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School Development Planning within the Inclusive Education Framework highlights the importance of identifying priorities, providing appropriate resources, and reviewing provision regularly to promote inclusion. For students with severe and profound disabilities, technology can provide meaningful access to literacy and numeracy activities and support greater independence.
For literacy, resources may include switch-accessible devices, eye-gaze technology, tablets with communication and literacy apps, interactive books, text-to-speech software, audiobooks and adapted keyboards. Symbols, pictures and voice-output devices can support communication and early reading skills.
For numeracy, students can use interactive number apps, talking calculators, large-button calculators, digital counting games, cause-and-effect software and switch-accessible activities. Interactive whiteboards and tablets can provide visual, auditory and tactile feedback to reinforce number recognition, counting and basic mathematical concepts.
Schools should identify individual needs, provide staff training and ensure equitable access to appropriate technology. Resources should be reviewed regularly through school development planning to assess their effectiveness and adapt provision as students’ needs and abilities change.
I agree that School Development Planning is an important part of promoting inclusive education. I particularly like your point that inclusion is an ongoing and dynamic process, as the needs of pupils and the school community can change over time. Regular review of priorities allows schools to identify what is working well and what may need to be improved. I also agree that inclusion is a shared responsibility involving teachers, school leadership, parents, pupils and other stakeholders. Providing appropriate resources and supports can help remove barriers to learning and ensure that all pupils have equal opportunities to participate and succeed.
I particularly agree with your point that assistive technology should not be chosen simply because it is available, but because it addresses a specific student need and supports participation and independence. Your recognition of the importance of regular review is also valuable, as students’ needs can change over time. Overall, you highlight how the SETT framework can promote inclusive practice and help teachers make informed decisions that support meaningful learning for every student.
Part 2
Reflection
Developing the SETT plan for an 8-year-old student with autism and dyslexia highlighted the importance of creating an individualised approach that recognises both strengths and areas of need. The plan demonstrates that effective support should not focus solely on the student’s difficulties but should identify appropriate environments, tasks and tools that enable meaningful participation in learning. I found the emphasis on visual supports, structured routines, multisensory literacy instruction and assistive technology particularly valuable. These strategies can reduce anxiety, increase independence and provide alternative ways for the student to demonstrate understanding. The plan also reinforced the importance of student voice, as the child should have opportunities to communicate what helps them learn and regulate. Collaboration between the student, family, teachers and relevant professionals is essential to ensure consistency across settings. Overall, the SETT framework provides a practical way to consider the whole child and to ensure that supports are purposeful, inclusive and regularly reviewed based on progress and changing needs.
SETT Plan Link: https://docs.google.com/document/d/1naKO0shXeR53QYj1wNXjMQRFzbJwmETxTSUH07PlnhA/edit?usp=sharing
Part 1
Here’s how the SETT model can be used in conjunction with a student’s School Support File, especially for a student in a special school with severe profound disabilities.
- Student
- Identification of Needs: Gather comprehensive information about the student’s strengths, challenges, interests, and preferences as documented in the School Support File. This may include medical reports, educational assessments, and individual learning profiles.
- Assessment Approaches:
- Anecdotal Records: Use observations to note moments that highlight the student’s abilities and challenges.
- Standardized Assessments: If appropriate, consider assessments designed for students with disabilities to gauge academic and functional skills.
- Functional Assessments: Assess daily living skills and social interactions to better understand the student’s needs.
- Environment
- Analysis of Settings: Review the learning environment(s) where the student will be placed, including classroom layout, accessibility, sensory considerations, and social interactions.
- Assessment Approaches:
- Environmental Assessments: Evaluate the physical and sensory aspects of the classroom and other settings to ensure they meet the student’s needs.
- Observation Checklists: Use checklists to assess how the environment affects the student’s participation and engagement.
- Tasks
- Curriculum and Activities: Identify essential tasks that the student needs to participate in within the school setting. Consider how these tasks are structured and the expected outcomes.
- Assessment Approaches:
- Task Analysis: Breakdown complex tasks into smaller, manageable steps and assess the student’s ability to complete each step.
- Performance-based Assessments: Observe the student’s performance in real tasks to gauge understanding and engagement.
- Tools
- Assistive Technology and Supports: Determine what tools (including technology) might help the student succeed in their environment and tasks.
- Assessment Approaches:
- Assistive Technology Assessments: Evaluate potential technology solutions that may enhance communication, mobility, and learning.
- Trial-and-Error: Implement different tools or resources in short trials to measure effectiveness and suitability for the student.
Integration with the School Support File
- Collaborative Review: Regularly review and update the School Support File with insights gained from using the SETT model.
- Multi-disciplinary Collaboration: Involve special educators, therapists, and families to ensure that all perspectives are considered in the student’s planning and assessment processes.
- Goal Setting: Based on the findings from the SETT analysis, collaboratively set realistic, measurable goals for the student that are documented in the School Support File.
By synergizing the SETT model with the School Support File, educators can create a well-rounded and dynamic approach tailored to the unique needs of students with severe profound disabilities, ensuring that they receive the individualized support they require to thrive in their learning environment.
Absolutely. A SETT (Student Environments and Transitions) plan should be individualised around the child’s strengths, needs, and the supports required across school environments. Below is a sample for an 8-year-old student with autism and dyslexia. You can adapt the wording to the child’s specific profile, school setting, and assessment information.
I really enjoyed reading your reflection. I agree that the Cosán framework encourages us to see ourselves as lifelong learners, and I think your point about reflecting on your teaching every day is so important. In SET, being willing to adapt our approach and use concrete, hands-on materials can make a real difference to pupil engagement and understanding. I also relate to your reason for choosing this course. ICT is an area that many of us are still developing, but exploring digital tools and assistive technologies can have a huge impact on supporting pupils with diverse learning needs. It’s encouraging to see how CPD helps us build our confidence while ultimately improving learning experiences for our pupils.
Part 1
I designed this activity for a 5-year-old girl with autism and dyslexia who has a keen interest in dogs. The activity was created in Microsoft PowerPoint and uses Microsoft Immersive Reader to make reading more accessible and engaging. By incorporating a topic that the pupil enjoys, the activity aims to increase motivation, attention, and participation while supporting her individual literacy needs.The presentation contains simple, predictable slides featuring colourful images of dogs alongside short, repetitive sentences such as, “This is Bella. Bella likes to play.” Using Immersive Reader, the pupil can listen to each sentence being read aloud while the words are highlighted. Features such as increased text spacing, larger font, Line Focus, and syllable breakdown reduce visual overload and support decoding skills. The Picture Dictionary also helps the pupil understand unfamiliar words through visual supports.
To meet the pupil’s autism-related needs, the activity follows a consistent layout with minimal distractions, clear instructions, and visual supports on every slide. The predictable structure helps reduce anxiety and allows the pupil to focus on the learning task. Interactive activities include matching dogs to their names, identifying colours, counting puppies, and answering simple comprehension questions by pointing, choosing from picture options, or using the Dictate feature if verbal responses are preferred.
This activity supports the development of early reading, vocabulary, listening, and comprehension skills while promoting independence through accessible technology. It also reflects the principles of Universal Design for Learning (UDL), ensuring the pupil can access learning in a way that suits her strengths and needs. By combining assistive technology with a high
Part 2
Cosán encourages teachers to reflect on their practice, collaborate with colleagues, engage in professional learning, and continually develop their knowledge and skills throughout their careers. Rather than viewing professional development as something that only occurs through formal courses, Cosán values everyday learning through reflection, research, mentoring, and shared practice.I believe teachers are lifelong learners because education is constantly evolving. New research, teaching methodologies, technologies, and educational policies require teachers to continually adapt their practice to meet the changing needs of their pupils.
The Cosán Framework highlights the importance of professional values, relationships, and collective responsibility. Working collaboratively with colleagues allows teachers to share expertise, reflect on practice, and develop innovative approaches to meet the needs of pupils. This collaborative culture is particularly valuable in my setting (special school), where teamwork is central to supporting pupils’ educational, social, emotional, and communication needs.
Overall, the Cosán Framework reinforces the idea that effective teaching requires continuous learning and reflection. I work in a special school, where pupils’ needs are varied and often complex, CPD is not simply beneficial—it is essential. By engaging in lifelong professional learning, teachers remain responsive, reflective, and confident practitioners who can provide high-quality, inclusive education and help every pupil reach their full potential.
I really enjoyed reading your reflection. I agree that Immersive Reader and the other Microsoft 365 accessibility tools have huge potential to support pupils with a wide range of literacy needs. I also liked your point about Reading Coach helping to build confidence through personalised practice—it’s a great way to encourage independence while allowing pupils to progress at their own pace. Like you, I’m looking forward to using more of these tools in my own classroom and seeing the positive impact they can have on pupil engagement and achievement.
I love this!! I never knew about Immersive Reader, this is amazing!!
After exploring it in Microsoft Teams, Microsoft Edge, and other Microsoft 365 applications such as OneNote and Word, I found that its features make text more accessible for pupils with diverse learning needs. The ability to read text aloud while highlighting each word supports reading fluency, pronunciation, and comprehension. Adjusting text spacing, font size, background colour, and line focus can reduce visual stress for pupils with dyslexia or attention difficulties. The picture dictionary and syllable breakdown also help pupils build vocabulary and decode unfamiliar words independently.
Reflecting on my own classroom practice, I also recognise the importance of adapting existing technology to meet individual pupil needs. Simple adjustments, such as changing display settings, increasing cursor size, enabling speech-to-text, or using predictive text, can make a significant difference. For some pupils, alternative input devices such as large-key keyboards, adaptive mice, trackballs, touchscreens, switch access, or eye-gaze technology may provide better access to learning.
By making effective use of Immersive Reader and other accessibility tools within Microsoft 365, I can create a more inclusive learning environment where pupils with a wide range of literacy and learning needs can engage, participate, and achieve greater independence.
Thank you for sharing your reflection. I completely agree that assistive technology is becoming an essential part of teaching and learning. It’s great that you started by introducing these tools in your support class and then recognised the benefits for all pupils. I really like your point that the accessibility features already available on phones and tablets are valuable life skills for every learner, not just those with additional needs. Your experience highlights how inclusive technology can support independence, confidence, and equal access to learning across the whole classroom.
For me, the greatest reflection from this module is that assistive technology is not about replacing good teaching—it enhances it. In a special school setting, success is often measured through increased communication, improved engagement, greater independence, or a pupil making a choice for the first time. Assistive technology can make these achievements possible. Embedding its use within the School Self-Evaluation process ensures that it becomes part of a whole-school commitment to providing every pupil with the opportunity to communicate, participate, and achieve their individual potential.
Working in a special school with pupils who have severe and profound learning needs has reinforced for me how valuable assistive technology can be in supporting communication, engagement, and independence.
Many of our pupils have complex communication, sensory, physical, and medical needs, so there is no single solution that works for everyone. The practical examples in this module reminded me of the importance of selecting technology that is personalised to each child’s strengths and needs. Augmentative and Alternative Communication (AAC) devices, switch-accessible activities, eye-gaze technology, visual supports, and sensory apps all have the potential to increase engagement and give pupils more opportunities to make choices, express themselves, and interact with others. Seeing technology as a tool to remove barriers, rather than simply an additional resource, has been a key takeaway for me.