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I completely agree . Reflecting on Molly’s SETT plan really highlights how assistive technology isn’t just about high-tech tools, but about using the right supports in the right context. It’s easy to initially associate AT with advanced devices, but this process has shown how essential it is to consider the student’s environment, the tasks they’re working on, and how tools can be meaningfully integrated.
You’re right. We need to continue upskilling in response to changes, updates, and policy developments. So much has changed in teaching, and ongoing CPD will have a positive impact on the learning experiences of our pupils
Using the translation feature in Immersive Reader for EAL learners is an excellent idea. Assistive technology offers so many valuable tools that can help make the school experience more accessible and inclusive for all pupils.
This module has been incredibly informative and truly opened my eyes to the wide range of assistive technology (AT) resources available, as well as the valuable role they can play within schools. In the classroom setting, the use of AT can significantly enhance both inclusion and the achievement of learning goals by supporting pupils with additional needs. Tools such as visuals, text-to-speech software, and communication apps are just a few examples of how technology can reduce barriers and promote access to the curriculum.
I found the categorisation of AT particularly intriguing, as it provided a clear framework for matching tools to individual pupils’ needs. In my own school, we recently invested in a set of iPads. However, we struggled to determine which apps should be prioritised to best support student learning. After completing this module, I now feel much more confident in making informed decisions around app selection and AT integration.
In relation to the School Self-Evaluation (SSE) process, I believe there is considerable scope for our school to further develop the use of AT tools and to review our existing IT policies—especially now that we have new technology at our disposal. Ongoing professional development will be essential to ensure that staff can confidently and effectively implement AT in their teaching practice.
This aligns strongly with Domain 4 of the Looking at Our School (LAOS) Framework: Teachers’ Collective/Collaborative Practice, which emphasises the importance of continuous professional development and collaboration. By upskilling in the use of digital technologies, teachers can better differentiate learning, support diverse learners, and empower pupils to achieve their individual goals with greater independence and efficiency.
Fionnuala, I really appreciate your perspective from the Gaelscoil setting, where language learning is at the heart of everything. This inclusive mindset is not only beneficial but essential in ensuring that every pupil has the opportunity to thrive.
I completely agree with your comments on the use of the SETT model when developing School Support Plans. I believe it is an excellent framework that ensures all aspects are considered and promotes meaningful dialogue between all educational partners to effectively meet the needs of the child.
Pupils with dyslexia often experience challenges with decoding, phonemic awareness, spelling, and reading fluency. To target these areas, I would integrate structured, evidence-based literacy programmes such as Fast Phonics, Reading Eggs, Reading Express, and the Nessy Reading and Spelling Programme. These programmes provide scaffolded, engaging practice to reinforce phonics, develop decoding strategies, and build spelling proficiency in a multisensory way.
To strengthen sight word recognition, I would use interactive platforms such as Bitsboard and Wordwall, allowing pupils to consolidate high-frequency words through repetition and play-based learning.
Assistive technology also plays a vital role. Tools like Microsoft Lens and Immersive Reader support reading fluency, word attack skills, and comprehension. Immersive Reader’s line focus, syllable splitting, and picture dictionary functions are particularly helpful for pupils with dyslexia, as they reduce cognitive overload and enhance retention of new vocabulary.
To support written expression, I would introduce touch-typing programmes designed for learners with dyslexia, such as TTRS (Touch-Type Read and Spell), BBC Dance Mat Typing, or Englishtype. These not only develop keyboard skills but also improve spelling and confidence in written tasks.
In addition, mind-mapping tools like Coggle or MindMeister help visual learners organise their thoughts, plan written work, and revise key concepts more effectively.
The Inclusive Education Framework (IEF) provides a valuable structure for embedding inclusive practices at a whole-school level. It encourages the school community to engage in reflective practice, ensuring the meaningful inclusion of pupils with additional needs across academic, social, and emotional domains. Achieving this requires whole-school ownership, collaboration among staff, and shared responsibility for fostering an inclusive ethos. The framework also respects the autonomy of individual schools, allowing them to tailor inclusive strategies to their unique context while maintaining high standards of equity and access for all learners.
Student, Environment, Tasks, and Tools. It offers a structured approach to making informed decisions around assistive technology (AT) and supports for students with additional learning needs.
When used alongside a School Support File (SSF), the SETT model helps ensure that interventions are holistic, evidence-informed, and responsive to the student’s unique context.
Integration Process:
Student – Begin by reviewing the Student Profile section of the SSF, which includes learning strengths, needs, and key concerns. This aligns with the “Student” element of SETT, focusing on cognitive, sensory, physical, and communication needs.
Environment – Use information from the SSF to evaluate the settings where the student learns: classroom layout, teacher practices, peer interactions, and available tech resources.
Tasks – Draw from the learning targets and priority concerns in the SSF to define the specific tasks the student needs to complete, e.g., reading fluency, writing, comprehension.
Tools – Match appropriate assistive technology or supports to the above three elements. These tools must be trialled and reviewed as part of the student’s Support Plan, with input from parents, teachers, and support staff.
Assessment Approaches:
Teacher observation and checklists aligned to learning targets
Curriculum-based assessments
Assistive tech trials with pre/post comparison (e.g. writing samples before and after using dictation)
Pupil voice through interviews or reflection journals
Collaboration with outside professionals if required (e.g. OT, SLT)
This Word activity was created for a pupil who is finding it difficult to read simple sentences and blend sounds but requires targeted support to develop their comprehension skills. By using Microsoft Word alongside its built-in Immersive Reader, the activity offers accessible, multisensory reading content within a supportive and inclusive learning environment.
The sentences are constructed using short, decodable words and are presented in a dyslexia-friendly font with generous spacing to reduce visual stress and cognitive load. Immersive Reader reads the sentences aloud, allowing the pupil to see and hear the text simultaneously. This dual input supports both decoding and auditory processing. Features such as line focus are particularly useful, as they highlight one line at a time, helping to sustain attention and support working memory.
Following each sentence, the pupil is presented with multiple picture choices and asked to circle the image that best represents the sentence’s meaning. This part of the task not only reinforces comprehension but also promotes active listening, vocabulary development, and visual association. Depending on the pupil’s needs, the activity can be completed independently or with guided support.
This activity reflects the principles of Universal Design for Learning (UDL) by offering multiple means of representation and engagement. It ensures the learning content is accessible, meaningful, and responsive to individual needs—particularly for pupils experiencing reading difficulties—while encouraging confidence and independence in their learning journey.
Exploring Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools really opened my eyes to the level of support available for literacy in the SET classroom. I had already used Immersive Reader this year with a Fourth Class pupil to support their reading, but I hadn’t realised just how extensive its features are. The ability to change background colour, adjust text spacing, highlight one line or sentence at a time, and customise fonts can significantly improve readability for many pupils. I was particularly impressed by the syllable-splitting function and the picture dictionary—these features will be especially useful for younger learners, and I’m looking forward to trying them out with my Senior Infants class next year.
Another tool I found invaluable this year was the Dictate function in Microsoft Word. For pupils who struggle with spelling or handwriting, being able to express their ideas verbally was empowering. It allowed them to focus on content rather than mechanics, leading to greater confidence and noticeably improved work. I was also pleased to discover that Dictate works effectively in Irish, which opens up even more possibilities for language support.
Additionally, this module introduced me to a range of assistive input devices for pupils with physical needs, such as trackball and joystick mice, foot mice, and head-controlled tools. I hadn’t been aware of adaptive switches before, so I’m keen to explore those further. Overall, this learning has deepened my understanding of how assistive technology can be better matched to meet the diverse needs of all learners.
After going through this module, I’ve been thinking a lot about how assistive technology (AT) can really make a difference—not just for the pupils who need it, but for the whole school. One standard from the Digital Learning Framework that I think we could focus on is “Fostering teacher professional development that enriches teachers’ and pupils’ learning.”
We’re a large school spread across several buildings, and while there’s definitely a lot of expertise among staff when it comes to AT, I think we could do more to share and build on that knowledge. It’s important that both teachers and pupils feel confident using these tools, and that we create opportunities for collaboration and continuous learning around effective AT practices.
I agree, Emily. I appreciated how the module categorised assistive technology into three levels of support. It really helped simplify the integration process and shifted the focus towards meeting the student’s individual needs by selecting the most suitable form and level of AT
I agree, Rebecca. This first module has given me a lot to think about in terms of how I can better plan for and implement assistive technology—not only within my SET room, but also more broadly across the school—by integrating it more effectively through our School Self-Evaluation process.
I am focusing on a group of students with dyslexia who experience ongoing challenges in reading, writing, and numeracy. To support these learners effectively, I would incorporate a range of assistive technologies into daily classroom practice to enhance accessibility and engagement with the curriculum. One particularly effective tool is Microsoft’s Immersive Reader, which supports literacy development by reading text aloud, breaking words into syllables, and offering visual aids to aid comprehension. Additionally, the use of dictation tools and speech-to-text features available in Microsoft Word and OneNote can significantly benefit students who struggle with written expression by allowing them to articulate ideas more freely. For numeracy support, platforms such as Khan Academy and OneNote’s Math Assistant promote interactive, visual problem-solving and allow for differentiated instruction. Supplementary tools like Topmarks further reinforce foundational skills through engaging, game-based learning. The integration of these technologies is aligned with the Inclusive Education Framework, particularly the School Development Planning dimension, which encourages schools to take a proactive approach in embedding inclusive supports that enable participation and progression for all learners. By embracing these tools, educators foster a more inclusive learning environment where students with additional needs, such as dyslexia, are empowered to succeed alongside their peers.