[Frances Campbell]

SETT Framework for a 2^nd class child with Dyslexia

Class: 2nd Class
Primary Area of Need: Literacy – Dyslexia

S (Student)

Alice is a pupil in 2nd Class who has a diagnosis of dyslexia. She is a happy and enthusiastic child who enjoys participating in classroom activities and particularly enjoys science and learning through games. She is confident when contributing verbally and enjoys sharing her ideas with the class.

Alice demonstrates good general knowledge and has a strong oral vocabulary. She is able to understand stories and information when they are read aloud to her and can discuss characters, events and ideas confidently. She is particularly successful when learning involves practical activities and opportunities to talk about what she has learned.

Literacy tasks can be more challenging for Alice . She finds it difficult to consistently recall letter-sound correspondences and may confuse letters or sounds when reading and spelling. She requires additional time to decode unfamiliar words and can become tired when asked to read for extended periods. Her spelling is poor and she sometimes omits sounds or reverses the order of sounds within words. Alice can become reluctant to attempt unfamiliar words independently because she is concerned about making mistakes.

Strengths:

Strong oral language and communication skills.
Good general knowledge and curiosity.
Enjoys listening to stories.
Participates enthusiastically in practical activities.
Responds well to games and multisensory learning.
Good recall of information presented orally.
Enjoys science
Positive relationships with classmates.
Demonstrates good problem-solving skills when tasks are presented practically.
Areas requiring support:

Phonological awareness.
Letter-sound correspondence.
Decoding unfamiliar words.
Reading fluency and accuracy.
Spelling
Automatic recognition of high-frequency words.
Written sentence construction.
Confidence when approaching unfamiliar literacy tasks.
Working memory when holding sounds in sequence.

E (Environment)

Alice works best in a structured and encouraging classroom environment. She is seated where she can easily see the teacher and the board and where distractions are limited.

A predictable classroom routine helps Alice to know what is expected of her. A visual schedule works well. New literacy activities should be introduced clearly, with the teacher modelling the task before Alice is expected to work independently.

Alice benefits from being given additional processing time and is not placed under pressure to read aloud unexpectedly. Opportunities to rehearse reading with an adult or partner before reading to a larger group can help to maintain her confidence.

T (Tasks)

Literacy tasks should be carefully structured so that Alice can practise the skills associated with dyslexia without becoming overwhelmed. Tasks should focus on explicit teaching, repetition and multisensory learning.

Reading tasks

Provide systematic phonics instruction targeting specific areas of difficulty.
Practise blending and segmenting regularly.
Use decodable books containing phonics patterns that have already been taught.
Allow Alice to preview unfamiliar vocabulary before reading.
Re-read familiar texts to develop fluency and confidence.
Practise a small number of high-frequency words regularly.
Break longer reading passages into shorter sections.
Use immersive reader for longer texts.
Writing and spelling tasks

Provide explicit instruction in spelling patterns.
Encourage Alice to say words slowly and identify each sound before writing.
Provide word banks for topic vocabulary.
Use sentence starters to support written expression.
Allow Alice to demonstrate her knowledge orally when the learning objective is not handwriting or spelling.
SET literacy intervention

Targeted SET support could focus on:

Phonological awareness.
Phonics and sound-symbol correspondence.
Blending and segmenting.
Decoding.
High-frequency words.
Spelling patterns.
Reading fluency.
Confidence and independent reading strategies.
T (Tools)

Alice will have access to a range of tools that support literacy.

Literacy tools

Magnetic letters for building and manipulating words.
Personal high-frequency word cards.
Decodable reading books.
Personal word banks.
Coloured markers for identifying sounds or syllables.
Whiteboards for repeated spelling practice.
Audiobooks
Immersive Reader
Text to Speech
Speech to text for longer pieces of written work
Phonics and Literacy apps

[Frances Campbell]

assignment.docx

The activity I created uses Immersive Reader to make written content more accessible and engaging for a child with dyslexia. It helps with the student’s specific needs with decoding words, reading fluency and understanding written information. Immersive Reader provides helpful features such as Read Aloud, Syllable Separation, line focus and highlighting different parts of speech. This allows the dyslexic child to concentrate on meaning rather than using most of their effort to recognise individual words. The Read Aloud function supports connection between the written and spoken word and the line focus function enables the child to maintain their place and avoid becoming overwhelmed by a full page of text. By allowing settings to be adjusted the activity can be personalised to the child’s individual strengths and needs. This in turn leads to greater independence, confidence and participation.

Cosán recognises professional development as a continuous journey throughout a teacher’s career. I believe teachers must be lifelong learners because education is constantly evolving through new research, technologies, new curriculum and increasing pupil diversity. CPD enables teachers to update their knowledge, reflect on their current practice and develop inclusive approaches for students with additional needs.

[Frances Campbell]

As our school undergoes amalgamation and a transition for me from a Google School to a Microsoft School, exploring these built-in accessibility tools through the videos in Module 2 were both reassuring and helpful. As I work in SEN I can see how these assistive technologies can directly support students with SEN.

Immersive Reader is one of the most effective tools for creating an inclusive classroom, levelling the playing field for students with dyslexia, visual processing or for our EAL students

Dictate will be so useful for the students where writing is a major hurdle or for those with anxiety around spelling.

Sharepoint acts as a structured central hub for the school helping SEN students with executive function tasks – keepinf track of homework, assignments, worksheets.

I look forward to exploring all three tools over the coming year.

[Frances Campbell]

Engaging with Module 1 has helped me to understand the various levels of Assistive Technologies ranging from high-tech interventions to low-tech supports like graphic organisers, visual timetables, and adaptive paper to medium/high-tech tools like audiobooks, adapted keyboards, and communication devices. This module highlights how digital tools foster an inclusive classroom culture where accessibility supports all learners not only those with Special Educational needs.

This understanding directly impacts our School Self Evaluation specifically gathering evidence and evaluating current practice. Going forward utilising the SETT Framework ensures our SSE focus remains learner-centred and allows us to evaluate accessibility making whole-school inclusion measurable and achievable. I think this Framework will be very useful in choosing the most appropriate support to meet individual children’ s needs. Looking at the standard of Domain 1 of the Digital Learning Framework, Pupils/Students use appropriate digital technologies to foster active engagement in attaining learning outcomes.

This standard could be achieved by providing low to high tech accommodations to allow all students an equal opportunity to access content and achieve their full potential and capabilities and show off their knowledge.

[Frances Campbell]

 

SETT Framework for a 2^nd class child with Dyslexia

Class: 2nd Class
Primary Area of Need: Literacy – Dyslexia

S (Student)

Alice is a pupil in 2nd Class who has a diagnosis of dyslexia. She is a happy and enthusiastic child who enjoys participating in classroom activities and particularly enjoys science and learning through games. She is confident when contributing verbally and enjoys sharing her ideas with the class.

Alice demonstrates good general knowledge and has a strong oral vocabulary. She is able to understand stories and information when they are read aloud to her and can discuss characters, events and ideas confidently. She is particularly successful when learning involves practical activities and opportunities to talk about what she has learned.

Literacy tasks can be more challenging for Alice . She finds it difficult to consistently recall letter-sound correspondences and may confuse letters or sounds when reading and spelling. She requires additional time to decode unfamiliar words and can become tired when asked to read for extended periods. Her spelling is poor and she sometimes omits sounds or reverses the order of sounds within words. Alice can become reluctant to attempt unfamiliar words independently because she is concerned about making mistakes.

Strengths:

• Strong oral language and communication skills.
• Good general knowledge and curiosity.
• Enjoys listening to stories.
• Participates enthusiastically in practical activities.
• Responds well to games and multisensory learning.
• Good recall of information presented orally.
• Enjoys science
• Positive relationships with classmates.
• Demonstrates good problem-solving skills when tasks are presented practically.

Areas requiring support:

• Phonological awareness.
• Letter-sound correspondence.
• Decoding unfamiliar words.
• Reading fluency and accuracy.
• Spelling
• Automatic recognition of high-frequency words.
• Written sentence construction.
• Confidence when approaching unfamiliar literacy tasks.
• Working memory when holding sounds in sequence.

 

E – Environment

Alice works best in a structured and encouraging classroom environment. She is seated where she can easily see the teacher and the board and where distractions are limited.

A predictable classroom routine helps Alice to know what is expected of her. A visual schedule works well. New literacy activities should be introduced clearly, with the teacher modelling the task before Alice is expected to work independently.

Alice benefits from being given additional processing time and is not placed under pressure to read aloud unexpectedly. Opportunities to rehearse reading with an adult or partner before reading to a larger group can help to maintain her confidence.

T – Tasks

Literacy tasks should be carefully structured so that Alice can practise the skills associated with dyslexia without becoming overwhelmed. Tasks should focus on explicit teaching, repetition and multisensory learning.

Reading tasks

• Provide systematic phonics instruction targeting specific areas of difficulty.
• Practise blending and segmenting regularly.
• Use decodable books containing phonics patterns that have already been taught.
• Allow Alice to preview unfamiliar vocabulary before reading.
• Re-read familiar texts to develop fluency and confidence.
• Practise a small number of high-frequency words regularly.
• Break longer reading passages into shorter sections.
• Use immersive reader for longer texts.

Writing and spelling tasks

• Provide explicit instruction in spelling patterns.
• Encourage Alice to say words slowly and identify each sound before writing.
• Provide word banks for topic vocabulary.
• Use sentence starters to support written expression.
• Allow Alice to demonstrate her knowledge orally when the learning objective is not handwriting or spelling.

SET literacy intervention

Targeted SET support could focus on:

• Phonological awareness.
• Phonics and sound-symbol correspondence.
• Blending and segmenting.
• Decoding.
• High-frequency words.
• Spelling patterns.
• Reading fluency.
• Confidence and independent reading strategies.

T – Tools

Alice will have access to a range of tools that support literacy.

Literacy tools

• Magnetic letters for building and manipulating words.
• Personal high-frequency word cards.
• Decodable reading books.
• Personal word banks.
• Coloured markers for identifying sounds or syllables.
• Whiteboards for repeated spelling practice.
• Audiobooks
• Immersive Reader
• Text to Speech
• Speech to text for longer pieces of written work
• Phonics and Literacy apps

 

 

[Frances Campbell]

Danielle, I was really impressed with the video on Reading Coach on Microsoft 365 too. It looks so user friendly and has great scope for working with children with additional needs. I look forward to using it next school year. I am familiar with Kahoot and have used it as an assessment tool for end of topic assessment. The kids love it !!

[Frances Campbell]

I am considering how I could use digital technologies to support a child with dyslexia in 4th class who is experiencing difficulties with reading fluency, spelling, written expression, sequencing and remembering mathematical facts.  Implementing some of the following digital tools will help remove barriers and build the child’s independence.

For <span data-streamdown=”strong”>literacy</span>, Microsoft 365 provides several valuable resources. <span data-streamdown=”strong”>Immersive Reader</span>, available in applications such as Word, OneNote and Microsoft Teams, can read text aloud, increase spacing, change background colour, divide words into syllables and highlight parts of speech. These features may improve decoding, fluency and comprehension.

Read Aloud and text-to-speech reduce the amount of visual reading required, while <span data-streamdown=”strong”>Dictate</span> allows the pupil to produce written work using speech-to-text. Microsoft Word’s spelling and grammar supports, Editor and predictive text can assist with proofreading. <span data-streamdown=”strong”>Reading Progress</span> in Teams can enable me to assign suitable passages, record oral reading and monitor fluency.

For <span data-streamdown=”strong”>numeracy</span>, visual and interactive resources can support the pupil’s understanding of number, place value, operations and problem-solving. Useful options include virtual manipulatives, number lines, multiplication games and instructional videos. In our school we already use websites such as Topmarks, Scoilnet and NRICH so I will continue to explore these

Within the <span data-streamdown=”strong”>Inclusive Education section of the School Development Plan</span>, the school should establish an agreed approach to accessible technology. This should include consultation with the pupil, parents, class teacher and special education teacher, assessment of individual needs, staff training and procedures for monitoring progress. The plan should connect technology use with the <span data-streamdown=”strong”>Continuum of Support</span>, classroom planning and the pupil’s support plan. Targets should be specific and regularly reviewed, for example improved reading fluency, spelling accuracy or independence in solving word problems.

 

[Frances Campbell]

Marie this is a very comprehensive plan and is shows very clearly the 4 elements of the SETT format. You have included lots of very useful tools to help a child with dyslexia some of which i hope to try out this coming year in my role as SET.

[Frances Campbell]

I really liked your activity Sabrina.. it had everything including self assessment. Well done.

I agree it is hugely important to keep upskilling in our work. Education is ever changing through curriculum, technology and the changing needs of our students. Updating our knowledge and reflecting on our practice helps develop inclusive approaches for students with additional needs.

I agree that some of the best learning sometimes can be from the experiences of the participants/ teachers on a course rather than the facilitator.

[Frances Campbell]

Totally agree Sabrina. I am working in an SET role and can see huge potential for the use of all three- immersive reader, dictate and sharepoint.  Our SEN students will have greater opportunities to access the curriculum and bridge the gap between them and their peers. I look forward to trying these tools this coming year.

[Frances Campbell]

I agree Marie, the biggest take away for me also was the SETT Framework. Following the 4 steps will really help to focus the data gathering and choose the correct support for individual children on my caseload next year. It also opened my eyes to the range of tools in the three categories. I have probably underestimated some of the no/low tech tools as a meaningful tool.

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