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I agree with your post Immersive Reader is such a valuable tool, especially for younger pupils who need that extra support with reading. I love your idea of using AI to create personalised stories that include sight words and the children’s names it’s such an engaging way to reinforce literacy skills. Using the dictate function is also a great way to promote creativity and oral language without the barrier of writing. I hadn’t thought of using Duolingo for EAL either, but I’ll definitely look into it now. Thanks for sharing so many practical ideas I’ll be trying some of these in September!
As a primary school teacher supporting a group of pupils with dyslexia, I’ve found Microsoft tools extremely effective in promoting inclusive access to literacy and numeracy. In line with the School Development Planning section of the Inclusive Education Framework, integrating these tools supports whole-school approaches to inclusion by ensuring all learners have equal access to the curriculum.
Microsoft Immersive Reader, available in Word, OneNote, and Teams, offers features like text-to-speech, syllable breakdown, grammar highlighting, and line focus, empowering pupils with dyslexia to read and understand more independently. For writing, Dictate helps pupils express ideas verbally, removing the barrier of spelling and allowing them to focus on content. OneNote supports multimodal learning by combining text, audio, and images, making it easier for dyslexic pupils to organise their thoughts and complete tasks.
In numeracy, Math Assistant in OneNote provides step-by-step solutions and audio support, while Microsoft Whiteboard promotes visual thinking. Embedding these tools reflects a school-wide commitment to inclusive, differentiated teaching.As a primary school teacher, I find the SETT model (Student, Environment, Task, Tools) an invaluable framework for supporting pupils with additional needs, especially when used alongside a pupil’s School Support File. The SETT model ensures that I take a holistic view of the learner, considering not just their difficulties, but also their strengths, preferences, and needs.
Student: I begin by gathering detailed information about the pupil’s learning profile from the School Support File, including previous assessments, teacher observations, and parental input. This helps build a full picture of the child’s cognitive, emotional, and social needs.
Environment: I then evaluate how the school and classroom setting supports or hinders the pupil’s access to learning. For instance, I consider seating arrangements, sensory sensitivities, and classroom routines. If the environment isn’t supportive, small changes like visual schedules or noise-reducing headphones can make a big difference.
Task: Analysing the demands of specific tasks helps me adapt learning goals appropriately. For example, I might simplify instructions or provide extra time for a child with processing difficulties.
Tools: Finally, I identify assistive tools or resources, such as word banks, tablets with text-to-speech functions, or graphic organisers. These are selected based on ongoing formative assessment, including teacher observation, pupil self-assessment, and standardised screening tools.
By integrating the SETT model with the School Support File, I can ensure that interventions are targeted, student-centred, and based on real evidence, making my support plans both effective and inclusive.Part 2
https://docs.google.com/document/d/1fvOvkqXhJ3gpnFDAwhTP7SBBaKoyVPnbXU1qifmxGKY/edit?usp=sharingCreating XYZ SETT plan reminded me how essential it is to consider the whole child and not just their diagnosis. This model helped me look beyond her speech challenges and focus on practical ways to support her in the classroom. I realised how her visual strengths could become a powerful tool for communication and learning. By adapting tasks and using visual tools, I can boost her independence and participation in class. The environmental changes are simple but effective, like using visual cues and reducing auditory overload. Tools like a communication book or tablet can make a huge difference in her ability to express herself. Most importantly, the SETT process ensures I don’t work in isolation. It promotes collaboration with SET teachers, SNAs, and parents, ensuring that XYZ needs are consistently supported across settings. I’ll be using this structured, thoughtful approach with other pupils too, it really brings clarity and focus to individualised planning.
Part 2
The COSAN National Framework for Teachers’ Learning helps guide teachers in growing and improving their skills throughout their careers. It shows that teachers are lifelong learners because teaching is always changing. We need to keep learning new methods, technology, and ways to support students better. This helps us stay up-to-date and be the best teachers we can be.
Continuing Professional Development (CPD) is very important because it gives teachers chances to learn new things, reflect on their teaching, and share ideas with others. CPD helps teachers improve their knowledge and skills, which directly benefits the children they teach. When teachers keep learning, they become more confident and can create a better classroom environment. This means students get a better education and more support. So, teachers never stop learning because it helps everyone grow and succeed.
This PowerPoint activity https://docs.google.com/presentation/d/1mUHPAPGimv7F5eAB764mU6Ydk1evta5w/edit?usp=sharing&ouid=116580560147595088544&rtpof=true&sd=true
was created using Microsoft PowerPoint, specifically designed to support a 7-year-old child with dyslexia in understanding basic prepositions of location. The presentation focuses on seven key prepositions: on, under, in, in front of, behind, beside, and next to. Each slide features one preposition and a clear, high-contrast image of a mouse interacting with a box (e.g., the mouse is in the box). The text is presented using a dyslexia-friendly font , with large font size, light background colors, and minimal distractions. The visual simplicity and consistent structure across slides allow the student to focus on one concept at a time. The activity is multisensory, encouraging the student to point, speak, or act out the positions shown. This structure supports memory retention, language comprehension, and engagement for this student who struggles with traditional text-heavy instruction. Therefor making it a resource for inclusive, visual learning.I agree with Catherine, I was surprised by how many built-in accessibility features are already available on the devices we use every day. It’s amazing how such simple adjustments, like changing background colour or increasing font size, can make such a significant difference for students with SEN or EAL needs. These small changes can reduce barriers and make learning feel more manageable and inclusive.
Exploring Immersive Reader in Microsoft Teams, the Edge browser, and other Microsoft 365 tools has given me lots of ideas for how I can better support literacy in the SET classroom. I can see how Immersive Reader, in particular, could be a valuable tool for students who struggle with reading fluency or comprehension. Features like text-to-speech, picture dictionary, and line focus would allow students to access texts more independently and with greater confidence. I plan to introduce it during reading and writing activities to support students with dyslexia and those who find large blocks of text overwhelming.
I also realise there are ways I can adapt existing devices to better suit the needs of specific pupils. Adjusting settings like text size, background colour, and using the Read Aloud function in the Edge browser are small changes that could make a big difference. It was interesting to learn how input devices like large-key keyboards or alternative mice can be easily adapted to help students with motor challenges engage more easily with digital tasks.
I completely agree with your point that assistive technology doesn’t need to be high-tech to make a real difference. Your example of using magnetic letters and visual schedules really resonates with me. As teachers, when confronted with a student who struggles with time management and staying on task during lessons, we introduce simple visual timers to help them see how much time is left for each activity. It’s not complicated, but it gives them a clear structure and helps reduce their anxiety. Over time, the student becomes more focused and begins completing tasks more independently. Acknowledging that effective support often comes from small, practical tools that meet the child’s needs in a meaningful way.
After completing this module on ICT and assistive technology, I have gained a deeper understanding of how these tools can support inclusive education. Assistive technologies (AT) are designed to help students with different needs—such as learning difficulties, physical disabilities, or sensory challenges—take part in learning more effectively. Tools like screen readers, voice-to-text software, and visual aids can make a big difference in how students access and understand the curriculum. One important aspect covered in the module is the SETT model (Student, Environment, Tasks, Tools), which provides a clear framework for schools to plan and make best use of the resources they already have. By focusing on the specific needs of the student, the learning environment, the tasks they are expected to complete, and the tools available, schools can develop more targeted and practical solutions.
This approach ensures that assistive technology is not chosen randomly, but rather is thoughtfully matched to the unique needs of each child who requires additional support.In terms of the school self-evaluation (SSE) process, assistive technology can play a key role. When schools look at how well they are supporting all students, it’s important to include how technology is being used to help those with additional needs. For example, schools can reflect on whether staff are trained to use AT, whether students are benefitting from it, and how it is being used to improve learning outcomes. This can help schools set goals to become more inclusive and supportive for all learners.
Looking at the Digital Learning Framework (DLF), there are a few standards that relate directly to this. One is Standard 1.3 “Teachers use digital technologies to support differentiated learning and assessment.” Using AT is a clear way to meet this standard, as it helps tailor teaching to suit different learning styles and needs. Another relevant one is Standard 2.2 “The school promotes a culture of collaboration and sharing of good digital learning practice.” Staff sharing ideas and experiences with AT can help improve practice across the school.