[Kim Doran]

During this assignment I will be using a group of children who are going into sixth class in September. All of these children have mild to moderate dyslexia.

• Firstly, I will use the app called Nessy. This app has been used a lot in our school and has shown to help children with dyslexia greatly.  I would suggest that this be done for about 20 minutes daily and during Gaeilge time as the children would have Irish exceptions.
• Secondly, I would suggest immersive reader. This tool is new to myself and the school, but I know it will be so invaluable for pupils to use during lessons. This can be done while online or in any of the Microsoft applications.
• Thirdly, I think Office Lens will be very beneficial for the pupils in mind. We have access to technology on a daily basis which includes iPads, Laptops and Chromebooks. I can ensure to have this installed on certain devices for these children. I really think that the grammar tools such as the picture dictionary will be really beneficial for these students too.

These tools, previously used and new, will be really helpful for these students in September and I am really looking forward to using the new tools mentioned above.

[Kim Doran]

Part One:
The SETT model allows teachers to identify the most effective approach in supporting children with AEN in order for them to receive the maximum effectiveness from AT. Just like when a teacher will create a SSP, the SETT model encourages collaboration through important people in the child’s life such as the teacher, SNAS, parents, SENCO, etc. The child’s thoughts should also be taken into consideration when creating this, as well as their strengths and weaknesses across the curriculum. The SETT plan should cater for what will suit that individual child in point. This will be done by highlighting information about the student, the environment, the tasks that need support and the tools that will be used to provide this support.

 

Part Two:
I have created a plan for a 10 year old girl who is in fifth class. She has recently received a diagnoses of dyslexia.

https://1drv.ms/w/c/74bd32c4106959b1/EUP1fM49Bw9Nhr8G7cTcKJsB5tM8m_V-_OizCaQLys61YA

[Kim Doran]

Part One:

I have decided to use the fifth class English comprehension book which includes short comprehensions, new vocabulary and grammar activities. I have chosen this with a specific child in mind who is visually impaired. She is blind in one eye and does not have excellent vision in the other working eye. I have used the tool Immersive Reader in Office Lens to take a picture of the comprehension and it can be read out to the pupil. I have given the child headphones though as she is self-conscious when using her AT in front of her classmates. She likes to read and has good fluency, but she has working memory problems which can be a struggle for her when trying to understand new vocabulary. The picture dictionary is fantastic for any words she may come across in the list of new vocabulary that they may not understand or remember. It further broadens the independence the pupil will have. It is important for this individual child to be seen as doing the same work as her classmates. This is important for her self-esteem. Using Immersive Reader, means she can work alongside the class on the same piece of text, and can use the dictation tool to answer the questions too if she would like.

Part Two:

Honestly, there isn’t a day that goes by when I am teaching that I don’t learn something new, whether that be from a colleague, a student or through my own discovery. Teachers should be lifelong learners. We are in a profession that is ever changing and without taking personal responsibility to keep up with these changes, it would be very easy to fall behind. I do think that the area of IT is changing so vastly and that can become overwhelming for teachers who have bene teaching a long time. It is even overwhelming for me and I am relatively new to the career.

CPD is so important because it gives us a chance to learn new things in areas that interest us and then teachers should have the chance to share what they have learned in croke park meetings in order to spread the knowledge even further.

 

 

[Kim Doran]

I found this module extremely interesting and helpful. It was full of really useful suggestions for assistive technology in the classroom and it was hugely informative.

I have never used any of these tools before this module, but I will be certainly using them in the upcoming school year. The Immersive Reader tool seems extremely helpful and I love how it is across so many different aspects of Microsoft technology. The onw thing I have found with using AT in the past is the children’s lack of confidence being the only one using it in the class, they often feel singled out and different which can impact their self esteem. I do think that to once it is explained and demonstrated properly to them and they feel their opinions have been heard then they will begin to see how this will allow them to listen and comprehend alongside their peers. I love how it gives the opportunities to personalise their own experience of the Immersive Reader in terms of speed, voices and so on.

I particularly think the grammar features will come in handy for my children with additional needs as it will help to build the gaps for them and it could also be very helpful for EAL students too.

 

[Kim Doran]

PART 1: AT Potential

Module One gives a clear overview of how (AT) is used, and can be used, in classrooms. For me, it helped to clarify that although it is called ‘assistive technology’, it does not always have to be a device. I have gained great understanding about the low, middle and high tech categories which was very interesting as beforehand I always thought that it had to be technology and wouldn’t include things such as whiteboards, visual timetables, etc. With this new understanding, the potential for AT is vast. It could help to bridge the gap of knowledge and learning for so many children with additional needs.

The Potential of Assistive Technologies:

As stated above, AT technologies includes a variety of low, medium and high tech. This includes resources, devices and software designed to assist and support pupils with additional needs when it comes to learning. The use of low tech AT such as visual timetables and whiteboards gives children with additional needs a chance to see how their day is structured and with the whiteboards, they have the autonomy of using these to their advantage in their learning. Middle technology such as audiobooks or communication devices and high technology such as adapted individual devices, allows the children with AEN to gain greater access to the curriculum and to be an active part of their learning.

As a teacher, before learning about AT in module one, I found the idea of it very intimidating. Now, I realise that I have been using and implementing AT within my class already which has been a great confidence boost.

AT integration to the school curriculum can enhance inclusion and impact the school’s self-evaluation by aligning with several of the 32 standards outlined in the Digital Learning Framework (DLF). For example, assisting with differentiation to cater for individual needs, helping pupils to engage in meaningful learning activities.

PART 2: SETT and SFF

The main objective of the SETT framework is to understand the student’s needs and learning styles, to evaluate the learning environment, the various tasks involved when using a particular AT resource while exploring all the available AT tools, such as hardware and software options.

The SETT Framework is a valuable tool when choosing most appropriate AT resources. When used in conjunction with a student’s School Support Plan, which contains information about the student’s needs, strengths, and accommodations gathered from the teacher, parent/guardian and SENCO, the SETT model becomes even more effective in guiding the AT selection and implementation process.

There is such an overwhelming amount of AT resources to choose from and often there will be a lack of funding too, so it is very important to use the SSP when creating a plan of action for the individual student. Using both SETT and SSP means that the teacher has a much better chance of ensuring a more effective approach to planning and teaching with SEN.

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