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Thank you for sharing the list of technologies. I have used some in the SEN and classroom setting. I am looking forward to using Maths duel. I likes its simple layout and clear visuals, and adjustable speed make it accessible for so many learners. It show their progress and areas they need to work on.
I also enjoyed learning about low-medium- high tech in Assistive technology. By starting simple, building gradually, and ensuring every support is purposeful and accessible for each pupil. Like Sabrina, I believe the SETT model will be highly beneficial, providing a clear structure for understanding pupil needs and selecting the most appropriate supports. As SET teachers, it is essential that we select the most appropriate technology for every pupil. By matching the right tool to the right need, we give each learner the opportunity to access the curriculum, develop independence, and reach their full potential.
A group of fourth‑class pupils who find word problems in Maths challenging. This was discovered following analysis of the Drumcondra Maths test. The pupils struggle with reading the word problem It was decided to use a text‑to‑speech tool to read word problems aloud for the pupils who were struggling. The pupils would use Microsoft Immersive Reader in the classroom when using their eBooks and in the SEN setting. The pupils can listen instead of struggling to read and comprehend long word words. This helps the pupils focus on the maths, not the reading. The Picture Dictionary shows images. This can aid the pupils understanding of difficult maths language.
The Inclusive Education Framework highlights the diversity within our schools, and it is our responsibility as educators to ensure that every pupil is included and supported. It reminds us as educators that inclusive practice must be planned for, monitored, and continuously improved.
<u>SETT Profile</u>
- An 11-year-old pupil in fifth class
- PDA profile: avoids demands and can become very anxious.
- Pupils need choice, control, and declarative language.
- Strong interests: animations, drawing, and is highly creative.
- Strengths: imaginative, visual learner, good at digital tasks
- Challenges: following instructions, sudden changes, high‑pressure tasks, group work
- Needs: low‑demand language, predictable routines, emotional safety, autonomy
<u>Environment</u>
- Busy classroom with noise and movement
- Sometimes overwhelmed by transitions (break, yard, group tasks)
- Works best in:
- Calm spaces
- Clear visual supports
- Benefits from:
- fidgets
- Teacher using low‑demand phrasing.
- Visual schedules
- Predictable routines
- Access to animation or drawing tools as motivators.
<u>Tasks</u>
Tasks she needs to do in fifth class:
- Reading and writing
- Maths activities
- Group projects
- Following multi‑step instructions
- Completing homework
- Managing transitions
- Communicating needs
- Staying regulated during lessons
Where she struggles:
- Tasks that feel like demands
- Unexpected changes
<u>Tools</u>
- Declarative language
- Choice boards
- Brain breaks
<u>Learning Supports</u>
- Visual schedules
- Step-by-step animations or videos
- Use animation apps for projects (e.g., create animated stories instead of written reports)
- Voice typing for writing tasks.
- Short, manageable chunks of work
- Timers, she controls herself.
<u>Sensory Supports</u>
- Fidget tools
<u>Motivation Tools</u>
- Animation-based rewards
- Drawing time
- Using her favourite characters in learning tasks
The SETT Framework looks at the pupil, where they learn, and what they need to do to learn. Before choosing any assistive technology, the team first learns about:
- The student
- Their environment
- The tasks they must complete.
After understanding these things, the team can pick the best tools or technology to help the pupil succeed. It focuses on the student, not the tools. It stops people from choosing tools that do not help. It works for any age, any need, and any place. It helps everyone work together collaboratively for the benefit of the student
Part 2
Cosán is a framework developed by the Teaching Council of Ireland to support teachers in their ongoing professional learning. Cosán inspires teachers to reflect on their experiences, learn new skills and continue developing throughout their teaching careers. Cosán is very flexible and aids teachers to engage in their own personal professional learning in a way that suits them. As a teacher of more than 20 years CPD is extremely important. As educators, we need to continually upskill and develop our knowledge and skills so that we can provide the best possible education for all pupils. Education is constantly changing and evolving, so it is important that we continue to learn, adapt and grow as teachers.
The activity I designed is geared towards at a fifth-class pupil who has dyslexia and finds answering comprehension questions difficult. Her difficulties with reading and comprehension can affect her confidence and willingness to engage in literacy activities in the classroom and the SEN setting. To support her engagement and comprehension skills, I designed a literacy activity based on Taylor Swift, who is her favourite singer.
I created text about Taylor Swift, followed by a series of comprehension questions based on the information presented. The activity was created to allow the pupil to practise identifying key information in the text, recalling details, and developing her understanding of what she had read.
To make the activity more engaging and motivating, I used Blooket to create an interactive quiz. The questions were based on the text and included a variety of comprehension skills. Using Blooket provides a fun and interactive way for the pupil to demonstrate her understanding without feeling that she is completing a traditional comprehension worksheet.
As the pupil has dyslexia, the activity was designed with accessibility and appropriate scaffolding in mind. The text can be presented in manageable sections, allowing her to focus on one piece of information at a time. The questions can also be read aloud or revisited when necessary, giving her additional processing time and reducing the pressure associated with answering comprehension questions.
Overall, the activity aims to develop the pupil’s comprehension skills in an engaging and supportive way. By combining an area of personal interest with digital technology and appropriate scaffolding, the activity gives the pupil an opportunity to experience success while developing her ability to understand and respond to questions about a text.
I really enjoyed reading replies from others and I feel much more confident and comfortable returning to my role in SET in September. I agree with so many when they say there is no one size fits all in terms of Assistive technology, but I do love have adaptable it will be able for me SEN pupils in September and I look forward to exploring programmes that will benefit each and every one of my pupils and ensuring each and every one reaches his or her own potential.
Prior to this course I was not au faux with Immersive reader. I like how it reduces obstacles to accessing and understanding written information. It is fantastic in building pupils’ confidence. It allows pupils to adjust their own personal reading experience. It eases that frustration and anxiety for pupils who struggle with reading, and it helps pupils’ engagement with written activities too.
The read aloud support can really support those with dyslexia, reading difficulties or limited decoding skills. It also helps pupils access the work more independently.
As a teacher for more than 20 years and a SET teacher for two years I can see the pivotal role ICT and assistive technologies has for all pupils.
This year my school had the opportunity to work with Microsoft on their Dreamspace ambassador’s programme. It was an amazing experience for the pupils. The children thoroughly enjoyed working collaboratively and it was fantastic to see their confidence grow and grow after each session. It developed all pupils critical thinking skills and pupils were able to return to the classroom and teach their peers what they had leered during their Dreamspace learning experience. I loved how inclusive the programme was, thus making me want to do this summer course and learn about further programmes/ opportunities I can explore with all my pupils next year. We hope to work with Dreamspce again next year on their showcase programme.
ICT is so important for all pupils. It is vital not to rely solely on traditional academic approaches.
The direct use of technology allows pupils to learn in varied ways and gives pupils the opportunities to demonstrate their strengths that may not always be evident in traditional classroom and SEN activities. Working collaboratively with peers can also provide social development, independence, and a sense of belonging.
The use of ICT and assistive technology is so important to support pupils when work is been differentiated. It ensures engagement and participation of all pupils in activities. It removes barriers for all pupils and prompts inclusion for all.