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I agree with this approach, particularly the focus on using technology to remove the literacy barriers that can affect numeracy. Tools such as Immersive Reader, Word and OneNote could provide valuable support with reading, writing and organising mathematical information. I also like the idea of using recorded lessons for pre-teaching, as this could build confidence and reduce maths anxiety. Having resources and communication centralised through Teams would also provide consistency for pupils, teachers and parents.
Assistive technology can help my 5th class pupils with Dyslexia to access and engage with literacy by making reading and writing more accessible. Microsoft accessibility tools, Immersive Reader, text-to-speech and audiobooks can allow pupils to listen to text rather than relying solely on decoding, while speech-to-text can help pupils express their ideas without the barrier of handwriting or typing. Word prediction can support spelling, sentence construction and independent writing. Accessibility features on iPads allows pupils to personalise how they access and produce content. Digital literacy resources can provide additional support with reading, spelling and writing, while differentiated digital content allows pupils to access the same curriculum in ways that suit their individual needs. In particular we focused on a School Wide Approach to The Spelling Frame, allowing for a UDL approach to spelling monitored by both teachers and parents online which worked really well. UDL is an important principle, ensuring that technology provides multiple ways for pupils to access information, engage with learning and demonstrate their understanding. Overall, technology should be used to remove barriers to literacy and increase pupil independence, rather than simply being an additional classroom resource.
For my children with Dyscalculia, I would particularly focus on virtual manipulatives, number lines, visual representations, interactive games and step-by-step supports, while allowing pupils to personalise the pace and level of support. Using interactive games such as IXL and Topmarks proved beneficial this year. This fits well with the approach identified for dyslexia: using technology to remove barriers and allow children to demonstrate their mathematical understanding.
The School Development Planning section of the Inclusive Education Framework highlights the importance of ensuring that all school policies, including the Special Education Policy and Acceptable Usage Policy, are based on the principles of inclusion. I can see how the SETT framework, which we looked at in the previous module, can help schools to put this into practice by ensuring that resources, funding and staffing are planned effectively to support pupils with special educational needs. Assistive Technology should not be seen as an extra or an add-on, but as an important part of school planning that can support inclusion, access and participation for all pupils.I agree with the points you made about the importance of collaboration when selecting assistive technology. Involving the pupil, parents, teachers and other professionals helps ensure that the support provided is tailored to the child’s individual needs. I also liked how you considered Frankie’s confidence and emotional wellbeing, as feeling comfortable using assistive technology is just as important as choosing the right tool. Your gradual introduction of the C-Reader Pen was a practical approach, and your use of both low-tech and high-tech supports highlights the importance of matching the support to the pupil rather than the technology.
Part 1:
I would use the SETT model to guide the selection of assistive technology because it focuses on the pupil’s individual needs rather than the technology itself. Before choosing any support, it is important to consider the pupil’s strengths and needs, their learning environment, and the tasks they need to complete. This helps ensure that the chosen technology is appropriate and supports successful participation in learning.
The School Support File complements this process by recording the pupil’s goals, supports, and progress. To make informed decisions, I would use classroom observations, work samples, ongoing assessment, and feedback from the pupil, parents, and other professionals. Where appropriate, standardised assessments could also be considered. Regular reviews are important to monitor progress and ensure the chosen supports continue to meet the pupil’s changing needs and promote independence in the classroom.Part 2:
SETT Plan
Pupil: 11-year-old pupil with dyslexia
Student
The pupil enjoys learning and has a real interest in Pokémon, which can be used to increase motivation. They find reading, spelling and expressing ideas in writing challenging but participate well when given the right support.
Environment
The pupil learns in a mainstream classroom with support from the Special Education Teacher. They have access to a laptop or iPad, allowing assistive technology to be used during lessons.
Tasks
The pupil needs support with reading class texts, completing written work, researching information and recording ideas independently.
Tools
I would use Immersive Reader to support reading and improve understanding of texts. Speech-to-text and spell check would reduce barriers when completing written tasks. Where possible, I would use Pokémon-themed reading and writing activities to maintain interest and encourage participation.
Review
I would review the supports regularly by looking at the pupil’s work, observing their participation, and discussing progress with the pupil, parents and the Special Education Teacher. Changes would be made if the supports were no longer meeting the pupil’s needs.I like your 6 week use of the Reading Coach. It allows for in built assessment aswell which can be helpful in future planning for the student and also for feedback to parents.
Part 1:
I have chosen a Twinkl Comprehension for 5th class pupils in SEN with Dyslexia but are keen footballers and love all things World Cup related.
‘Exploring the 2026 Men’s World Cup Through Reading’.
Learning Objectives:
To develop reading comprehension skills by identifying key information from a text.
To answer questions using evidence from a written source.</span>
To use digital tools to support independent reading and understanding.
Begin by discussing what pupils already know about the World Cup and introduce key vocabulary such as tournament, host country, and competition.
Pupils access the reading comprehension text digitally and use Immersive Reader to support their understanding. They can use features such as read aloud, text spacing, line focus, and changing background colour to make the text easier to access. Pupils then complete the comprehension questions, using the text to locate and explain their answers.
Discuss the answers in the small group setting and encourage pupils to share how different features helped them understand the text. Reflect on how technology can remove barriers and support different learning needs.
Assessment through pupil responses, class discussion, and observation of how effectively pupils use strategies and digital supports to access the text.
Link to Twinkl Resource:
https://www.twinkl.ie/resource/the-mens-world-cup-2026-reading-comprehension-ca-en-1763125105
Part 2:
The Teaching Council recognises that high-quality teaching depends on teachers engaging in continuous professional learning. Teachers develop their knowledge and skills through activities such as courses, conferences, collaboration with colleagues, and professional reading. To support and recognise this lifelong learning, the Teaching Council introduced ‘Cosán’, a national framework for teachers’ learning. It reflects the idea that professional development is an ongoing journey of growth rather than a final goal. CPD is important as it helps teachers stay informed about changes in education. It supports the development of skills in areas such as inclusive practice, digital learning, and new teaching approaches while encouraging collaboration and reflection. In my twenty years of teaching I have seen teachers are lifelong learners with the profession constantly changing through new research, technology, and curriculum development. This ongoing professional growth enables teachers to adapt their practice and provide meaningful learning experiences for all pupils.
Reading coach is one that I had forgotten to mention, thanks for drawing attention to it’s importance and it will be super in helping to build autonomy.
It has been great to have the time to explore Immersive Reader. I see how it can support children who experience difficulties with reading. Features such as text-to-speech, line focus, and adjustable spacing can help pupils concentrate on understanding the content rather than struggling to decode words. This can be particularly beneficial for children with dyslexia, attention difficulties, or those learning English as an additional language. By giving pupils more control over how they access written information, Immersive Reader promotes independence, increases confidence, and helps create a more inclusive learning environment. It really is the diamond tool to have explored in this module.
I wish I had known about Immersive Reader in my Senior SET group last year as it would have been so beneficial to them. What I would like to do is show their new teacher all the amazing options that are now available to children in this free Microsoft tool. I was using colored overlays on standard paper but this background change option will be an amazing option for them, The enlarging of text, sectioning off of certain lines/paragraphs will make the text seem much less daunting along with word and line spacing. Once SET children have mastered the use of Immersive Reader, I would love to encourage them to share with the younger students during buddy reading time which will really boost their self esteem. Peer sharing would also help to teach the older classes who could in turn teach the younger children making this a more school wide approach and reading much more accessible to all ability levels. It can be used as a UDL tool to encourage the curious and stronger readers also to develop their vocabulary and comprehension skills.
Sharepoint would be beneficial to build into our current home work policy as we deliver tasks over Sea Saw, Sharepoint would be nicely linked into some of the content sharing there especially to some homes that are struggling with English as a second language. Use of immersive reader with the translation option would help in One Note.
Dictation will be very beneficial to help all students with Dysgraphia along with other software granted to them under their AT Application but the dictation assist takes away the time frustration as they are learning their typing skills and trying to improve speed.
I will certainly be looking at each child’s equipment to ensure they are equipped to use Immersive Reader, Dictation and Sharepoint.
I agree Christina, we also chose to look at implementing digital portfolios across the school as some few were doing it but making it the focus from September onwards will ensure all levels are using this portfolio type as an assessment tool.
This first module has proven to be a good introduction to the use of ICT in the classroom. In collaboration with the SENO, Ed Psych and/or Clinical Psychologists, equipment is recommended for optimum access to the curriculum for each individual child. With classrooms presenting with more and more individuals allocated laptops/communication devices, I found the Digital Planning Tool a great starting point to ensuring ALL individual needs are catered for. SET can provide more time to use the resources available like child questionnaires, teacher questionnaires and parent questionnaires as an information gathering resource for effective individual planning. From my experience to date of introducing individuals to their new device, much time needs to be set aside for the development of typing if the laptop is to somewhat replace the pencil for some individuals. Children can be keen to drop the pen and move towards speech to text, omitting the very important need for the touch typing skill development. Planning in this area has proven key for me to ensure each child is engaged in their learning and response to learning when communicating through a laptop. We can’t underestimate the importance of touch typing and it’s significance needs emphasis.
A whole school approach is necessary to effectively implement the Digital Learning Framework so pupils and teachers alike can develop their digital skills and competence. School leaders are now prioritising the importance of upskilling in the use of Digital Technologies across the school levels. This Framework supports high quality education mediated by digital technologies promoting active learner participation and engagement in a wide range of learning activities.
The focus is now on high level pupil engagement in learning through teacher use of the digital learning framework whereby students become engaged thinkers and active learners.
This year, having introduced many of my senior pupils to their AT device, I found pupils and parent pre assessment vital in providing an accurate starting point for each individual. The use of low and medium tech tools has helped me to facilitate children’s exploration of new learning and communication pathways. AT has helped these children to work around challenges formally presented so they can now learn and communicate more effectively and ultimately boosting self esteem in such a short space of time. Dream Space is a new area for me since embarking on this course and I am eager to learn and upskill more in the modules ahead.
