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Digital technologies as assistive technologies create varied classroom learning experience. Teachers are managing diverse classrooms and to give the attention to all children the classroom must be blended and varied. This gives children independence and teachers the chance to interact with all pupils. Differentiation is possible with digital technologies and very easily managed with station teaching , particularly if there is a shortage of digital devices. Children are all motivated by devices but to give them the appropriate apps and training to use devices to accelerate their skills and learning is a child centered and practical way to access the varied classroom groups that we see today. Digital tools can track and assess children’s learning in a non personal way so that they can relearn or move up in a concept without feeling deflated. Reflection is a personalised way of commenting on their learning to analyse what the individual found a challenge . The digital learning platform puts a focus on the learner rather than the teacher, it is a factual tool that enables the child to manage assessmentin a non personal way. I thik this would very much benefit some neurodiverse children who experience rejection sensitivity or learning anxiety issues. The opportunity to explore digital learning in small mixed ability stations makes learning accessible for all children readers and non readers with tools such as Immersive reader or multiple choice apps such as Duolingo. Also children of different languages can work in groups together to share ideas which is less isolating for ESOL learners.Digital learning is the most practical way to create an inclusive classroomby providing necessary lifelines to various learners.
Part 1.
The SETT model framework is a step by step planning tool to help teachers chose the correct or appropriate technology support , it is to run alongside the SSP. It is child centered and evaluates the support by assessing the child, the classroom setting, what the tool will be used for and what specific tool would work for that child. It seeks to individualise the allocation of a tool to achieve maximum support depending on the subject and strengths and needs of the child. The frame work is broken into Student, Enviornment, Task and Tools. Each section is given consideration to find the correct type of technology to support the child.
The Student is the first step where information is collected from reports, parents, past teachers, student voice, goal setting, work samples and formative assessment to evaluate the priorites of that child.The Enviornment is an evaluation of the actual school where the child has access to supports and the practicalities around access, availability, facilities and equipment that the child can access and when. Many considerations come into play such as ; noise, seating, distractions, physical room layout, expectations and ANA support.It also determines the amount of possible barriers to the child’s learning which in turn determines which supports they may need to access.This can change according depending what is going on in the school or which term it is, there are many factors which can affect enviornment.This also influences how often there is need for review to see if tools may need to be changed. The tasks evaluation refers to the actual learning priorites the child has and is influenced by recommendations from outside agencies. Evaluation of how the child responds to instructions, organisation skills, sustaining attention and task completion. Finally the tools are decided on having considered the previous stages.These may chnge dependig on the type of lesson or learning outcomes the child is working on.These tools may be low tech- visual supports,checklists, optional quiet seating, movement breaks, highlighters or writing frames.High tech may include speech to text, word prediction, audiobooks, digital graphic organisers or any accessibility features built into the devices available.The are specific to the child’s diagnosis or learning need. They are trailed and evaluated to decide if the tool is appropriate to the child and finally a decision is made.The trail should prove there is progress towards the child’s learning target, provides a more comfortable learning experience and overcomes the barriers to learning they have experienced.
The specific tool identification is very helpful to the child. This could be decided with the help of others of the SET team and collaboration with teachers for tools that work or have worked before. Many children get tired of a tool so a bank or dictionary/addressbook of resources would be helpful. Call Scotland are good at making wheel to show the available tools, I have found them useful. I think this model is supporting specific inclusion and is very child-centered. I think the regular evaluation of the tools is appropriate, classroom dynamics change often and terms can change depending on the whole school plan, review is very important. I particularly like the One Note as parents have access to the child’s learning activities and tools. It reduces the need for paper communication and is recordable. Assistive Technology has developed at an impressive pace and the availablity of free apps is very encouraging for learners who struggle with particular aspects of the curriculum. AT is creating a much more of a levl playing field for students.
Part 2:
The SETT plan very much highlighted the strengths based approach to planning.The student voice allows for a more specific choice of tool and less room for error. The tasks are decided by consideration based on data collceted which will make them more meaningful and useful for the child. The child is more likely to be motivated if they see progress themselves , if the activites are within their reach and if the tools chosen provide access to achievements the child could not reach before .The collaborative nature of assessment allows for careful evaluation of how a child responds to a tool at home versus school, which is very valuable. It also gives teachers the chance to compare tools and ideas, sometimes it takes time to find the right approach for a child. I feel this model will allow the child more independence and choice in their own learning and create a more positive school experience .SETT(Student,Enviornment,Task & Tools) Framework Plan
SETT Plan is based on a First Class pupil ,age 6 with Autism and no ESOL requirements.
Student
Strengths: Digitally motivated, uses a visual timetable checklist, strong maths skills & likes drawing.
Needs: Reading difficulty, handwriting delay, staggered prosody, easily frustrated when reading.
Data Gathering: Aladdin Standardised tests, Termly class tests, profile file with previous years informal testing. Psychology Report and recommendations, My school and Me form and weekly check-ins. Communication page/ Daily visual timetable on One Note for parents to comment and return the next day/that evening.Environment
Mainstream classroom. SET support twice daily for litearcy and regulation, in class support for numeracy. Ipad access and shared laptop with Office 365 suite. Quiet working space available in calss for one to one, ear defenders and fidgets.Concrete materials available to reinforce digital learning.Teacher/ANA acts as scribe when necessary. SET teacher pre teaches litearcy and numeracy concepts and vocabulary is sent home as homework. Timers and take a break cards available.Tasks
Literacy and Numearcy tasks:
Learn to access and use Immersive Reader in conjunction with Oxford Reading tree texts.
Practise new Phonics from The Literacy Hornet using Speak to text to form short sentences.
Use One Note to write sentences using a digital pen and convert to text.
Develop a bank of numeracy terms and create a digital Maths Dictionary using One Note that can be
accessed at home.
Play digital maths games at home to reinforce learning at school.
Complete teacher designed home tasks on One Note.Tools
Low-tech: Visual Timetables, checklists, reminders, whiteboards,
Mid-tech: Ipad, laptop. Adaptive keybord/ larger size.
High-tech: Microsoft Immersive Reader, accessibility features- speak to text, spell check, share point.
Barriers and trials
Finger manipulation – test out larger keyboard
Motivation- test out different reading material, trial theme based maths games.
Parents digital knowledge- train parents to use Immersive reader and One Note.
Monitoring and Review
Work samples, Maths dictionary, Digital profiling and task analysis data collection.
Increase time gradulally and monitor motivation .
Pupil Self Assessment at the end of each week- what I learned this week doc on One Note./Users/louisewest/Desktop/SETT PLan First Clss .docx
I agree Mary Edge is fantastic with One Note. My son uses One Note in secondary school but is not aware of all the accessibility features. The translate option is a game changer for ESOL learners. I had been using translate on a phone , Immersive reader opens up a whole range of options. Especially if a child is researching something that is specific to another country.
I agree Maire, the speech to text options used to be very expensive but know children can share preferred subjects with the class or a small group. The read aloud takes so much pressure of a child who is struggling with read aloud. They could read it at home for homework in a private setting with parents or the SET teacher. The main thing is their ideas are being communicated.
<p style=”font-weight: 400;”>Immersive Reader would certainally be a life saver in a SET class. The lack of readers is often a problem but this could make any online reading content available to the pupils how have SET hours. The lesson that springs to mind is the Write a Book Project. This is often a tricky project for the learners who are not fluent readers. It could be the perfect tool to work through a chosen story, then prepare a new story by adapting the preferred text . This could incorporate storyboards and pictures using Immersive Reader to develop a plot or even Minecraft Education to make a moving story. Having the option to listen to the prepared chapter or story would give the pupil the chance to edit themselves or use the grammer , adjectives and nouns colour options to expamd the text. The syllable option would enable other students in the set group to read or exchange stories and read them aloud. I feel this would be invaluable to a SET pupil, the variety of options available is key to increasing the child centered nature of accessing content to achieve a learning outcome.</p>
