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I found your use of number lines and visual manipulatives in OneNote to support numeracy really interesting. Breaking down multi-step problems with color-coded steps is such a smart way to help a student with dyscalculia grasp complex concepts. It shows how visual and interactive tools can make a big difference in building number sense and sequencing skills. This kind of targeted support is a great example of inclusive, personalised learning in action.
Working with children with autism, I’ve always looked for ways to support communication, engagement, and access to the curriculum. Before starting this course, I hadn’t heard of many of the assistive technology tools that were introduced, such as Immersive Reader, Dictate, or Math Assistant in OneNote. It’s been eye-opening to learn how practical and accessible these tools are and how they can be used as part of everyday classroom practice.
For literacy, I now see how tools like Immersive Reader can help students with autism who may struggle with decoding or focus, by providing visual and audio support in a calm, controlled way. Dictate allows them to express ideas without the pressure of writing, which is especially valuable for students with fine motor challenges or processing delays. In numeracy, features like Math Assistant can help break down steps, reduce anxiety, and give students more control over their learning pace.
This aligns closely with the School Development Planning section of the Inclusive Education Framework, which highlights the importance of embedding inclusive practices at a whole-school level. I now feel more equipped to bring these tools to my teaching and contribute meaningfully to our planning processes, ensuring technology supports every learner, not just those with identified needs.
I agree Rebecca, especially your point about not just “throwing a tablet at a problem.” That really stuck with me. The SETT framework helped shift my mindset in the same way, it’s not just about the tech, but about matching it meaningfully to the student’s actual needs.
This made me think about how much useful information is already in the SSP that can guide more targeted use of assistive tech. Also, I hadn’t thought about using mind-mapping software for book reviews before, great idea thanks !
Part 2:
SETT Plan – Literacy Support for Student with Dyslexia
S – Student
Student is a 9-year-old in 3rd Class who has dyslexia. They struggle with decoding, blending, and reading fluency, particularly during independent reading tasks. The student experiences anxiety when asked to read aloud and often avoids writing activities. They are currently receiving support at the School Support Plus level.E – Environment
The student is in a mainstream classroom with some small group withdrawal for literacy support. They have access to a laptop, headphones, and assistive software during literacy time. Classroom seating has been arranged to reduce distractions and maximise focus.T – Tasks
Tasks include independent reading, comprehension questions, oral reading in small groups, and written responses to texts. The student is also expected to participate in spelling and phonics activities. Tasks are often challenging due to difficulties in decoding and writing.T – Tools
• Immersive Reader in Microsoft Word – for text-to-speech and line focus.
• Dictate feature – to support writing through speech-to-text.
• Decodable readers with audio versions.
• Read&Write Chrome extension – for additional reading and writing support.
• Sensory Speak Up app – to build oral confidence and engagement.
• Coloured overlays and large print materials as needed.Reflection:
Completing this SETT plan gave me a more practical and holistic understanding of how to plan for a student with additional literacy needs. It helped me move away from simply choosing a digital tool and instead start with the student’s real challenges, building out from there. By identifying the tasks they find difficult and examining the environment, I was able to choose tools that were not just appropriate, but also empowering.
Through this course, I discovered tools like Immersive Reader and Dictate in Microsoft Word, which I hadn’t used before. Now, I can see just how valuable they are, particularly for students with dyslexia. Tools like these not only help students access text but also reduce anxiety and encourage independence.
The SETT model has changed how I will use technology in my classroom. It’s not about adding more tech, but about selecting the right support for the right reason — based on a clear, student-centered plan.
The SETT framework is a valuable tool to support personalised planning for students with additional needs. When used alongside a School Support File, it allows for a structured analysis of the learner’s profile, learning environment, and appropriate assistive supports.
For this assignment, I applied the SETT model to a 9-year-old student in 3rd Class who has dyslexia. The School Support File indicated that the student struggles with decoding, blending, and reading fluency, and shows signs of anxiety when reading aloud. These challenges are impacting their engagement with written material and their self-esteem.
Using the SETT model:
– I identified the student’s literacy needs and emotional well-being.
– Considered the mainstream classroom environment with access to a laptop and headphones.
– Broke down classroom tasks such as reading comprehension, phonics, and oral reading.
– Selected tools like Immersive Reader, Dictate, and the Read&Write extension, which support independence and reduce the cognitive load.
This process also helped inform the choice of assessment methods, including phonics screeners, teacher observation, and the use of digital learning logs to monitor the student’s engagement and progress. The SETT model makes it easier to link supports directly to barriers in learning and identify technology that genuinely makes a difference.
Part 2
CPD is important to me because it continually opens my eyes to tools and strategies that can genuinely enhance teaching and learning. A few years ago, I completed a course on Attention Autism, something I had never heard of before. It ended up completely transforming how I work with children who have additional needs. I now use Attention Autism strategies regularly in the classroom, and the impact on student engagement, communication, and enjoyment has been incredible.
Even with this current course, I’ve been introduced to tools I wasn’t aware of, like Immersive Reader and Dictate in Microsoft Word. I’m excited to bring them into the classroom, especially to support students who struggle with reading, attention, or processing.
CPD keeps my teaching fresh, reflective, and inclusive. It reminds me that no matter how much experience I gain, there is always something new to learn that can help me better support my students.
This Word activity was designed for a student who is struggling with reading simple sentences and blending but needs focused support in developing their comprehension skills. Using Microsoft Word and its built-in Immersive Reader, the activity allows the student to engage with accessible, multisensory reading content in a supportive environment.
The sentences are written using short, decodable words, presented in a clear, friendly font with generous spacing to reduce visual overload. The Immersive Reader tool reads the sentences aloud, enabling the student to both see and hear the text, reinforcing decoding and auditory processing skills. Features like line focus help the student maintain attention by highlighting one line at a time, minimizing distractions and supporting working memory.
After listening to the sentence, the student is presented with multiple picture choices and is asked to circle the image that best matches the sentence’s meaning. This not only targets comprehension but encourages active listening, vocabulary development, and visual association. The format also allows for independent work or guided support depending on the student’s needs.
This activity aligns with Universal Design for Learning (UDL) by providing multiple means of representation and engagement, ensuring the learning content is accessible and meaningful for all learners, especially those with reading difficulties.
This Word activity was designed for a student who is struggling with reading simple sentences and blending but needs focused support in developing their comprehension skills. Using Microsoft Word and its built-in Immersive Reader, the activity allows the student to engage with accessible, multisensory reading content in a supportive environment.
The sentences are written using short, decodable words, presented in a clear, dyslexia-friendly font with generous spacing to reduce visual overload. The Immersive Reader tool reads the sentences aloud, enabling the student to both see and hear the text, reinforcing decoding and auditory processing skills. Features like line focus help the student maintain attention by highlighting one line at a time, minimizing distractions and supporting working memory.
After listening to the sentence, the student is presented with multiple picture choices and is asked to circle the image that best matches the sentence’s meaning. This not only targets comprehension but encourages active listening, vocabulary development, and visual association. The format also allows for independent work or guided support depending on the student’s needs.
This activity aligns with Universal Design for Learning (UDL) by providing multiple means of representation and engagement, ensuring the learning content is accessible and meaningful for all learners, especially those with reading difficulties.
I hadn’t used Immersive Reader properly before this module, but after trying it out, I can really see how it could help young children in the SET classroom. It’s easy to use and makes reading less overwhelming. The read-aloud voice and line focus are great for children who get distracted or struggle to track words on a page. I also like how you can change the background color and text size, which could really help some of my students with visual stress.
The fact that it works in Word, Teams, and the Edge browser is handy because these are tools we already use. I also tried Dictate in Word and think it would work well for children who find writing hard. They can speak their sentence and see it typed on the screen, which builds confidence.
Overall, these tools are simple but effective. I’ll definitely start using them more to support literacy.
Part 2: Using the SETT Framework with a School Support File
Before this module, I had not come across the SETT framework, but I can see now how useful it is in helping to choose assistive technology based on a student’s actual needs. In the past, I often relied on trial and error or informal conversations with colleagues when trying to decide what supports might work best for a child. The SETT framework gives a clear structure and reminds us to think about the full picture, not just the tool.
Looking back, I can think of one student in my ASD class who would have really benefited from a more structured approach like SETT. He had very limited verbal communication and often became upset when he couldn’t express himself or follow classroom routines. At the time, we introduced a visual schedule, a simple communication book, and used a Now and Next board to help with transitions. These helped a lot, but using SETT might have made our planning more focused from the beginning.
If I were using SETT in conjunction with his School Support File, I would start by noting his strengths and needs under the Student section, followed by the Environment details like classroom setup and noise levels. The Task part would focus on daily routines and communication needs. Then the Tools section would include visuals, communication boards or apps, and sensory supports.
From my experience teaching in an ASD class, I have seen how assistive technology, especially low and medium-tech options, can significantly impact a child’s ability to access learning. Tools such as visual timetables, First and Next boards, adaptive pencil grips, and communication books were part of our everyday routine. These were not just helpful add-ons, they were essential in helping students regulate, transition smoothly, and engage meaningfully with lessons.
This module reminded me that assistive technology does not have to be high-tech or overly complicated to make a difference. For example, one student in my class who struggled with fine motor skills made much more progress when we switched from worksheets to using magnetic letters and a whiteboard. Another child who had difficulty understanding instructions became much more independent when we introduced visual schedules on a tablet.
When reflecting on this through the lens of the Digital Learning Framework, I would focus on Standard 1.2 which encourages the use of digital technologies to support learning. This is an area where I believe small, thoughtful changes in how we use AT can lead to noticeable improvements in student engagement and achievement.
Overall, assistive technology allows us to meet students where they are. It helps us remove barriers, not lower expectations. The right tool, matched to the right student, makes all the difference in supporting confidence, independence, and a sense of belonging in the classroom.