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I, too, agree that technology works best when used across the whole school, not just in individual classrooms. Using the same tools consistently helps students with additional needs build confidence and independence. Checking the impact of technology through School Self-Evaluation also keeps the focus on improving learning.
Hi Christina, I thought your SETT framework was well structured. Equal access to devices does not mean equal use—pupils require personalised digital tools to meet their unique learning needs. This is something that you have achieved through your plan.
I liked how your activity assists with developing independence through using AT, Shelley. Giving pupils the space to figure things out with these tools builds so much confidence over time. It really helps them move away from constantly asking for teacher help so they can just get stuck into their own reading with a lot more independence
I agree with you, Sabrina, that there are so many easy-to-use tools readily available for school settings. These tools are simple for both teachers and students to access, and they benefit both teaching and learning in so many ways.
Like several other participants, I too felt that I needed to up-skill in the area of AT. Technology is changing at such a rapid pace and it is easy to be left behind. Up-skilling in these tools allows us to keep pace with new developments and, most importantly, ensure our students always have access to the best possible support.
For this module I am focusing on a group of 4th class pupils with a range of literacy and numeracy needs. Although these students are capable learners, they need extra help with reading, spelling, handwriting, organising their thoughts before writing, and setting out their math work neatly.
Here are the key digital resources used in the SET setting to support this group across literacy and numeracy:
Text-to-speech software e.g. Immersive Reader: reads digital passages aloud so students can listen to reading materials while following along with the text.
Speech-to-text tools convert a student’s spoken words into typed text, making it easier for them to write without worrying about handwriting or spelling.
Interactive manipulatives e.g. Mathigon Polypad: help pupils explore abstract math concepts in a visual way.
Websites such as Khan Academy assists with children’s numeracy skills and allows them to practice concepts at their own pace.
Using these digital resources in daily literacy and math lessons puts the principles of the Inclusive Education Framework directly into practice. By removing learning barriers, these tools give every pupil the power to learn independently and reach their full potential.
Part 1:
The SETT framework (Student, Environment, Tasks, Tools) ensures that the use of Assistive Technology is child-centered when included in a Student Support File (SSF).
By looking at the student’s strengths, learning environments, and specific tasks before selecting AT, educators avoid choosing technology in isolation.
SETT uses assessment from various sources to establish clear baselines and monitor progress. These approaches include teacher observations, task analyses, work samples, and feedback from parents, pupils, and multidisciplinary specialists.
By adding SETT reviews to the Student Support File process, teachers can test different technology tools and track how well they help the student work independently. Continued assessments and review meetings ensure these supports are updated as the student’s needs change. This teamwork removes learning barriers, helps students join in class activities, and supports them in reaching their full potential.Part 2:
SETT Plan
Student:
Student X is a bright 4th Class pupil who communicates well and loves History and Science. Due to his dyslexia, he finds reading, spelling, and handwriting a challenge. Writing for too long makes his hand tired, and reading small text hurts his eyes. Student X wants to do well, but becomes upset when he falls behind in writing or has to read out loud in front of others.Environment:
Student X learns in his main classroom, in the SET room for small group work, and at home. Noise during busy group work makes it hard for him to focus. He uses standard class textbooks and workbooks every day, which include a large amount of reading. Luckily, there is access to tablets and the internet both at home and at school.Tasks:
Student X struggles most when he has to read book chapters on his own, answer written questions, and write long stories or reports. He also finds it hard to read word problems in Maths and copy notes off the board before they are rubbed off. Because reading and spelling take so long, his written work does not reflect his true ability.Tools:
Student X will use headphones and read-aloud software on a tablet so he can listen to class books. For physical books,he will use a coloured plastic reading overlay to help his eyes. To help with writing, he will try speak-to-text software using a headset, as well as typing software that predicts words. He will also keep simple picture checklists on his desk to help remember task steps.Review:
Student X’s progress will be checked using teacher observations, work samples, classroom tests, as well as continued communication with the student himself and other personnel involved. These tools will be reviewed as part of the School Support Plan to ensure they continue to be effective.Part 1:
I designed an interactive reading comprehension activity on dinosaurs—specifically focusing on T-Rex and Triceratops—using Microsoft OneNote and Immersive Reader from the Office 365 suite. The activity was designed with a second class pupil with ASD in mind and features a short text divided into clear and manageable sections. Each section is paired with high-interest dinosaur images.
To accommodate the pupil’s reading fluency, each section is followed by simple multiple-choice comprehension questions, reducing heavy text demands. Using Immersive Reader, the pupil can access the many helpful support tools including the built-in Picture Dictionary and text- to- speech to assist with understanding.
This activity is suited to a second class pupil with ASD and reading difficulties. Through the use of Immersive Reader the child can focus on understanding the passage rather than struggling to read each word. It allows the child to learn at his or her own pace helping to build confidence and independence.Part 2:
Cosán reminds us that learning doesn’t end once we qualify. Each year pupils with different needs enter our classroom, so it is important to keep up to date with new strategies and digital technology.
For me, CPD is about reflecting on my teaching, trying new methods, and gaining in confidence. Developing as a teacher directly improves the daily school experience for the children I support.Before completing this module, I was familiar with Immersive Reader but had only used its read-aloud feature with a small number of pupils. A number of students I support struggle with large pieces of text so we used the tool to access information on topics that were of interest to them. Being able to slow the reading speed made the information easier to follow and encouraged the pupils to stay engaged.
Learning more about the full range of features has given me new ideas for supporting pupils. Options such as Picture Dictionary and translation could help children overcome different barriers to reading. These digital devices have the potential to make resources easier to understand. I was also interested in the accessibility settings available such as Sticky Keys and other adaptations that can support pupils with physical or motor difficulties.
This module showed me that you don’t always need new technology to support pupils. Features already available on devices can be very effective. I’ll be more confident choosing the right tools to suit each child’s individual needs.Module 1 provided a great introduction to using Assistive Technology for pupils with SEN. Having worked as a Special Education Teacher for a few years, I felt it was time to upskill through this course to ensure I was using digital technology as effectively as possible in my daily practice.
Although I would be quite confident using technology, I have often struggled choosing a suitable tool for use in the classroom environment. Selecting the correct AT for a student can often feel overwhelming given the sheer volume of available options.This module has made me reflect on the importance of choosing a tool that works best for the student.
The SETT framework- Student, Environment, Tasks and Tools- has given me a structured starting point while looking at AT. Using the four areas of the framework keeps the needs of the child central at all times. It reminds us of the importance of matching the tool to the specific child, their learning environment, and the exact task they are being asked to do.
Working in a large primary school, Domain 4 of the Digital Learning Framework is vital. Our best resource for getting better with digital technology is the wealth of knowledge that we share between staff members. It is important that we actively make time to share what’s working and what has not been so successful. This wealth of knowledge that is readily available in many schools helps improve the confidence of those teachers who may feel that the use of AT is overwhelming.