt and evolve to meet our student’s ever changing needs. And this is why CPD is so important. We always have something new to learn and CPD enables us to keep up to date with new practices and methodologies and ideas, which in turn, help us meet the ever changing needs of our students.
I think Immersive Reader will make the likes of class novels so much more accessible to all students. It’s such a fantastic, inclusive resource.
Hi Catherine, thanks for attaching this link. I know a few people who talk very positively about Handwriting Without Tears but have never used it myself. I plan on researching it with the aim of using it in my autism class in September.
I agree Aisling. The ability to highlight the nouns, adjectives etc could be a fantastic way for a child to self-assess.
I had never come across so many of these assistive technologies before so I am so glad I’m doing this course! My own son is dyslexic and I have just spent ages showing him how amazing Immersive Reader and Office Lens are. The potential they have, along with the Edge browser and other 365 Tools, to support the development of literacy for so many struggling readers is very impressive. I love how you can change the background colour and font size and also how you can focus on one line at a time. I think the picture dictionary is a great feature, particularly for younger or EAL students. The translate function is fantastic for those students too. The Read Aloud function in the Edge browser is a great tool for reluctant and struggling readers and writers. It will make everything less overwhelming for them and boost their confidence levels. The alternative mice and large key keyboards are also great resources for those with visual impairments or fine and gross motor difficulties. These tools are so effective and I will definitely be using them from September (and from now with my own child!)I had never come across so many of these assistive technologies before so I am so glad I’m doing this course! My own son is dyslexic and I have just spent ages showing him how amazing Immersive Reader and Office Lens are. The potential they have, along with the Edge browser and other 365 Tools, to support the development of literacy for so many struggling readers is very impressive. I love how you can change the background colour and font size and also how you can focus on one line at a time. I think the picture dictionary is a great feature, particularly for younger or EAL students. The translate function is fantastic for those students too. The Read Aloud function in the Edge browser is a great tool for reluctant and struggling readers and writers. It will make everything less overwhelming for them and boost their confidence levels. The alternative mice and large key keyboards are also great resources for those with visual impairments or fine and gross motor difficulties. These tools are so effective and I will definitely be using them from September (and from now with my own child!)
