[Kevin Cleary]

I really liked your reflection. Your focus on tailoring technology to meet one child’s individual strengths and needs is thoughtful and practical. I particularly liked your emphasis on collaboration between school and home, showing how assistive technology can support meaningful inclusion, confidence, and independence across all areas of learning.

[Kevin Cleary]

I agree, you have provided a clear summary of the SETT framework and its value in supporting individual learners. I agree that keeping the student at the centre of decision-making ensures technology is used purposefully to meet each pupil’s unique strengths, needs, and learning goals.

[Kevin Cleary]

I really enjoyed reading your reflection. Your idea of using Narrator alongside a text your student already loves is both creative and meaningful. I also agree with your thoughts on lifelong learning—continuing to develop our skills through CPD is essential as technology continues to transform teaching and learning.

[Kevin Cleary]

I really enjoyed reading your reflection. I like how your understanding of assistive technology has expanded to recognise its benefits for all learners. Your commitment to using the SETT framework and embedding inclusive digital practices through school self-evaluation demonstrates a thoughtful and forward-looking approach to supporting every pupil

[Kevin Cleary]

I really enjoyed reading your reflection. I completely agree that accessibility features like Immersive Reader can make a huge difference for pupils with diverse learning needs. Your focus on building independence and making better use of existing technology is inspiring and highlights a practical, inclusive approach to supporting every learner.

[Kevin Cleary]

Part 1:

The SETT model provides a structured approach to selecting appropriate assistive technology and can be used effectively alongside a student’s School Support File. The process begins by gathering information about the student’s strengths, needs, interests, and learning goals. Next, the learning environment is considered, including the classroom, home, and any factors that may influence participation. The specific tasks the student is expected to complete are then identified before selecting the most appropriate technology or supports to enable success.

The School Support File records this information, helping to monitor progress, review interventions, and evaluate the effectiveness of the chosen supports. Assessment should include teacher observations, pupil and parent feedback, work samples, standardised and diagnostic assessments where appropriate, and ongoing formative assessment. Regular reviews ensure that the selected technology continues to meet the student’s changing needs and supports meaningful participation, independence, and progress across the curriculum.

Part 2:
For this activity, I created a SETT plan for an 8-year-old boy with dyslexia who experiences difficulties with reading fluency, spelling, and written expression. The SETT framework helped me consider the student’s strengths, the classroom environment, the literacy and numeracy tasks he is expected to complete, and the assistive technology most appropriate to support his learning. The plan includes the use of Microsoft Immersive Reader, text-to-speech, speech-to-text, audiobooks, and visual organisers to improve access to the curriculum and promote independence. It also outlines how progress will be monitored through teacher observations, work samples, and regular reviews with parents and the Special Education Teacher. Completing the SETT plan highlighted the importance of matching technology to the student’s individual needs rather than choosing technology first. This structured approach supports informed decision-making and ensures that interventions remain relevant, effective, and responsive as the student’s needs develop.

SETT Plan

Student:
Age: 8 years
Class: 2nd Class
Primary Need: Dyslexia

Student
X is an enthusiastic and curious 8-year-old who enjoys Sonic the Hedgehog, science, and hands-on activities. He has strong verbal communication skills and contributes confidently to class discussions. He experiences difficulties with reading fluency, spelling, decoding unfamiliar words, and organising his ideas in writing. These difficulties can affect his confidence when completing literacy tasks independently. X responds well to visual supports, positive reinforcement, and the use of technology.

Environment
X learns in a mainstream classroom with support from the Special Education Teacher. He has access to a laptop/iPad, interactive whiteboard, and Microsoft 365 applications. His parents are supportive and encourage reading and learning at home. The classroom promotes inclusive teaching practices and differentiated instruction.

Tasks
• Read age-appropriate texts with improved fluency and comprehension.
• Complete written assignments with reduced spelling barriers.
• Develop vocabulary and reading comprehension.
• Organise ideas for creative and factual writing.
• Participate confidently in literacy and numeracy activities.
• Complete homework independently where possible.

Tools
• Microsoft Immersive Reader (text-to-speech, picture dictionary, line focus)
• Microsoft Word with Dictate (speech-to-text)
• Read&Write for Google Chrome/Microsoft Edge
• Audiobooks
• OneNote for organising work
• Graphic organisers
• Coloured overlays or screen background adjustments
• Topmarks and ICT Games for numeracy practice

Assessment
Progress will be monitored through:
• Teacher observations
• Running records of reading
• Work samples
• Spelling assessments
• Pupil self-reflection
• Parent feedback
• School Support File review meetings each term

Outcomes
• Improve reading fluency and comprehension.
• Increase confidence and independence in literacy tasks.
• Reduce the impact of spelling difficulties through assistive technology.
• Improve organisation of written work.
• Enable full participation in classroom learning using appropriate digital supports.

Review
The SETT plan will be reviewed every school term by the class teacher, Special Education Teacher, parents, and X. The effectiveness of the assistive technologies will be evaluated, and adjustments will be made to ensure the supports continue to meet his learning needs and promote successful participation in all areas of the curriculum.

[Kevin Cleary]

For this activity, I considered an 8-year-old boy I have taught that has dyslexia and experiences difficulties with reading, spelling, and written expression but demonstrates good oral language and problem-solving skills. To support his literacy development, I would use Microsoft Immersive Reader, Read&Write, speech-to-text, text-to-speech, and audiobooks to reduce barriers to reading and writing while promoting independence. Visual supports, digital graphic organisers, and Microsoft OneNote would also help him organise ideas and complete written tasks.
In line with the School Development Planning section of the Inclusive Education Framework, these technologies should form part of a whole-school approach to inclusion. Planning should involve collaboration between the class teacher, SET teacher, parents, and the pupil to ensure that appropriate digital supports are consistently implemented, regularly reviewed, and tailored to the pupil’s evolving learning needs.

[Kevin Cleary]

Part 1:
I would design a literacy activity for an 8-year-old pupil I teach who has a keen interest in Sonic the Hedgehog using Microsoft PowerPoint. The presentation includes colourful visuals, simple animations, and short reading passages featuring Sonic and his friends. Pupils complete sequencing, vocabulary, and comprehension tasks by clicking on interactive buttons throughout the presentation. The activity also incorporates Immersive Reader, allowing the pupil to have text read aloud, adjust text size and spacing, and use the picture dictionary to support understanding. This is particularly beneficial for a pupil who experiences reading difficulties and benefits from visual and auditory supports.

Using a topic that reflects the pupil’s interests helps to increase motivation, engagement, and sustained attention. The interactive format encourages active participation while allowing the pupil to work independently at their own pace. The activity can also be adapted easily to target different literacy skills or reading levels, making it a flexible and inclusive resource to have.

Part 2:
The principles of Cosán, the National Framework for Teachers’ Learning, recognise that teachers are lifelong learners who continually develop their knowledge, skills, and professional practice throughout their careers. Ongoing professional learning is essential because education, technology, and the needs of pupils are constantly evolving. Continuous Professional Development enables teachers to stay informed about current research, adopt effective teaching strategies, and create more inclusive learning environments. It also encourages reflection, collaboration, and innovation in practice. Ultimately, engaging in CPD benefits not only teachers’ professional growth but also improves learning outcomes and educational experiences for all pupils.

[Kevin Cleary]

Immersive Reader is a valuable tool that can significantly support literacy development in the SET classroom. Features such as text-to-speech, line focus, picture dictionary, adjustable text size, spacing, and background colour help pupils access reading materials in ways that suit their individual learning needs. Using Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 applications enables pupils to work more independently while improving reading fluency, comprehension, and confidence. It is particularly beneficial for pupils with dyslexia, reading difficulties, or English as an Additional Language.

It is also important to consider how existing technology can be adapted to improve accessibility. Simple adjustments such as changing display settings, using speech-to-text, or connecting alternative keyboards, adaptive mice, touchscreens, or switch devices can make technology more accessible. Selecting appropriate input devices based on a pupil’s specific needs ensures greater participation, independence, and engagement in learning while promoting an inclusive classroom environment.

[Kevin Cleary]

This module highlighted how assistive technologies can transform teaching and learning by ensuring that all pupils can access the curriculum and participate fully in classroom activities. Technological tools and apps can reduce barriers for pupils with additional educational needs while also benefiting many other learners through inclusive teaching practices. These technologies promote independence, confidence, and active engagement, allowing pupils to demonstrate their knowledge in different ways.

From a school self-evaluation perspective, the effective use of assistive technologies provides valuable opportunities to review and improve inclusive practice. During the SSE process, schools can gather evidence on how digital tools support pupil participation, achievement, and wellbeing. Feedback from teachers, pupils, and parents can help identify strengths, areas for development, and priorities for future planning. The findings can inform targeted professional learning, investment in appropriate technologies, and the development of consistent approaches across the school.

The use of assistive technologies strongly supports Domain 3: Teachers’ Individual Practice within the Digital Learning Framework. In particular, it reflects the standards relating to teachers’ use of digital technologies to enhance teaching, learning, and assessment. By integrating assistive technologies into everyday practice, teachers can differentiate instruction, provide multiple ways for pupils to access learning, and use digital tools to assess understanding in ways that meet individual needs. These technologies also encourage teachers to reflect on and adapt their teaching strategies, ensuring that all pupils have equitable opportunities to succeed. As teachers develop confidence in selecting and using appropriate assistive technologies, they strengthen their own professional practice while creating more inclusive, engaging, and learner-centered classroom experiences.

[Author]

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