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Hi Rachel,
Thanks for sharing! I agree that every child with dyslexia is different, so using a mix of tools is key. I loved learning about the Immersive Reader and multi-sensory approaches like UFLI. I hadn’t heard of ReadTheory.org before, but it sounds really useful, so I’ll check it out. .
For this task, I am focusing on a small group of 1st Class pupils who require additional support in numeracy. These pupils show enthusiasm for learning but have difficulties with number sense, place value, and solving word problems. Some also find the literacy demands of maths tasks challenging, which can affect their confidence and pace.
Technology resources I have used to support this group included:
1. Topmarks Maths – free, browser-based and app activities widely used in Irish schools for practising number bonds, counting, and problem-solving.
2. Hit the Button – a popular app for mental maths and fluency in addition, subtraction, multiplication, and division.Going forward I would also like to encorporate using the Text-to-speech functions in Microsoft 365 Immersive Reader to help pupils access the language in word problems.
Embedding these tools into everyday teaching aligns with the Inclusive Education Framework and ensures that all pupils can access the curriculum meaningfully. Integrating technology into lesson planning, teaching, and assessment allows pupils to build confidence, develop independence, and engage more fully with numeracy.Hi ladies, I agree with everything being said and just want to add to Marian’s response about how important regular reviewing of the document is. I always have it at hand on a clipboard for each group during their time in my SET room, then it goes back into their folder after. Just an easy way to help remind us the plan of action.
Part 1 – Review of the SETT Model and Application
The SETT Model (Student, Environment, Tasks, Tools) is a practical and pupil-centred framework that supports teachers in identifying the most suitable assistive technology by looking holistically at the learner’s needs, the context in which they learn, the specific tasks they must complete, and the tools that will enable them to do so successfully.
When applied alongside a pupil’s School Support File, the model creates a clear link between their profile and targeted, realistic interventions.
Student – Information from the School Support File offers insight into strengths, challenges, and learning goals. For example, a pupil with dyslexia may have persistent decoding difficulties and reduced confidence in written expression.
Environment – Factors such as classroom layout, available technology, noise levels, and support from staff are assessed to ensure the learning space supports the pupil’s needs.
Tasks – Identifying curriculum requirements and functional skills, such as reading comprehension or producing written assignments, ensures supports are focused on meaningful outcomes.
Tools – Assistive technologies are chosen to directly address needs, such as text-to-speech for decoding support, speech-to-text for written expression, and accessible digital resources.
Assessment combines formal measures (e.g., standardised literacy testing) with ongoing classroom observations, work samples, and pupil/parent feedback. The SETT model ensures technology is not an add-on, but fully integrated into teaching and learning.
Part 2 – SAmple SETT Plan and REflection
https://1drv.ms/w/s!Ai51OyQ3-gk7hgrtR0eueeO8r4i6?e=8rkebb
Reflection
Developing “Aisling’s” SETT plan showed me the importance of combining her interests and strengths with targeted supports. She enjoys science and storytelling, so integrating these topics into literacy activities keeps her engaged. The School Support File provided clear insights into her needs, but the SETT model helped me break them down into specific tasks, environments, and tools. For Aisling, assistive technology isn’t just a support—it’s a bridge that allows her to access the same content as her peers. The most valuable part of this process was considering the environment; without a quiet space and the right equipment, the tools wouldn’t be as effective. I also recognised that confidence is as important as skill development—helping her feel competent using Read Aloud, Immersive Reader, and Dictate is just as crucial as improving reading and writing scores. The SETT approach ensures that interventions are practical, student-centred, and adaptable as her abilities grow.Hi Mary, I really enjoyed your lesson. I loved that fact you brought in the audio recordings. Something I will definitely consider for next year.
Part 1 – This literacy lesson is designed for a Third Class student (aged 8–9) who also has dyslexia. The lesson combines an interest based and engaging space-themed short story, “Liam’s Star”, with comprehension activities that encourage reading, listening, and inference skills. The content is age-appropriate, using accessible vocabulary and a narrative that promotes curiosity about space.
The lesson makes use of Microsoft Word’s Read Aloud and Immersive Reader features to support reading fluency and comprehension, reducing the decoding load so the student can focus on meaning. The comprehension section includes a mix of multiple choice, true/false (inference), and open-ended questions, allowing the student to demonstrate understanding in varied ways. The creative drawing activity reinforces the topic while offering a non-verbal means of expression.
https://1drv.ms/w/s!Ai51OyQ3-gk7hgj9UxwaDTtcZEdL?e=EUj7Kc
Part 2- Cosán, the National Framework for Teachers’ Learning, recognises that teachers are not only educators but also lifelong learners. I have come to see this as a central part of my own professional identity. Teaching is constantly evolving – not simply because of curriculum changes, but because the needs of our classrooms are ever-changing. Every year, I meet pupils with new strengths, challenges, and backgrounds, which means my approach must remain flexible and responsive.
Continuous Professional Development (CPD) is therefore not an optional extra; it is essential. It allows me to refresh my practice, explore new strategies, and adopt tools that have a tangible impact on learning. Recently, gaining confidence in using Office 365 accessibility features has enabled me to provide more inclusive and equitable learning experiences, particularly for students with dyslexia or autism.
Engaging in CPD also deepens my empathy. By stepping into the role of a learner, I better understand the persistence, curiosity, and resilience I hope to foster in my pupils. CPD is more than professional growth—it is a commitment to ensuring every child has the best possible opportunity to succeed.Hi Saoirse. I’m like you- I didn’t know these features existed until this module and I’m grateful to have started it. The immersive reader is super user friendly and I can already see some of my students using it next year. Like what Aisling said too, using it as self-assessment task at the end of their learning.
Exploring the Immersive Reader in MS Teams, Edge and other Microsoft 365 tools has really shown me how useful assistive technology can be in supporting literacy, especially in the SET classroom. I work with students with dyslexia and I can already see how helpful the Immersive Reader tool could be for them. The picture dictionary supports their understanding by giving visual clues and the grammar tools break the text down into smaller, more manageable parts — highlighting verbs, adjectives and nouns in a way that really supports their grasp of language. What I find most useful is how flexible these tools are. They don’t just display the content — they adjust to suit the learner. Whether it’s changing the spacing of text, reading aloud, or even translating, students can access material in a way that works for them. I am delighted to have found this tool as I can already see the benefits it will have for my students this year.
Hi Saoirse, I love your reply to this assessment. I, like yourself, never knew we were incorporating AT into the classroom using magnetic letters. I have actually done up a small poster for my own classroom just with the Low- High tech system as it’s so beneficial to have.
I agree with using the SETT model when writing up our SSP’s in the new year, it’s going to help us greatly when deciding our SMART targets and how we are going to achieve them for the student.
Before this course, I hadn’t really used the SETT model formally, but now I see how useful it can be when planning support for a pupil. I like that it starts with the student and not the tool—it helps us avoid jumping straight to “what tech can we use?” and instead makes us think about what’s actually needed.
For example, with the Student, we’d look at what the child enjoys, what they’re good at, and where they struggle. A lot of this information is already in the School Support File—from teacher notes, standardised tests, or reports from other professionals. But SETT helps organise it in a way that’s more focused on finding solutions.
Then comes the Environment—thinking about what’s going on around the pupil. Are they in a noisy class? Are they seated far from the board? Is the task too long or too text-heavy? This really made me reflect on how simple changes to the classroom setup could make a big difference.
The Tasks section makes me stop and think about what exactly we’re asking the pupil to do. Are we expecting them to read aloud, write long pieces, or copy from the board? That can be overwhelming for some kids unless we break it down or support it in some way.
Finally, the Tools—and this is where technology comes in. It could be using a tablet with a specific app, or a recording device, or even just predictive text. But the key is that the tools only come after we’ve fully understood the other parts.
I can definitely see myself using the SETT model as part of the support planning process going forward. It fits really well with the School Support File and would help when working with parents and SNAs too, because it keeps the focus on the child and their real, everyday needs—not just labels or test scores.