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I agree that itwould be very helpful to have a print out of all the different recommended Apps. I know that I used Topmarks a lot this year and while there are a lot of interesting and beneficicial literacy and maths activities on this app, the children would have benefitted from a more structured approach, linking activities in apps used to the targets on a student’s support plan.
In this assignment, I am referring to an autistic student who displays above-average mathematical ability alongside difficulty and a dislike with writing. Technology should be used to allow the student to express mathematical ideas without being held back by handwriting, while reducing fatigue during literacy tasks.
To support reading and eliminate handwriting as a barrier to written expression, technology can shift the focus from mechanical writing to content generation. I would use MS Word Dictate to support literacy whereby the student could use speech to text. This bypasses physical writing entirely and allows the student to dictate writing assignments, answers and creative ideas naturally. I would also use Grammerly to offer contextual word prediction and phonic spell check. Inspiration is a visual mind mapping app that allows the student to structure thoughts graphically.
The student has a high mathematical ability and technology will help reduce hand written maths and provide extension or enriching activities. I would use Khan Academy and one of the advantages of this app is that it is also free. Other apps I would use with the student are Topmarks, nRich, Maths Duel and Geogebra.
The Inclusive Education Framework provides schools with a structured self-evaluation tool to develop inclusive policies and practices. The Whole-School Development Planning framework outlines how inclusion must be embedded into school policies, resource allocation, and curriculum planning. School development planning requires a policy for integrating Assistive Technology across the curriculum. I will be reviewing this policy in September as a result of doing this course.
Through the school development planning process, the school identifies the student’s need for assistive technology and submits an application under the Department of Education Assistive Technology Scheme. This secures hardware/software (for example, a laptop) that follows the student across classes.
The student’s School Support Plan must clearly specify accommodations: replacing/reducing handwritten assessments with dictation/typing, and providing math extension through various apps.It should also plan professional development so that teachers are trained in supporting speech-to-text software and digital math tools.
I love to see how our support files can become more focused as a result of doing this course. The important takeaway piece for me is aligning the targets that come from baseline date, to the appropriate AT rather than merely handing an AT device during computer time and randomly selecting a game on Topmarks or nRich. It ties the target to the AT and a child’s progress, as a result can be tracked more effectively.
The SETT model (Student, Environment, Tasks, Tools), is a collaborative framework designed to guide Assistive Technology (AT) decision-making in special education. I am committed this year to making a conscientious effort and base my AT decisions on the SETT framework, rather than selecting technology in isolation. SETT aligns AT selection with the Continuum of Support in a student’s School Support File.
The framework starts with the student and it is a collaborative approach between the teacher, Sna, pupil (pupil’s voice), parents and other professionals. The teacher gathers the information and analyses the pupil’s needs, strengths, interests, and triggers. Within the Support File, this maps directly to baseline profiles (for example, phonics known and to learn) and diagnostic summary notes. It is important that each target develops from some form of baseline data, in other words you must have evidence to explain why a target was selected.
The environment examines physical and instructional settings (e.g., mainstream classroom vs. quiet space). The tasks identify active curricular goals (e.g., independent writing, social interaction). This helps frame the specific targets documented in the student’s learning targets section. The tools elect appropriate low-tech or high-tech AT devices and supports, which have been clearly outlined to us on this course, required to bridge the gap between current abilities and task demands.
The SETT framework can be populated within a School Support File using Observation & Functional Assessments. Here is a targeted SETT Plan (Student, Environments, Tasks, Tools) tailored for an autistic student at the early stages of language development.
- Student (S)- Joe McDonagh (fictitious name)
- Strengths: Joe is a strong visual learner; shows high interest in cause-and-effect toys, music, and routines; responds well to visual cues.
- Language & Communication: Pre-verbal or single-word communication; uses gestures (pulling hands), shouting, crying to express needs; emerging intent to communicate.
- Sensory & Behaviour: Becomes dysregulated or frustrated when unable to communicate needs or engage in a preferred activity; seeks deep pressure.
- Needs: A functional core language system to express basic wants/needs, request breaks, and make choices independently.
- Environments (E)
- Physical Settings: Autism classroom, mainstream classroom, sensory space, playground and social skills outings, for example shop, cafe.
- Arrangement: High-activity zones with ambient noise; transition areas between activities (for example trampoline, scooter – hall).
- Current Support & Materials: Visual schedule on the wall, sensory calm-down corner, low-tech emotion chart.
- Staff: Autism Class teacher, mainstream class teacher, SNA, speech and language therapist (CDNT), occupational therapist (CDNT) and psychologist (CDNT).
- Tasks (T)
To actively participate in the school day, the student needs to:
- Request favourite items, snacks, or activities independently.
- Indicate “I want more,” “All done,” “I need help,” or “I need a break” to avoid frustration-driven behaviours.
- Transition smoothly between classroom activities using visual schedules.
- Make choices during free play, group time, and snack time.
- Tools (T)
- Low-Tech:Communication Board: Laminated core vocabulary board (12–16 symbols) available across all environments. Change and extend regularly as language improves.
- Visual Schedule & Transition Cards: First/Then board and portable visual schedule.
- Mid/High-Tech:Tablet with a AAC app (e.g., TouchChat, ABC kids tracing and phonics, Articulation Station) locked to a high-frequency core vocabulary layout.
- Sensory Accommodations: Noise cancelling headphones, weighted lap pad for focused communication tasks.
This SETT plan prioritises a multimodal, student-centred approach to support early language development. By focusing on core vocabulary (e.g., want, more, done, help), the plan equips the student with functional tools to communicate across varied settings rather than relying solely on verbal speech. Integrating both low-tech (Vocabulary boards, schedules) and high-tech options (AAC apps) ensures continuous communication access, even if a digital device is unavailable or uncharged.
The activity that I chose is a visual storyboard and voice journal to document a baking lesson – making cookies. The target student is an autistic and dyslexic student who is in 3<sup>rd</sup> class. He is a visual learner and benefits from visual structure, reduced text fatigue, and alternative expressive outlets.
The Microsoft 365 Tool I will use is Microsoft PowerPoint (integrated with audio recording and accessibility features). I will ensure that there is a structured visual layout. I will provide a pre-formatted PowerPoint template featuring predictable, comic-strip style grids (3 to 4 boxes per slide) to support autistic routines and clarity. It will outline the utensils needed and the ingredients required to make the cookies. I will use soft, low-contrast background colours to minimize visual stress and help prevent text distortion for dyslexic learners.
Instead of relying on text paragraphs, the student uses PowerPoint’s built-in Icon and Stock Image library to sequence the baking lesson (measuring, weighing, baking eggs, sieving flour, mixing, pouring, making cookie balls and placing them in the oven).
I will use the audio recording feature whereby the student records short verbal explanations or thoughts directly onto each slide. The student can also use Dictate (Speech-to-Text) if he prefers to add short keyword captions without spelling anxiety.
In the past, the children have engaged in this lesson using a paper tick sheet and pencil. I would like to extend it this year by using AT. It is an example of a low-pressure, visually structured PowerPoint activity that empowers autistic and dyslexic students to demonstrate knowledge and share narratives using icons, images, and voice recordings. It bypasses traditional writing barriers while maintaining clear, predictable routines.
I like how this activity stemmed from what the child is interested in. From my experience in an autism class, a child’s special interests can change over time. I fill in the Getting to Know Me Relate document with the child at the start of the year and compile a list of a child’s special interests and place it beside the their special area. This can help provide focus for the starting point of a lesson and how curriculum outcomes can be achieved through the special interests of the child.
I also agree that the principles of Cosan recognise that we, as teachers are on a journey of learning. Engaging in this course has highlighted that, as I have learnt so much that will enhance my teaching and make learning more enjoyable and inclusive for my students.
I am also looking forward to using the picture dictionary as I have not used this feature before. I think that it is especialy invaluable in an autism classroom, especially for our visual learners and for children who see in pictures. I have used pictures in written texts before when devising social stories. They support understanding of text and make it more interesting and appealing to the reader. It also allows a student to access information that may have been too difficult because the child cannot read it, but can understand and learn from the support of pictures.
I also agree that Dictate taps into a child’s ability and can bring out ideas and information from within, without being constrained by spelling or grammar difficulties.
I benefited from Module 2 and exploring Microsoft’s Immersive Reader across Microsoft Teams, the Edge browser, and Microsoft 365 tools (such as Word and OneNote). I had not accessed the accessibility feature before and was unaware that it was there at the push of a button. I certainly feel upskilled as everything in this module was new to me!
For students with dyslexia, visual processing difficulties, dyspraxia, or English as an Additional Language (EAL), traditional text can present a significant cognitive barrier to learning. Immersive Reader effectively lowers this threshold without compromising core learning goals. While I have used speech to text and text to speech, Immersive Reader offers a wider range of functions. I have two children in particular in my autism class who would really benefit from accessing Immersive Reader this year.
It will enable scaffolding for these students as written extracts can be read aloud using text-to-speech. This allows students with decoding difficulties to access written material independently and will help with integration in the mainstream class. Features like Line Focus (highlighting 1, 3, or 5 lines at a time) significantly reduce visual tracking fatigue especially for students who also have ADHD. The Syllabification tool breaks longer words into distinct beats to assist with decoding, while Parts of Speech color-coding provides immediate visual scaffolding during vocabulary and writing intervention sessions in Word or OneNote.
The Picture Dictionary provides an immediate visual link for unfamiliar nouns and verbs, while the built-in real-time translation tool will support autistic children in my class with reduced language ability, in accessing texts.
In the autism class, each child has a support plan and I feel that embedding Immersive Reader routines routinely during support sessions this year will support moving away from “one-size-fits-all” instruction toward a truly personalised learning environment that builds student independence and confidence.
I agree that this module has made me reflect more on what a student needs from an AT perspective, and to chose supports that are appropriate for each child. I have a pupil in my class who does not like writing and using the speech to text function has enabled him to explore the different writing genres. It also took a lot of frustration out of editing as he didn’t have to rewrite the material. He also enjoyed being presented with the end product; the printed page of his writing with selected illustrations. In developing the students’ support files this year, I will give attention to the SETT framework, when considering learning outcomes and learning experiences for the child. AT is invaluable for helping to tap into a child’s strengths and realising a child’s potential.
I teach in an Autism class and feel Assistive technology is an area that I need to upskill in. This module highlighted the potential of AT by levelling the playing field for students with diverse learning needs. By promoting inclusivity, AT ensures that pupils with physical, sensory, or learning differences can access the curriculum equitably, boosting their independence, confidence, and engagement.
Many practical options were outlined in this module and included the three categories of AT namely, no/low tech, medium tech and high tech. Most of the low tech are present in classrooms and we may be unaware that we even provide these accommodations, for example, book stands, graphic organisers, visual Timetables, whiteboards, adaptive pens, adaptive paper- HWT (Handwriting Without Tears). Examples of medium tech tools include audio books, adapted keyboards, adapted seating and basic communication devices. I feel audio books is an area I would like to explore more this coming year. I have ordered 6 sets of headphones for the children in the class and hope to set up an area with a beanbag for listening and engaging with audiobooks.
Integrating AT impacts the School Self-Evaluation (SSE) process by highlighting inclusive digital pedagogy. This year I used the ‘Getting to Know Me’ Relate document as part of gathering evidence and can use the information from that to assist in successful deployment of AT.
Under the Teaching and Learning dimension of the Irish Digital Learning Framework, AT addresses the 3 Domains; Learner Outcomes, Learner Experiences and Teachers’ Individual Practice. In Domain 3 The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs. When integrated with a student’s School Support File, SETT (Student, Environment, Tasks, Tools) ensures that technology interventions are not chosen in isolation, but are directly tied to the functional needs, learning environment, and curriculum experiences and outcomes.