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Hi Lucy. I completely agree with this. Microsoft’s suite of tools, particularly Immersive Reader and Dictate, offer practical, accessible supports that empower pupils with dyslexia to engage with learning more independently. OneNote and Math Assistant not only foster inclusion but also promote confidence by supporting pupils in both literacy and numeracy personalised learning experiences.
Reflecting on my previously submitted sample SETT plan I am considering AT’s for a 1st class student with dyslexia needs in which both literacy and numeracy bring challenges. For literacy instruction, I would consider using tools such as text-to-speech and speech-to-text tools in microsoft. I would certainly use the immersive reader tool for breaking down texts, aiding reading and enabling comprehension of texts. I would encourage the use of audiobooks to promote reading at home and apps such as articulation station. For numeracy, I would consider the use of maths games to promote engagement and enjoyment such as maths duel. For aiding independent work, office lens and the immersive reader for problem solving and other wordy math questions may help to provide the support needed. For assistance with sequencing and breaking down steps, microsofts’ maths solver app or math assistant in OneNote.
These approaches align with the Inclusive Education Framework’s School Development Planning domain, which emphasizes the importance of whole-school approaches to inclusive practice. Embedding assistive technology into teaching and learning reflects a strategic commitment to inclusion at all levels. Ongoing professional development in AT and inclusive strategies is also key to sustaining a culture of accessibility and inclusion within the school.
Part 1: I understand the importance of using the SETT model as a practical and student-centered framework for supporting learners with additional needs. The model aligns well with the collaborative and reflective practices required in the development and implementation of a student’s SSF. I would use the students voice, strengths and weaknesses, their classroom environment, the tasks that are their areas of needs and the AT’s that could meet their needs when considering their SSF. These considerations and regular reviews will inform my identification of appropriate assessment approaches such as teacher observations, designed tasks and students’ self assessment and reflection.
Part 2: This SETT plan highlights how targeted assistive technologies can empower a young learner with dyslexia to access the curriculum more confidently. By focusing on tools that address specific literacy challenges—such as decoding, spelling, and reading fluency—we ensure that interventions are both personalised and evidence-informed. The selected apps and software promote independence, reduce cognitive overload, and create engaging learning experiences tailored to her needs.
Google Docs Link: https://docs.google.com/document/d/1rvA4gn1xs1MXVbF4bGUQInjCP_3kAKxJFu0sEBiSXgE/edit?usp=sharing
Hi Aoife I will also be in SET next year and I agree with you, so great to know about these resources before the start of the school year! We never covered any of these AT’s in college and they will be so helpful to engage students with literacy and numeracy learning needs. I will definitely be using ABC Tracing and phonics, learning alley audiobook reader and sensory speak up.
Hi Megan the immersive reader is a great way to adapt content to many learning styles and this activity would certainly increase student engagement. The use of these AT’s really breaks down the task into manageable parts for students providing them with the support they need to complete the task successfully. Thanks for sharing!
Part 1: This creative writing activity supports 2nd Class EAL students by integrating voice typing, translation, and text-to-speech tools to make writing accessible and engaging. Students begin by using voice typing to dictate their ideas one sentence at a time, reducing pressure on spelling and writing skills. The spoken sentences are then translated into English (or Irish), helping students understand and build vocabulary in context. Using a text-to-speech extension, students can listen to the translated text, reinforcing correct pronunciation and comprehension. This multimodal approach supports language acquisition through listening, speaking, reading, and writing. It allows EAL learners to express their creativity without language barriers, while actively learning new words and structures. Technology plays a crucial role by offering immediate support, feedback, and opportunities for independent learning. The activity fosters confidence, motivation, and meaningful engagement with the English language, helping students develop both their literacy and oral language skills in a fun, student-centered way.
Document made using goggle docs link: https://docs.google.com/document/d/1o-vd41bwRWDIk5dJyFhDleErDrthAdawrHK02m8sX9U/edit?tab=t.0
Part 2: I am only beginning my teaching career as an NQT and can already see the neccesity of CPD in teaching. Even more so now as the classroom is evolving more and more than it probably ever has before, between student needs, student diversity, curriculum changes and advancements in policy and pedagogy.
Hi Claire. I can definitely relate to that in the past when I have used dictation tools and even translation tools, depending on the student, it was often quite inaccurate. Taking smaller simple chunks at a time definitely helped but sometimes it was more frustrating for the student when it repeatedly did not pick them up/ translate accurately.
As an NQT, exploring Immersive Reader in Microsoft Teams, Edge, and other Microsoft 365 tools has opened my eyes to how technology can meaningfully support literacy in the SET classroom. Also, tools like text-to-speech are simple to activate yet incredibly powerful for pupils who struggle with reading or processing written text. I can see how these features would benefit pupils with learning difficulties, in promoting their independence during literacy tasks. This module has also made me reflect on how high tech AT’s can be used in the classroom to meet needs, for example, using changing display settings. I’m really impressed with the immersive reader tool, a fantastic resource using visuals and really breaking down text and of course helping with EAL needs using the translation tool. I definitely see myself exploring and using these tools next year in SET, I can’t believe the extensive range of AT’s across the board covered so far in the last 2 modules.
Hi Rachel I am also going to be fulfilling a SET role next year and definitely relate to shying away from AT’s that I am unfamiliar with. The SETT framework is really clearly laid out and is perfect for new and all teachers to follow in choosing the correct AT’s for students. I would also agree with your point on integrating AT’s in the mainstream classroom too to promote inclusion and integrate it into the everyday routine in the classroom.
Part 1:
As an NQT, exploring this module on AT’s has given me a deeper understanding of how digital tools can support inclusive education and aid differentiation. AT’s from a range of low-mid-high such as physical tools in the classroom, audiobooks and speech-to-text software, have the potential to break down barriers for learners with additional needs. These tools not only improve access but also help personalise learning in a way that supports engagement, independence, and confidence. I will be undertaking a SET role in September and will certainly be using a lot of AT’s with individual students.
In terms of school self-evaluation, assistive technologies offer valuable insights. Teachers can track how these tools impact student outcomes and engagement, contributing to whole-school discussions on inclusion and digital learning. This aligns well with the DLF, especially under the standard: “Teachers use digital technologies effectively in teaching, learning and assessment.” This is a standard that I can address in my role next year and in future roles at all class levels.Part 2:
This course highlights that a range of AT’s benefit all learners, not just those with specific learning difficulties. The key to is choosing tools thoughtfully and aligning them with the SETT framework which clearly outlines what teachers must consider to making informed decisions.
As I begin my teaching journey, I see the importance of embedding assistive technologies into everyday practice—not just as add-ons, but as essential elements of inclusive, effective teaching. I aim to reflect on their impact regularly and continue to assess and identify needs using the SETT framework and adapting the use of AT’s accordingly and these good practices will help to inform the students’ SS file.