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I have a group of students with Dyslexia and I would like to use Wakelet to show them an easy weekly planner that they could design and amend. There seems to be a massive amount of content in edpuzzle that would be worth looking at too.
For Phonics, we have used ABCKids before, and the students really like it. WriteAboutThis is someting I enjoyed exploring here, I can see myself using it with this particular group in September. I really like Immersive Reader and have a few ideas for passages that my students might like that I will upload. The First Hundred (and Second Hundred..) Words List is something I will upload and using Immersive Reader, my students will be able to make their way through the list in a way that suits them. I think letting them design their own HFW lists in theie own font, voice, colour preferences could be a game -changer.
Referring to School Development Planning section in the Inclusive Education Framework, we as a management team looked at how we teach and how pupils learn when considering which apps to include on our school set of ipads. We gathered evidence and analysed our computer use up to then. We reflected and made a SIP. We set targets, timetabling ipad usage into the week for each class in the school. We rolled it out, but given that this was 10 years ago, an up-to-date implementation is well due. I would like to be looking at the Plan with regard to the Special Ed side of things, now that I know more.
- I think The SETT model works very well in conjunction with the Student Support Files. I believe I’ve been using most parts of the model for years, while it was not necessarily named SETT. When setting up the Student Support Plan, we look at:
- S: the student’s abilities, areas of need and instructional concerns, their likes and dislikes, their home situation, their strengths and weaknesses etc.
- E: the characteristics, physical and instructional environment and the materials/ equipment/ resources required (including human resources).
- T: the instructional expectations; specific learning tasks and the gaps in performance -v- instruction.
- T: what tools are already in place and do we need additional tools? How will they be used? etc.
Lastly, assessment of effectiveness of the plan will be ongoing, including whether the student met their targets and how well AT or other tools are meeting the needs of the child.
SETT Plan 2026-2027
STUDENT SUPPORT FILE
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<td width=”150″>Name of Student</td>
<td>Elisa McGrath</td>
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<td>Date of Birth</td>
<td> 01/01/2016</td>
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<td>School</td>
<td>SJOG</td>
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<td>Date File Opened</td>
<td>Sept 2021</td>
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<td width=”150″>Date File Closed</td>
<td> </td>
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Student Support File- Log of Actions:
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<td width=”150″>Date</td>
<td>Actions</td>
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<td> Sept 2020</td>
<td> Elise has Visual Impairment. She has SNA support.</td>
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<td>Support Checklist </td>
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<td width=”250″>Name: Elise McGrath</td>
<td width=”100″>Age: 10</td>
<td width=”250″>4<sup>th</sup> Class</td>
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<td>General Information</td>
<td>Date Checked:</td>
<td>Comments</td>
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<td> ⦁ Parents/ Guardians Consulted</td>
<td> Sept 2020</td>
<td>Very supportive home environment.</td>
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<td>⦁ Information from previous school/preschool gathered</td>
<td> </td>
<td> </td>
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<td>⦁ Hearing</td>
<td> </td>
<td> </td>
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<td>⦁ Vision</td>
<td> Sept 2020</td>
<td> Visual Impairment</td>
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<td>⦁ Medical Needs</td>
<td>Sept 2020</td>
<td>Visual enhancements required, assistnce.</td>
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<td>⦁ Basic Needs Checklist completed</td>
<td> Sept 2020</td>
<td> Needs assistance navigating around the classroom and school.</td>
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<td>⦁ Assessment of learning- screening</td>
<td> </td>
<td></td>
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<td>⦁ Observation of learning style/approach to learning</td>
<td>Dec 2020</td>
<td>Elise is an enthusiastic learner.</td>
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<td>⦁ Observation of behaviour</td>
<td>Dec 2020</td>
<td>Excellent</td>
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<td>⦁ Interview with pupil</td>
<td>Nov 2022</td>
<td>Elise likes school and her friends.</td>
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<td>⦁ Classroom work differentiated?</td>
<td> </td>
<td> </td>
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<td>⦁ Learning environment adapted?</td>
<td>Nov 2022</td>
<td>Large Print Textbooks. Visualiser.</td>
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<td>⦁ Yard/school environments adapted?</td>
<td> </td>
<td> </td>
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<td>⦁ Informal or formal consultation/advice with outside professionals?</td>
<td> NCBI visits annually.</td>
<td>NCBI visits annually</td>
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<td>⦁ Advice given by learning support/resource teacher or other school staff?</td>
<td> Implemented Dec 2020</td>
<td>Visual Aids around the school, markings, large print etc</td>
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<td>⦁ Other interventions put in place in school?</td>
<td>Sept 2020</td>
<td>SNA support</td>
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<td>Action needed</td>
<td> </td>
<td> </td>
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<td colspan=”3″>Helpful references: SEN: A Continuum of Support: Resource Pack for Teachers, pp. 13-16, 18 to 20; BESD: A Continuum of Support, p 7; A Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp32-36; Student Support Teams in Post-Primary Schools, pp20</td>
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<td> SUPPORT PLAN 2026-27 School Support Plus (Support for A Few) </td>
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<td>To be completed by the teacher(s).
For help, see SEN: A Continuum of Support – Guidelines for Teachers: BESD: A Continuum of Support – Guidelines for Teachers pp.71-74; A Continuum of Support for Post-Primary Schools, Resource Pack for Teachers, pp. 51, 53, 54, 57.</td>
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<td width=”75″>Student’s name</td>
<td width=”225″>Elise McGrath</td>
<td width=”75″>Age</td>
<td width=”125″>{{age }}</td>
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<td width=”75″>Lead Teacher:</td>
<td width=”125″> Ms Butler</td>
<td width=”75″>Class/Year:</td>
<td width=”125″>{{ class }}</td>
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<td width=”75″>Start Date of Plan</td>
<td width=”125″> Sept 2026</td>
<td width=”75″> </td>
<td width=”125″> </td>
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<td width=”75″>Review Date of Plan</td>
<td width=”125″>Dec 2026</td>
<td width=”75″> </td>
<td width=”125″> </td>
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<td colspan=”2″>Student’s strengths and interestsElisa likes school and her friends. She likes playing boardgames and horses. She likes music and singing.</td>
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<td colspan=”2″>Priority concernsReading Comprehension, vocabulary expansion</td>
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<td colspan=”2″>Possible reasons for concernsVisual Impairment, rate of reading, fluency.</td>
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<td colspan=”2″>Targets for the student· Elise to practise reading comprehension, answer questions based on texts read with 60% accuracy.
· Elise to read for fluency, with 60% accuracy.
· Elise to Expand vocabulary by 60% at her level.
· Elise to summarise her favourite scene in ’Diary ..Kid’ and present to the class.</td>
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<td colspan=”2″>Strategies to help the student achieve the targetso Reading Comprehension Practice Daily
o Fluency/ Other Literacy Practice Daily
o Explore and analyse ‘Diary..Kid’ on ipad, read, collect data
o Prepare project with relevant information, graphics and text
o Present project to class</td>
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<td colspan=”2″>Staff involved and resources neededMs Butler, Lynn (SNA), Ms Fitz
Prim Ed Comprehension Cards, Box 1; PrimEd Fluency Cards; PrimEd Literacy Cards; Window NARRATOR; Learning Alley Reading App;Microsoft Immersive Reader</td>
</tr>
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<td>Signature of parent(s)/ guardian(s)</td>
<td> </td>
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<td>Signature of teacher</td>
<td> Ms Butler, Ms Fitz</td>
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</tbody>
</table>
*A consultation with a NEPS psychologist/ other professionals may contribute to this plan.
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<td> SUPPORT REVIEW RECORD* Classroom Support
School Support (Support for Some)
School Support Plus (Support for A Few) </td>
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<td>To be completed by the teacher(s) as a review of the plan and as a guide for future actions.
For help, see SEN: A Continuum of Support – Guidelines for Teachers; BESD: A Continuum of Support – Guidelines for Teachers; A Continuum of Support for Post-Primary Schools, Resource pack for Teachers; Student Support Teams in Post-Primary Schools.</td>
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<table width=”1323″>
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<td width=”50″>Student’s name</td>
<td width=”225″> {{ first_name }} {{ last_name }}</td>
<td width=”75″>Class/Year</td>
<td width=”125″>{{class}}</td>
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<td colspan=”3″ width=”75″>Names of those present at review</td>
<td width=”125″>Date of Review</td>
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<td colspan=”2″>What areas of the plan have been most successful and why?</td>
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<td>Since the start of the plan, has anything changed in relation to the original concerns? If so, what are these changes, and what have we learned from them?</td>
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</td>
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<td colspan=”2″>Have the student’s needs changed since the start of the plan, and if so how?</td>
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<td colspan=”2″>Recommended future actions – what, how, who, when?</td>
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<td colspan=”2″>Any comments from the student?</td>
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<td colspan=”2″>Any comments from the parent(s)/guardian(s comment?</td>
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<td>Signature of parent(s)/ guardian(s)</td>
<td> </td>
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<td>Signature of teacher</td>
<td> </td>
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<td colspan=”4″>Outcome of review ( ✔ tick as appropriate)</td>
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<td> tick</td>
<td>Revert to previous level of support- Support for All/ Classroom Support OR Support for Some/ School Support</td>
<td> tick</td>
<td>Progress to next level of support- Support for Some/ School Support OR Support for a Few/ School Support Plus</td>
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<td> tick</td>
<td>Continue at Current Level of Support</td>
<td> tick</td>
<td>Request consultation with other professionals</td>
</tr>
</tbody>
</table>
*A consultation with a NEPS psychologist/ other professionals may contribute to this review.I have a student who is visually impaired. We get large-print textbooks and other nice supports from them, but I would like to use Narrator in Windows for her. She likes ‘Diary of a Wimpy Kid’, so I would design an activity where we deep-dive into one of the books, using Narrator to explore the content. she could take her favourite scene from the book, and using OneNote, illustrate and summarise what is happening in the scene. I would like her to give some background info and short character bios, explaining why she chose the scene and why she chose it. The teacher’s guide is very good for DOAWK, using Narrator, she will be able to navigate freely through many activities to help with this task.
https://wimpykid.com/wp-content/uploads/2022/11/DWK1TeachingGuide.pdf
I really like that quote
“How do we prepare our students for a world we cannot imagine?”
Of course the teacher is a lifelong learner. The world has changed so much since I started teaching over 25 years ago, and some of the tech advances were certainly not things I could have imagined back then. e.g. Interactive Whiteboards. Upskilling has been required many many times in my career, and has been invaluable. CPD is a necessary part of our profession, for sure.
Well, I had a great time exploring Immersive Reader in MS Teams, and in Edge this afternoon! I can see many ways how they could be used it to support Literacy in the SET classroom. I loved how you could highlight passages to be read aloud, adjusting voice, speed of voice, even voice gender, along with background page hue and font. I tried out all manner of adjustments, and I can already see some of my future students having fun finding what works best for them personally. I looked at a few wiki pages on Edge and it was so easy to get any bits read aloud. I think this will greatly benefit my students who struggle with Literacy, who can switch to voice when they find words/passages tricky. I have a few EAL students and the translate icon will be used, especially as they focus on Reading from 1st Class onwards. (Google Translate has been indispensable with Oral Language, so far.)
I’m not sure if OneNote is installed on our ipads, but I will prioritise it next year, I loved using the Maths section, and I LOVE the step-by-step guidance that is shown so clearly.
Overall, I was particularly engaged with the examples and scope in this module and I have a reluctant reader who’s entering 6th Class, Immersive Reader will be our new best friend! We will create texts that she can adjust as she likes and it should make her approach to the ‘meat’ of the reading that bit more enticing.
The potential of assistive technologies is good, I have seen my students progress and enjoy using AT. Given that we have short sessions with our students in the SEN setting, their use is under fairly strict limits. We use Maths games and Spellings programmes and apps mainly. There are built-in assesments, which the children love to engage with. We find them useful.
Many of the various practical options outlined in this have been considered when we initially introduced AT. We looked at availability, staff training, the needs of the student and the environment. But I understand the need to update some of our practices and maybe tweak them to better suit the needs of some of our pupils, particularly looking at how this can impact on the school self-evaluation process. We could update our ‘Looking at our school’ by including all the AT we use at present and identify our strengths and see where improvements could be made. I feel this is important, as our SEN student list changes each year.
Standard from the Digital Learning Framework: Pupils engage purposefully in meaningful learning activities
-Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge creation.I would like to get our students to do the pupil questionnaire and let that inform our planning going forward.
