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Hi Eoghan
I’m just wondering if my above submission has been logged (see Reply 204636 above).I just want to make sure it has been clocked as chronologically, it was submitted prior to others who have received feedback already.
Much appreciated
Grace Mac Sweeney
Below is a link to a SETT plan for a 10 year old pupil for whom dyslexia presents moderate to severe challenges with reading and comprehension. When she (and I) become more adept and confident using a broader range of AT, I will incorporate the use of apps such as Cogi and Balabolka alongside Immersive Reader in similar SETT plans. I am also keen to try the Math Duel and Reading Rocket apps with this pupil.</span></p>
https://1drv.ms/b/s!AgGG0flQrVaWjV-ZR9vppkxiGss9?e=v9fUcq<p class=”MsoNormal” style=”text-align: justify;”><span style=”font-family: ‘Times New Roman’, serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;”>The main objective of the SETT framework is to understand the <b>student’s</b> needs and learning styles, evaluate the learning <b>environment, </b>the various <b>tasks</b> involved when using a particular AT resource while exploring all the available AT <b>tools</b>, such as hardware and software options.</span></p>
<span style=”font-size: 11.0pt; line-height: 104%; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-IE; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;”>The SETT Framework is a valuable tool when choosing most appropriate AT resources. When used in conjunction with a student’s School Support File (SSF), which contains information about the student’s needs, strengths, and accommodations, the SETT model becomes even more effective in guiding the AT selection and implementation process. There is such a vast selection of AT resources and often budgetary restrictions, it is crucial to consult the SSF which often includes input and guidance from external professionals such at OTs, educational psychologists etc. By incorporating both SETT and SSF, the teacher has a much better chance of ensuring a more effective and holistic approach to planning and teaching with SEN. </span><p class=”MsoNormal”><b style=”mso-bidi-font-weight: normal;”>Part 2: Cosán Principles/Importance of CPD</b></p>
<p class=”MsoNormal”>Cosán, the National Framework for teacher’ learning, is based on four key principles: Leadership, Professional Learning, Collaboration and Learning Environment. These principles capture the importance of CPD, reflective teaching & learning and collaborative growth in the classroom. I find Cosán helpful as it underpins the continuously evolving nature of education and the importance of CPD outlining the need for teachers to adapt and grow. By emphasising collaboration and fostering a positive learning environment, it supports teachers in enhancing their skills and effectively catering to a range of diverse learning needs. Overall, Cosán’s principles align with modern educational demands and promote a culture of lifelong learning among teachers, recognising that no teacher reaches a learning limit and should commit to a career-long stretch of continuous improvement in teaching and learning. In my opinion, the best teachers recognise the learning they gain from their own pupils and I think the Cosán framework embodies this ideology.</p><p class=”MsoNormal”>Part 1 – Lesson Plan: Exploring Stories through the use of Balaboka</p>
<p class=”MsoNormal”>I have chosen Balaboka for a 2<sup>nd</sup> Class dyslexic pupil as I plan to use this activity with her next term. The lesson includes an introduction to the Balaboka software as it is new to both of us.</p>
<p class=”MsoNormal”>Learning objective: To develop reading and comprehension skills using Balaboka, a text-to-speech software.</p>
<p class=”MsoNormal”><b style=”mso-bidi-font-weight: normal;”>Resources needed: </b>iPads with Balaboka software installed, headphones, a selection of short stories or passages.</p>
<p class=”MsoListParagraphCxSpFirst” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>1.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Introduction</b>: Explain to the pupil that she will be using a special tool called Balaboka to help her read a story. Emphasise that Balaboka can read aloud the text and help her understand the story better.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>2.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Choosing a Story: </b>Provide a few options of short stories or paggages at different reading levels. Allow pupil to choose the story that interests her the most. This choice promotes engagement and motivation.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>3.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Balaboka Introduction: </b>Demonstrate how to use Balaboka: open the software, paste the chosen text and play the audio. Show<span style=”mso-spacerun: yes;”> </span>pupil how to adjust the reading speed and volume. Guide her to follow along visually as the software reads aloud in order to promote visual and auditory learning simultaneously.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>4.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Reading and listening: </b>Have the pupil use Balaboka to read her selected story. Encourage her to listen while following along with the text. This dual approach helps reinforce word recognition and comprehension.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>5.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Discussion & Comprehension:</b> After listening to the story, engage the pupil in a brief discussion. Ask questions about the characters, setting and main events. This helps to ensure she understood the story and can recall key details.</p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><b style=”mso-bidi-font-weight: normal;”><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>6.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span></b><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Creative Expression: </b>Give the pupil a creative task related to the story, such as drawing a scene, writing a short summary or imagining an alternative ending. This encourages her to think critically about the story and express her understanding in different ways. <b style=”mso-bidi-font-weight: normal;”></b></p>
<p class=”MsoListParagraphCxSpMiddle” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><b style=”mso-bidi-font-weight: normal;”><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>7.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span></b><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Sharing and Reflection: </b>Invite pupil to share her creative work and thoughts about the story. This fosters a supportive and inclusive learning environment, helps the pupil take ownership of her learning and consolidates the learning intention.<b style=”mso-bidi-font-weight: normal;”></b></p>
<p class=”MsoListParagraphCxSpLast” style=”text-indent: -18.0pt; mso-list: l0 level1 lfo1;”><!– [if !supportLists]–><b style=”mso-bidi-font-weight: normal;”><span style=”mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;”><span style=”mso-list: Ignore;”>8.<span style=”font: 7.0pt ‘Times New Roman’;”> </span></span></span></b><!–[endif]–><b style=”mso-bidi-font-weight: normal;”>Closure: </b>Wrap up the activity by praising the pupil’s efforts and highlighting their accomplishments. Reinforce the idea that tools like Balaboka are here to help and support her in her reading journey. <b style=”mso-bidi-font-weight: normal;”></b></p>
<p class=”MsoNormal”>By using Balaboka, this activity provides the dyslexic pupil with a multisensory approach to reading, enhancing her reading skills and boosting her confidence in understanding & enjoying stories. It is especially helpful in encouraging participation in a pupil who is very often reluctant to read or engage in story-time for pleasure.</p>Immersive Reader:
Immersive Reader is a feature of Microsoft 365 tools designed to enhance reading and promote greater accessibility. It can be accessed through Microsoft Teams, Edge Browser, and other 365 applications. Immersive Reader can assist a pupil by offering differentiated text settings, focusing on improved comprehension and accessibility. I am particularly pleased to discover this AT tool as I feel it will be of great benefit to some of my SET pupils this academic year for whom reading and language are a challenge. However, I am aware that it is not a ‘one-size-fits-all tool’ and will take some practice to become adept in using its functionality. Immersive Reader is not limited to Teams and Edge; it is integrated into various other Microsoft 365 applications like Word, OneNote, and Outlook.
In Microsoft Teams, Immersive Reader makes text easier to read, without changing the context, which can be of enormous benefit to pupils with learning differences such as dyslexia, visual impairments or EAL. It provides features like text-to-speech, adjustable font styles, background colours, and line focus to support comprehension of text. I would use this to further develop my pupils’ inference skills also.
Within the Edge Browser, Immersive Reader provides a more precise ad clutter-free reading environment for web content, blogs, and more. Users can alter text size, spacing, and choose from different themes, to make reading more accessible. I am planning on using its built-in text-to-speech function, similar to audiobooks, to further promote auditory (and visual) learning for my pupils whose ICT skills are adequate.PART 1: AT Potential
Module One gives an overview of how Assistive Technologies (AT) are revolutionising the school experience across the globe in countless classrooms. These innovations can be especially supportive to pupils with additional learning needs, within the dynamics of a large classroom, in a smaller group or one-to-one setting provided they are implemented effectively.
The Potential of Assistive Technologies:
AT technologies include a broad spectrum of low, medium and high tech resources, devices and software designed to assist and support pupils with specific learning differences. From the daily use of whiteboards and pens or adaptive paper with larger grids/wider lines to increased access to audiobooks or basic communication devices, AT are affording pupils with SEN greater access to the curriculum in, what might be considered, a more engaging and incentivised way. The various genres within the literacy curriculum can be interpreted creatively through the use of tech tools such as Padlet and Kidspiration. The SETT Framework provides guidance for choosing the most appropriate AT resources for curriculum and pupils’ needs.
AT enables teachers to differentiate and cater for diverse learning needs. Schools can evaluate the effectiveness of AT based on individualised learning experiences, potentially enhancing teaching strategies. Schools can evaluate the adequacy of AT resources and their alignment with curriculum goals. Schools should assess the implementation of AT in a manner that ensures data security and online safety for all students.
AT integration to the school curriculum can enhance inclusion and impact the school’s self-evaluation by aligning with several or the 32 standards outlined in the Digital Learning Framework (DLF). For instance, assisting with differentiation to cater for individual needs, helping pupils to engage in meaningful learning activities and fostering continued professional development amongst staff.
PART2: SETT and SFF
The main objective of the SETT framework is to understand the student’s needs and learning styles, evaluate the learning environment, the various tasks involved when using a particular AT resource while exploring all the available AT tools, such as hardware and software options.
The SETT Framework is a valuable tool when choosing most appropriate AT resources. When used in conjunction with a student’s School Support File (SSF), which contains information about the student’s needs, strengths, and accommodations, the SETT model becomes even more effective in guiding the AT selection and implementation process. There is such a vast selection of AT resources and often budgetary restrictions, it is crucial to consult the SSF which often includes input and guidance from external professionals such at OTs, educational psychologists etc. By incorporating both SETT and SSF, the teacher has a much better chance of ensuring a more effective and holistic approach to planning and teaching with SEN.