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Hi Darragh, thank you for engaging in Module 3.
Adapting a Local History Interview for 4th Class by offering choice through Voice Typing and screen reader accessibility is a brilliant way to empower struggling writers without singling them out. It also embeds the principles of the UDL.
Your use of live Google Doc comments gives clear, actionable feedback right where pupils need it most. Adding a Google Form exit ticket will be a fantastic next step to quickly gauge understanding and inform future planning.
Leveraging Google Forms to gather pupil voice on classroom inclusion offers valuable, automatically charted data for SSE, helping your school identify trends and strengthen inclusive digital practices across all year groups.Hi John, thank you for engaging in Module 3.
Adapting a 3rd Class Science lesson on plant growth using Google Workspace accessibility features such as Voice Typing, Alt Text, and high-contrast setting is a super example of the Universal Design for Learning in practice.
Providing clear headings and checklists in Google Classroom ensures all learners can navigate tasks independently and demonstrate their understanding in diverse and collaborative ways.
Your points regarding SSE are spot on. Using Google Forms to aggregate parent and pupil feedback, as seen in your school’s recent Maths survey, provides visual, actionable data to guide continuous improvement and collaborative whole school planning.
Hi Marie, thank you for engaging in Module 3.
Approaching your 3rd/4th Class local area project through an inclusive digital lens demonstrates brilliant instructional insight.
Using shared Google Slides templates alongside discrete differentiation via Google Classroom ensures that all pupils, regardless of literacy levels, can actively contribute. Your use of live comments for targeted feedback, combined with a Google Form confidence check, provides dynamic assessment to guide immediate next steps.
Incorporating voice-over recordings in future lessons is a fantastic way to further boost oral language and inclusion. The Google Video function could be great here also!Hi Kelly, welcome to the course and thank you for your engagement in Module 1.
Leveraging Google Workspace tools like Docs, Slides and Forms to foster creativity and collaboration in 2nd Class is a fantastic and well measured approach.
Your proposed “My Local Area” project is a brilliant, integrated activity that naturally connects SESE, English, Visual Arts and digital skills. Modelling the tool first before encouraging paired exploration ensures every pupil feels supported.
Your role on the DLT puts you in a fantastic position to use SSE data, pupil feedback and shared resources to build digital confidence across the wider school.Emma, thanks for engaging in Module 1, focusing on digital technology to enhance literacy and communication in an SET setting is a fantastic priority for the coming school year.
Utilising Google Classroom to build a shared, collaborative resource bank among your team of 6 SETs is a brilliant initiative. It saves valuable planning time and also ensures consistent, high-quality differentiation across the school.
Using Google assessment features for progress tracking provides clear, actionable evidence to support your SSE and align with new curriculum targets.Hi Joanne, welcome to Module 2 and thanks for engaging with its content.
Highlighting how Immersive Reader’s read-aloud and translation functions support home-school communication and reduce self-consciousness for older learners with literacy difficulties is spot on!
Your focus on dictation and Microsoft Word’s built-in editing tools shows how technology can remove physical and cognitive barriers, allowing pupils to express their creativity without getting bogged down by fine motor or spelling challenges. All working towards learner independence which is what we are striving for!
Hi Ger, thanks for your response.
It is fantastic to hear how discovering Immersive Reader across Edge, Teams, and Microsoft 365 has upskilled your practice for your autism class.
Your breakdown of specific tools such as Line Focus for visual tracking, syllabification for decoding and the Picture Dictionary for vocabulary demonstrates a deep understanding of targeted scaffolding.
Embedding these features into individual support plans will be a game-changer for promoting independent learning and supporting mainstream integration.
Hi Mel, thanks for your reply, it is wonderful to hear how tools like Immersive Reader and Reading Coach have energized your approach to SET literacy.
Highlighting Reading Coach as a tool that builds pronunciation, fluency and joy through personalised reading plans is spot on.
Combining text-to-speech with dictation across Word, PowerPoint and OneNote gives struggling learners a powerful voice while keeping them aligned with their peers. These accessible digital tools really do work to boost learner confidence!Hi Kevin, highlighting how Immersive Reader across Edge, Teams and Microsoft 365 supports decoding and confidence for pupils with dyslexia or EAL is spot on.
Your point about adapting existing technology such as tweaking display settings or adding touchscreens, trackballs and adaptive mice before purchasing new hardware is a brilliant professional insight.
Selecting input devices tailored to a child’s specific motor or sensory profile directly promotes independence and active engagement. All of this works to advocating for an inclusive, learner-centred classroom environment.Hi Mardi, welcome to the course and thank you for engaging with Module 1.
I am delighted to hear that this module reinforced and expanded your beliefs around AT.
As a special class teacher, your focus on evaluating the depth, selection and ongoing monitoring of digital tools demonstrates excellent professional awareness.Connecting assistive technology to SSE by measuring actual pupil outcomes and gathering stakeholder feedback ensures technology drives genuine progress. I really appreciate how you are advocating, thoughtful and informed AT integration.
Julianne, welcome to the course and thank you for engagement in Module 1.
I love this reply on seeing the transformative impact of tools like C-Pens and Read&Write on pupil independence in special education, I feel it highlights the true value of assistive technology.
Your application of the SETT model alongside SENO collaboration and Support Files ensures that technology is thoughtfully matched to individual needs rather than being a one-size-fits-all solution.
Embedding assistive technology within your SSE process to identify staff CPD needs directly aligns with the Digital Learning Framework!Hi Rina, welcome to the course and thank you for engaging in Module 1!
Working in an autism class gives you a great perspective on how low, medium and high-tech options build learner confidence and self-regulation.
Your realisation that effective assistive technology does not always mean expensive or complex equipment is a crucial professional insight. Grounding your selection process in the SETT framework ensures that digital tools truly serve the student and task. Furthermore, using these insights can ensure whole-school CPD needs aligns perfectly with the Digital Learning Framework.
Hi Joanne, welcome to the course and thank you for engaging with Module 1.
Acknowledging the real-world frustrations around applying for, purchasing and effectively deploying assistive technology is a perspective many of us in education will deeply appreciate. Not to mention the frequent financial shortfalls when the grant does not cover the spec required for devices!
Your highlight of the SETT framework as a structured tool to bridge the gap between acquiring technology and unlocking the curriculum is spot-on.
Using the Digital Learning Framework to guide staff training and meaningful differentiation ensures that technology leads to genuine inclusion rather than just lip service. Brilliant, highly constructive work on driving better learner outcomes!
Hi Sean, thank you for your reply to Module 3.
Using contrasting visual images on Google Docs to explore “Farming: Past and Present” is a fantastic way to make history accessible before requiring written expression. It could also be wonderful on slides or video too!
Scaffolding the comparison task with key vocabulary directly supports pupil discussion and confidence. Tying the activity together with a Google Form exit ticket gives you immediate diagnostic feedback to identify gaps and misconceptions!
Hi Dee, thank you for your engagement in Module 3!
Combining an investigation on animal adaptations with a “Super-Adapted Creature” design challenge for 5th Class is a brilliant way to harness pupil engagement.
Your inclusive adjustments like offering sentence starters, word banks, voice recording options and read-aloud support for Google Forms, makes sure that every learner can demonstrate their scientific understanding.
