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I teach in a special class with pupils at the senior end of primary, and although the needs are a bit different to a lot of the posts on this thread, I think the themes are often the same – making literacy and numeracy accessible, finding ways to boost confidence, and keeping learning engaging.
I’ve also found Immersive Reader brilliant, especially for pupils who struggle with decoding or concentration, and it’s reassuring to know it works across ages and stages. The idea of using games like Kahoot or Math Duel Fight makes sense too – my own pupils respond really well to anything with a competitive or interactive element.
Like a lot of you, I think the SETT model is a great way to stop and think systematically about what’s needed. It keeps the focus on the child first, and the tool second.
Reflecting on my SETT plan, I can see how valuable the framework is in making sure assistive technology choices are purposeful and centred on the pupil’s needs. Breaking it down into Student, Environment, Task, and Tools helped me think more clearly about what the child actually requires to succeed, rather than jumping straight to the technology. In my plan, I considered how literacy tools like Immersive Reader and Dictation could reduce barriers, and how simple environmental adjustments, such as quiet spaces and access to headphones, can make a real difference. It also highlighted the importance of small, practical tools like visual organisers alongside the more advanced digital supports. What struck me most was how the framework keeps the focus on inclusion – it isn’t about the shiniest device, but about matching the right support to the right child. Moving forward, I know this structure will guide my planning with greater confidence.
Part 1
Back in Module 3, I designed an interactive sequencing activity for a child with SEN using Microsoft PowerPoint. The task had clickable slides with audio instructions built in, along with visuals that guided the pupil through each step. The idea was that they could work through the sequence at their own pace without needing constant teacher prompts. This gave them a sense of independence while still keeping the activity structured and accessible. By using PowerPoint in this way, I was able to take a tool we already had in school and adapt it into something much more interactive and inclusive. Looking back now, I can see how it ties in with the Office 365 tools we’ve been exploring, and how it could be expanded for literacy or numeracy support across other lessons.Part 2
Cosán really hits home the fact that we’re never finished learning as teachers. After seven years in SEN, I can honestly say every year throws up new challenges and new learning. CPD is key because classrooms keep changing – new digital tools, new approaches, and new needs walking through the door every September. For me, doing courses like this builds my confidence and keeps me from falling into old habits. It also sparks good chats with colleagues, where we can swap ideas and actually improve practice together. That’s the heart of Cosán for me – professional learning isn’t a tick-box exercise, it’s what keeps us moving forward and makes sure the kids are getting the best out of us.After spending a bit of time exploring Immersive Reader in Teams, the Edge browser, and some of the other Microsoft 365 tools, I can really see how useful they could be in day-to-day SET work. Immersive Reader is brilliant for breaking text down, spacing it out, and reading it aloud – all of which are game changers for kids who struggle with fluency or processing. Edge has similar functions for online material, which is handy when you’re pulling resources from the web. I’ve also used Dictation in Word, and I think it takes the pressure off pupils who have great ideas but get stuck with spelling or writing.
Looking at equipment, I’ve realised we don’t always need new tech – small tweaks like adjusting text size, colour backgrounds, or contrast can make a big difference. For pupils with motor issues, I’d love to explore adaptive keyboards or switches more. After seven years in SEN, I’ve learned it’s often these little changes that give pupils real independence.
After completing this module, I have been thinking more about how assistive technology can remove barriers to learning rather than simply being an add-on for pupils with additional needs. AT provides opportunities for equity in the classroom by giving pupils tools that allow them to access content, demonstrate learning, and participate alongside their peers. The three categories of assistive technology gave me a clear structure for considering the range of options available and how they might be applied across subjects. In our school, iPads and Chromebooks are already available, but I feel there is scope to move beyond occasional use and make digital tools a more consistent part of teaching and learning. Using the School Self Evaluation process, we could reflect on how AT is being implemented across classes and align it more closely with the Digital Learning Framework, particularly standards 3.3 and 4.1.
I recognise that my confidence with assistive technology is not strong, and I often hesitate to explore new tools without support. Thankfully, our SENCO has been very proactive in sharing her expertise and guiding me toward effective strategies, which has encouraged me to experiment more in my own role as SET. I hope this course will give me the confidence to embed AT more intentionally in my teaching. The SETT framework has been especially valuable as it provides a clear process: looking at the student, the environment, the tasks, and then the tools. This structured approach ensures that the focus stays on the pupil’s needs rather than on the technology itself. Going forward, I believe this framework will help me make more thoughtful and sustainable choices when integrating AT in the classroom.