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Supporting children with SEN through technology is both an incredibly beneficial and important part of inclusive education. For the purpose of this reflection, I will consider a group of students with dyslexia, a common specific learning difficulty that affects literacy, but in some cases it affects a child’s ability to fully access the math curriculum also. Some of the technology resources I would use in this instance to support these students are as follows:
Immersive Reader helps students with dyslexia with its text to speech technology and additional features such as text formatting which can be customised and syllable breakdown.
Dictate in word is another useful resource for students with dyslexia as it takes the stress out of typing.
TTRS is commonly used in my school and it is another brilliant resource for students with dyslexia.
Apps such as Articulation Station and Learning Alley Audiobook Reader for supporting students with dyslexia are both new to me and ones which I am looking forward to exploring in the coming year.
Maths apps with visual aids are extremely useful. I personally like using Khan Academy and IXL Math which provide step-by-step explanations and visuals.
Being able to digitise material with Office Lens and have immersive reader than read it back to the student is an extremely useful resource for students with dyslexia in particular.
Schools are encouraged to review and adapt curriculum delivery to include AT and it must be part of IP’s. AT supports must be a part of the School Development Planning process as outlined by the Inclusive Education Framework.This activity is aimed at a student in 4th Class using Microsoft PowerPoint from Office 365. This activity integrates creativity, literacy and basic ICT skills.
Learning Objectives:
– To improve digital literacy by using basic PowerPoint features (text,images,design)
– To enhance writing and storytelling skills
– To foster creativity by designing their dream imaginary pet.Task: The student will create a 4 slide PowerPoint presentation about their dream imaginary pet that they will invent. They will name it, describe it and explain where it lives and what it eats.
Supports: The template with slide titles and simple instructions will be provided. Powerpoint dictation tool can be used to support writing. The student has the option to record a narration for each slide using the ‘record slide’ feature.
Link to slideshow (copied on to google docs for the purpose of being able to share it here) https://docs.google.com/presentation/d/1Z8DsNR84XF285kxI_Ng5biMSkd1gU-fzMZHdHXGdPmI/edit?usp=sharing
Part 2:
COSAN is built on values that promote refelction and inquiry, support career-long professional learning, recognise the professionalism and autonomy of teachers and link learning to impact. This lifelong learning mindset is essential because teaching is dynamic—influenced by changing curricula, pedagogy, technology, policy, and society itself. Teachers who stop learning risk becoming disconnected from current best practices and learner needs. This is why CPD is so important for teachers.The SETT model is a widely used model for making effective decisions about assistive technology and supports for students with additional needs. The model provides a structured, student-centered approach to identifying and implementing tools and strategies that enhance learning and participation. I have applied the SETT model for a 4th Class student who has a diagnosis of dyslexia. The SSF has identified the needs of this student as follows; Struggles with written expression, spelling, reading fluency, and organizing written tasks. The SETT model has allowed me to initially identify the student’s needs and how I can support these needs using the appropriate tools. Tools can be modified or altered once in use while under observation of the class teacher as part of ongoing assessment. I can use the SSF to record how the tools were chosen based on the SETT data. Trial periods can be implemented for tools and outcomes can be documented in the student’s SSF.
Part 2: link to SETT plan
https://docs.google.com/document/d/17z4ITMKzSwVbhdFQjPJBrXHWl_0-QqlNRQ7O9sRHhxI/edit?tab=t.0Using Immersive Reader in MS Teams, the Edge browser and other 365 Tools can significantly improve literacy development in a SET classroom. Immersive Reader helps to build reading fluency and develop comprehension, this would be hugely beneficial for students with dyslexia which is something that was quite prevalent within my class this year. The picture dictionary is something I really like the sound of to help visual learners and those students who are not yet reading. This could also be used for EAL students which is fantastic as often it can be difficult to find suitable technology for EAL. Immersive Reader is not something I am overly familiar yet and I am excited to use it with students in the coming year, the video included in this module was very helpful! The Dictate option was not something I was previously familiar with, however, I can see how valuable this tool would be for students who struggle with writing and this is a tool I am looking forward to trying with students. It is noted that a working microphone is essential for this tool. Overall, this module offered a range of technology resources suitable for a wide range of learners and I will certainly be looking at ways I can implement these going forward based on the needs of individual students.
This module outlined various uses of Assistive Technology in the primary classroom, broadening my knowledge of AT and how it can be utilised. Prior to completing this module, I thought of AT as being resources such as laptops and C pen readers etc which are only made available to a select cohort of students in a school. I didn’t give consideration to the low/no teach and medium tech options which are being utilised daily across all classrooms. I have seen the benefit of using options such as visual timetables, magnetic letters, adaptive paper, audio books and adaptive seating. These options are more widely available for a wider range of students and I didn’t consider these to fall under the umbrella of AT. Most importantly, this module has made me realise that AT can benefit all students, not just those of which have specific learning needs. AT allows for a more inclusive and welcoming learning environment for all students. In accordance with the Digital Learning Framework, I feel the following standards can be met through the use of AT;
Pupils engage purposefully in meaningful learning activities.
Pupils achieve the stated learning objectives for the term and year.
The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs.
The SETT framework is an excellent resource for teachers and schools. It allows us to look at the specific needs of the student and what AT tools best meet their needs. I was not familiar with this framework and will now be utilising this going forward. This framework enables us to look at the bigger picture and choose AT options that suit the learner in a variety of ways, rather than a one fits all approach. It means that the tool chosen meets the specific needs of the learner and is not being used just to tick a box. This framework makes a lot of sense!
