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I think that tying the child’s passion for Pokémon directly into the tools is brilliant—leveraging a specific interest like that makes such a massive difference for engagement with an 11-year-old, especially when reading and writing feel like a chore.
Immersive Reader and speech-to-text are perfect choices here. They remove that frustrating barrier of getting ideas down on paper without lowering the cognitive demand. checking in regularly with the SET and the pupil themselves ensures the technology remains a tool for independence rather than a crutch. Thanks for sharing.
What a brilliant, practical idea for a non-verbal pupil. I think PowerPoint is so underused for basic AAC integration, and using clear, everyday objects like clocks and windows makes abstract shapes so much more concrete for a junior child.
Allowing them to respond through whatever communication mode works best for them—whether that’s eye gaze, tap, or switch—really honors where they’re at and keeps them independent in their maths work.
Such a brilliant post—you’ve nailed the balance here. Using tech to support explicit phonics instruction rather than replacing hands-on learning is so important, especially for Senior Infants who need that tactile experience.
Reading Coach is a class tool for this. Giving little ones immediate feedback without any pressure really helps build up their confidence with sight words. Using Flip is a lovely touch too. Infants always love seeing and hearing themselves, and it’s a really handy, low-stress way for you to track assessment data in the background.
Your point on SSE is dead on. Tying tech directly into gathering evidence means you actually see what’s working and can adapt your planning as you go, rather than just using tech for the sake of it. Sounds like a great plan for the year ahead!
I’ve decided to focus on a child in Senior Infants with self-regulation challenges, speech clarity issues linked to orofacial myofunctional needs, and sensory sensitivities (particularly to background noise and visual clutter).
Literacy supports:
- Microsoft Immersive Reader & Dictate: Using Immersive Reader allows the child to adjust text size, background contrast, and line focus to prevent sensory overload. The built-in picture dictionary supports vocabulary without visual overwhelm. Dictate (speech-to-text) gives them a low-pressure way to record spoken words and practise clarity, while audio playback lets them listen back at their own pace using headphones to block out classroom noise.
- Book Creator: Excellent for multimodal learning. The child can tap simple audio buttons to record short speech sounds or use visual icons to build simple sentences, keeping reading and writing accessible and engaging.
Numeracy Supports
- Interactive Manipulatives (e.g., Toy Theater / Math Learning Center): Virtual ten-frames, counting beads, and pattern blocks on an iPad allow the child to work with concrete concepts visually. Tap-to-count features remove fine-motor frustration, and sound effects can be muted to keep sensory input manageable.
Self-Regulation Tools
- Visual Timers: Apps like Time Timer provide a clear, non-verbal cue for activity duration and countdowns, helping reduce anxiety during transitions.
When considering how we select and implement these technologies—such as using the SETT framework to match the tool to the child’s specific environment and tasks—it links nicely into the School Development Planning section of the Inclusive Education Framework, ensuring digital inclusion is embedded consistently across all class levels.
Part 1:
The SETT model is a simple way to figure out what kind of technology or extra help a child needs in school. Instead of just downloading a popular learning app, we can just look at the student’s needs first—like if they have dyslexia or dyscalculia. Next, we look at their classroom environment and the specific tasks they find tricky. Only then can we choose the right tools. Using SETT in a student’s School Support File keeps things focused. It ensures technology is used to solve real learning problems rather than just being a distraction. Also, we can s use simple daily assessments to see if it’s working —like watching how the student works, checking their tasks, or asking them how they feel about the activity. This can help us track whether the support is actually building confidence and helping them learn.
Part 2:
- Student: A 5th class pupil who gets very anxious about math and shows signs of dyscalculia. He struggles to remember math facts and line up numbers properly, but he is a strong reader and speaks well.
- Environment: A mainstream classroom with 28 students, a shared set of iPads, and a digital projector. The room can get a bit noisy during group work.
- Tasks: Solving multi-step math problems, taking part in mental math activities, and finishing tasks without needing constant help.
- Tools: Microsoft Math Assistant in OneNote to show him step-by-step solutions, and Math Duel on the iPad for quick, low-stress practice.
Forum Reflection: The biggest takeaway for me is how easy it is to fall into the trap of picking a cool app first and then trying to force it onto a student. The SETT framework flips that around. It keeps the focus entirely on the child and what is actually getting in the way of their learning
It was also eye-opening to see how powerful built-in tools like Microsoft’s Immersive Reader or Math Assistant can be. We don’t always need special, expensive software; simple built-in features can make a huge difference for students dealing with math anxiety or dyscalculia. Putting a proper SETT plan into a School Support File gives students a real path toward working on their own and feeling capable.Part One:
I’m designing an upcoming SESE lesson on early transport with one of my pupils in mind who has expressive language difficulties. He usually understands the concepts really well, but when it comes to writing things down or speaking up in front of the class, he gets overwhelmed trying to find the right words and just freezes up. For this task, I’m planning to have him use Microsoft Dictate in Word on an iPad with a headset. Instead of struggling with handwriting or feeling put on the spot, he can just talk through his thoughts in short, manageable chunks at his own pace. The speech-to-text will capture his ideas on the screen as he speaks, and then he can use the read-aloud feature to listen back to what he said and tweak it if he wants to.
It’s a simple way to build in Universal Design for Learning (UDL) by giving him another way to show what he knows. Removing the stress of writing should help him work much more independently and share his knowledge without feeling singled out.Part 2:
Looking at Cosán, it really reinforces the idea that we never stop learning as teachers. Education is constantly shifting—whether that’s new curriculum developments, emerging tech like AI and assistive tools, or finding better ways to make mainstream classrooms genuinely inclusive. If we want to keep up and give our pupils the best support possible, we have to stay curious and open to fresh ideas. Being a lifelong learner isn’t about collecting certificates or ticking boxes; it’s about reflecting on what’s actually happening in our classrooms day-to-day. When we try out new strategies, tweak how we use tools, or chat through ideas with colleagues, we’re constantly refining our practice. CPD gives us the space and confidence to do that, making sure our teaching stays relevant, practical, and meaningful for every child we work with.Spot on about the low-tech accessibility tweaks—it’s amazing how much of a difference simply bumping up the mouse cursor or turning on Sticky Keys can make before even touching specialized hardware! That shift in confidence with Immersive Reader and Line Focus is huge, too; taking away that overwhelm of a full page of text opens up so much independence. Love the reminder that it really comes down to experimenting and figuring out what subtle adjustments work best for each individual child. Excellent share!
I particularly liked exploring Immersive Reader and love the picture dictionaries. Very similar to Widgit, which I love, but takes a long time to make. Had no idea about the pictures and think it will be brilliant for the EAL children also. I also see SharePoint as a useful way of organising and sharing resources so that children can access materials at their own level. Interested on how I can use it at primary level. I’m looking forward to exploring it more. I wasn’t aware of Dictate and looking forward to using it. Love the idea that it could give children who find writing difficult a way to get their ideas down without the barrier of spelling or handwriting. This could be useful across many different subjects, especially when completing written tasks in English, SESE or History.
That sounds like such a practical approach to starting the year. Having that background as a special class teacher gives you such a great point for seeing what actually works. Using the SETT framework makes sense. September is always a crazy busy, so having that structured setup to map out each child’s needs—Student, Environment, Tasks, and Tools—before diving into the tech will save so much guesswork. I think it’s a great way to make sure the ICT directly supports their curriculum goals rather than just being tech for the sake of tech.
It’s interesting how much my mindset on AT has changed. I think I used to always picture really expensive, software. But seeing how much of a difference simple, built-in stuff like speech-to-text, immersive readers, or screen masking can make, it’s amazing the difference it can make. Kids who usually hit a brick wall with reading or writing can just dictate their ideas and keep up with the class, which is massive for their confidence. From an SSE point of view, it gives us something really practical to focus on. Instead of just asking “do we have enough devices?”, we can actually look at whether kids are using these features to work independently.
