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Hi Sabrina,
I really liked your point that technology should be used alongside good teaching rather than replace it. I think this is especially important in SET, where technology should remove barriers while still allowing pupils to develop the underlying skills.
Hi Marie,
I really like how you have chosen such a wide range of tools to support both literacy and numeracy, rather than relying on one particular technology. I especially agree with your final point that the tools need to be matched to the needs of each individual learner.
For this activity, I would focus on a Senior Infant literacy group who are experiencing difficulties recognising initial sounds and sight words. I would use technology alongside explicit phonics teaching and hands-on activities rather than as a replacement for them.
A resource I would like to use is Microsoft Reading Coach as a personalised and targeted reading support. For this group, I could use it to provide additional opportunities to practice reading simple words and sentences. I would also use interactive phonics activities on the iPad to reinforce initial sounds through repetition, matching and immediate feedback. Digital flashcards could be used to practise sight words regularly, while short interactive quizzes could make this practice more engaging.
I would also consider using Flip to allow pupils to record themselves saying initial sounds or reading sight words, giving them an opportunity to practise and hear themselves.
Most importantly, I would ensure that the technology is appropriate to the individual pupils, rather than adopting a “one size fits all” approach.
This would link to our School Development Planning and SSE by allowing us to identify literacy as an area for development, gather evidence of pupils’ progress, introduce targeted interventions and then monitor their impact.
Hi Kevin,
I really like how your SETT plan is specific to the individual pupil, particularly the inclusion of his interests and strengths alongside his literacy difficulties. The range of assessment methods you have included are also very effective, especially pupil self-reflection and parent feedback. This makes the plan feel much more holistic than just measuring reading or spelling progress.
Hi Sabrina,
I particularly liked your point that technology should never be the starting point when supporting a pupil. Looking at the student, environment and task first helps ensure that the technology has a clear purpose and is actually addressing a specific barrier to learning.
Part 1:
I would use the SETT model alongside a pupil’s School Support File to make sure that any assistive technology chosen is based on the pupil’s actual needs rather than simply on what technology is available. I would begin with the student by reviewing existing information, work samples, previous assessments and the pupil’s own views about what they find difficult. I would then consider the environment, including the classroom, SET setting, available devices and level of support. For the task, I would identify the specific numeracy activities causing difficulty and the learning outcome I want the pupil to achieve. Finally, I would consider tools, starting with simple supports before moving to more specialised technology.
Assessment would include a baseline assessment, observation, work samples and regular short progress checks. I would also review whether the chosen tool is actually improving independence and understanding. The SETT process would therefore be ongoing, with the School Support File helping to record needs, targets, strategies and progress.
Part 2:
Student
4th Class pupil experiencing ongoing difficulties with numeracy and possible dyscalculia.
Finds counting, recalling number facts and mathematical procedures difficult.
Can become frustrated and lose confidence when completing maths tasks.
Responds well to encouragement, practical activities and visual supports.Environment
Small-group/1:1 support with the SET when appropriate.
Reduced distractions and clear, structured instructions.
Access to an iPad/laptop during numeracy activities.
Opportunities to work on the same learning objectives as peers with appropriate supports.Task
Focus on developing confidence with addition and subtraction.
Break multi-step problems into smaller, manageable stages.
Use practical and visual representations of numbers.
Encourage the pupil to explain their mathematical thinking rather than focusing only on the final answer.Tools
OneNote Math Assistant to provide step-by-step guidance when solving problems.
Digital number lines and visual representations to support understanding.
Concrete materials such as counters alongside digital tools.
Short, appropriately levelled numeracy activities using technology.Assessment
I would complete a baseline assessment before introducing the supports and then monitor progress through observation, work samples and short weekly assessments. I would also ask the pupil which tools they find most helpful. The SETT plan would be reviewed regularly and adjusted depending on the pupil’s progress and level of independence. This would allow the information to feed directly into the pupil’s School Support File.
Hi Kevin,
Tailoring the activity to the student’s interests is a great idea. I’ve always found this to be extremely effective in both mainstream and SET settings.
Hi Sabrina,
The self-assessment aspect of your activity would be so effective and reinforces the principles of inclusive education.
Part 1:
The below activity was designed for a pupil with dyslexia who has good oral language skills and can understand a text when it is read aloud, but finds decoding and producing written answers more difficult. The aim would be to allow the pupil to demonstrate their understanding of a reading comprehension text without their literacy difficulties becoming a barrier.For said pupil, I would create a short English reading comprehension activity in Microsoft Word. The pupil would first access the text using Immersive Reader, using the read-aloud function to listen to the passage rather than having to decode every word independently. I would encourage the pupil to use features such as line focus and text spacing where helpful, as these can make the text easier to follow.
After listening to the text, the pupil would answer five comprehension questions. Instead of having to write their answers, the pupil could use Dictate in Word to speak their responses. This would allow me to assess their understanding of the text rather than primarily assessing their spelling and handwriting, reflecting the UDL principle of providing flexible ways for pupils to access information and demonstrate their learning.I think this activity would be particularly useful because the technology is not changing the learning objective, but instead it is removing an unnecessary barrier to achieving it. It would hopefully help the pupil become more independent and confident while still working towards the same learning outcome as their classmates.
Part 2:
I definitely believe that teachers are lifelong learners. Teaching is constantly changing, whether through new curriculum developments, technology, research or the changing needs of the pupils in our classrooms. This module has reinforced for me that CPD is not simply about completing courses or collecting certificates; it should ultimately lead to improvements in our everyday practice.
I particularly agree with the idea from the module that teaching is such a complex profession that one lifetime is not enough to master it. I have found this myself through moving between different class levels and SET and mainstream settings. What works well for one pupil or class may not work for another, so continuing to learn and reflect is essential.The Cosán framework has made me think about professional learning as something that can happen through formal courses, but also through collaboration with colleagues, reflection on my own teaching and learning from experience. I think CPD is particularly important in SEN because new approaches and technologies can provide us with more ways to support pupils effectively. Ultimately, professional learning should have a positive impact on pupils’ experiences and outcomes, rather than being something we do simply to fulfil a requirement.
Hi Danielle,
I really like your point about pupils being able to understand a topic and have good ideas but struggle to access the written information. I think this is one of the biggest strengths of Immersive Reader as it can remove that barrier without changing the actual learning task or making the pupil feel excluded from what everyone else is doing.
Hi Denise,
I agree, I was also surprised by how many accessibility features are already available within Microsoft 365. It’s great that these tools are already available to us without needing to worry about purchasing additional programmes!
This module made me realise how many accessibility features are already built into the technology we use in school. I was particularly interested in Immersive Reader, as it could be a really useful tool for supporting pupils with literacy difficulties. Features such as read-aloud, line focus, picture dictionary and translation could help pupils access texts more independently.
I can see myself using Immersive Reader in Teams, Word and Edge, particularly when working with pupils who struggle with reading fluency, comprehension or visual processing. I also think Dictate could be useful for pupils who find writing difficult, as it allows them to speak rather than type and may support pupils with dysgraphia.
Another part of the module I found valuable was considering how existing equipment can be adapted rather than always looking for completely new technology. Something as simple as a different mouse, such as a trackball mouse, could make technology much more accessible for a pupil with motor difficulties.
The main thing I will take from this module is the reminder that there is no one-size-fits-all approach. AT needs to be considered from the individual pupil’s perspective and matched to their specific needs.
Hi Conor,
I particularly like your point that assistive technology should be selected based on the individual needs of the pupil rather than the technology itself. The SETT framework seems like a very practical way of ensuring that technology is purposeful and genuinely helps to remove a specific barrier to learning. I also agree that this would be particularly useful when planning for a new class, as it encourages us to get to know the pupil and their needs before deciding on an appropriate support.
Hi Niamh,
I agree with Danielle’s point above. The SETT framework is a practical approach and removes guess-work, which will ultimately aid students in overcoming the barriers they are experiencing. It will definitely be something I use during the coming school year.
This module has made me reflect on how assistive technology can be used to support inclusion and remove barriers to learning for pupils with SEN. In my experience working in both mainstream and SET settings, I have seen that pupils can have very different needs when it comes to accessing, completing and demonstrating their learning. I found it particularly useful to consider AT as something that can help pupils work around challenges while also playing to their individual strengths.
One of the main points I took from the module was that assistive technology does not always have to involve expensive or highly specialised equipment. The distinction between no/low-tech, medium-tech and high-tech options made me realise that many supports we already use in classrooms could be considered assistive technology. Visual timetables, graphic organisers, book stands, adaptive pens and different types of paper are simple examples that can make a meaningful difference to a pupil’s independence and participation. This has encouraged me to think more carefully about the resources I already have available before assuming that a more complex technological solution is required.
I also found the SETT Framework particularly valuable. Considering the Student, Environment, Task and Tools before selecting AT reinforces the importance of identifying the actual barrier a pupil is experiencing rather than simply choosing a device because it is available.