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Hi Fiona,
I agree. There are some amazing AT’s available now to provide students with additional needs a very rich and successful learning experience. I am looking forward to using the speech-to-text feature with a very imaginative boy with Dyslexia in September.
Hi Saoirse,
I felt exactly the same about the categorisation of no/low medium and high tech. It was nice to know that I was utilising more assistive tech in my classroom than I had previously realised. I also agree with your point on motivation. If it isn’t there, learning cannot take place. There are a lot of very interesting apps and AT’s out there now that keep the child engaged and interested which is key.
Module 1
1) Completing this module on ICT and assistive technology has really broadened my perspective on how digital tools can drive more inclusive education. Assistive technology (AT) plays a crucial role in supporting students who face a range of challenges by helping them participate in learning in ways that work best for them. From screen readers and speech recognition software to visual organizers and adaptive devices, these tools can transform how students engage with the curriculum. Like others here completing the course, I too was surprised at what technologies I was in fact already using in my teaching especially the no/low tech and medium tech resources. I am looking forward to using more of the apps that were mentioned namely the Pieces Basic app and Toontastic which I have heard of but haven’t used myself yet. Microsoft Dreamspace also sounds like something that would inspire much creativity in our learners. The skills that children are using – i.e. brainstorming, reasoning, problem-solving, communicating etc when engaging with AT, are invaluable to them.
In relation to the Digital Learning Framework (DLF), several standards connect directly with assistive technology. For instance, Standard 1.3 emphasizes the use of digital technologies to support differentiated teaching and assessment—something AT naturally supports by addressing varied learning styles and needs. Standard 2.2, which focuses on building a culture of collaboration and shared digital practice, also aligns well with the effective use of AT, especially when teachers share successful strategies and learn from one another.
2) I had never come across the SETT model before but feel that it marries nicely with the SSP in terms of finding the strengths of student, considering the relevant environment required to optimize their learning, choosing tasks and then deciding on what tools fit best for them. I am working as an SET in September, so can definitely see myself utilising this in when drawing up my SSP’s. The model encourages a thoughtful and systematic approach when selecting and implementing AT. Instead of applying generic solutions, schools are guided to consider each student’s specific context and needs, the nature of the learning environment, what tasks they are expected to complete, and what tools will best support them. This makes planning more strategic and effective, often making better use of the resources already available.
This kind of structured decision-making ensures that assistive technology is tailored to individual learners, rather than chosen on a trial-and-error basis. Within the broader process of school self-evaluation (SSE), AT can be a valuable focus area. Evaluating how well a school supports students with additional needs includes asking whether staff are equipped to use assistive tools, whether those tools are making a difference, and how they contribute to academic and personal growth. Insights from this reflection can inform meaningful goals that enhance inclusion and support for every learner.
