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I agree. I had never actually heard of Immersive Reader, but after trying it out can see what an amazing resource it is and I will definitely be using it in the future with my pupils.
I agree Deirdre. We often think of the higher end of the technology devices when we think of AT but often forget that much of the low to medium tech options such as visual schedules etc can also be so essential in helping our students navigate their day and engage to the best of their abilities with the curriculum content.
Lucy, I agree with you with regards to the importance of Standard 2.2. Fostering a culture of collaboration is so important. The idea that we can learn from each other and are open to peer observation is an important way to build on individual teachers skills while enhancing the overall educational experience for the children.
Part One: I found this module very informative and it really made me think about my own practices in my classroom, but also those in the school as a whole. We often think of assistive technology as mainly the high tech devices and forget about the lower tech models we are often already using on a daily basis. I teach in an autism class and use visual schedules, Now and Next boards, visual and digital timers, adaptive pencil grips and so on. We find these tools essential to help enable our students access the curriculum to the best of their abilities. Also, to help with regulation so that they are able to engage in the lessons and activities in a meaningful way for them. Visual schedules and many other low tech practices are also in place in our mainstream classes.
When looking at the Digital Learning Framework, some of the standards that our school could address are “Fostering teacher professional development that enriches teachers’ and pupils’ learning” and “Teachers contribute to building whole-staff capacity by sharing their expertise”. Between everyone, our staff has lots of expertise and knowledge with regards to assistive technology. Some are more confident than others in using these and I think we could do more as a school with regards to sharing that knowledge. That way, everyones confidence levels will be raised and this can only benefit the children in our care.
Part Two: I have not used the SETT model of Student, Education, Task and Tools before but I can see how it would be an extremely useful and practical way to help choose what supports and actions are needed to assist the child in question, particularly when drawing up their School Support File, but also on a day to day basis. Having a specific framework will give structure and can also be used as a uniform format throughout the school.
