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I’m thinking of a small literacy/numeracy support group I work with in 2nd and 3rd class—most of whom have dyslexia or significant literacy difficulties, and at least one child who shows signs of dyscalculia. When looking at their learning needs through the Inclusive Education Framework and the SSE lens, it’s clear that using the right technology tools can really support both engagement and access.
For literacy, tools like Immersive Reader, Reading Coach, ReadTheory, and Dictate can help with decoding, fluency, and written expression. I’d also use audio books and Read&Write to support comprehension and give students more independence. For numeracy, Maths Duel, Khan Academy, and Microsoft Maths Assistant offer visuals and scaffolding for number work.
Blended learning options like Flip, Kahoot, and Edpuzzle keep lessons interactive and fun. These tools fit nicely within a UDL approach, offering multiple means of representation and engagement. I’d use the SETT framework to individualise supports and help identify which tools are genuinely effective for each student, rather than assuming one-size-fits-all.
As part of the SSE process, I’d reflect on how these tools impact confidence and independence—not just test scores—and use that to shape future planning.Part 1: The SETT model is a really useful when planning support for students with additional needs. It makes you pause and look at the whole picture—not just the tools, but who the student is, where they are learning, what they’re being asked to do, and what might help. I would use the SETT model in conjunction with the School Support File by going through each part of SETT as part of the review process.
For example, for a student with dyslexia, I’d start by identifying their strengths (e.g. oral expression), areas of need (e.g. reading fluency), and any specific recommendations from assessments. Then I’d consider the classroom environment—are they seated where they can access support? Are noise levels an issue? For Tasks, I’d look at what’s required of them during literacy lessons and whether differentiation is already in place. Only then would I select Tools—this might include Immersive Reader, audiobooks, or voice-to-text apps like Dictate or Cogi. Assessment would be ongoing and might include work samples, teacher observation, running records, and digital tools like ReadTheory for comprehension tracking.Part 2:
https://docs.google.com/document/d/1K8UQ33S8kQWZwEWwG0DNvHgdiZZ3gPMMtCJrVK5T0kU/edit?tab=t.0
Creating the SETT plan helped me really step back and see the value of personalised planning. I based it on a fictional 2nd class student who is struggling with both reading and number sense, showing signs of dyslexia and possible dyscalculia. In the Tools section, I suggested using Immersive Reader and Office Lens to make printed content more accessible—especially for reading instructions or story problems in maths. For writing, I’d introduce “Write About This” to support visual thinking, and use Dictate to ease the pressure of handwriting.
I also added Read & Write for literacy support and the “Maths Assistant” feature in OneNote for numeracy—something I hadn’t even heard of before this module! For fun reinforcement, I’d include Starfall for phonics and Maths Duel for fluency.
This process really showed me how the SETT model encourages thoughtful decision-making rather than rushing to use a tool just because it’s available. It made me more mindful of aligning tools with tasks, and also factoring in things like classroom layout, sensory needs, and teacher expectations. I’ll definitely be using this model going forward, especially when updating School Support Files in September.Part1: For this activity, I would focus on a 3rd class student with dyslexia who finds it difficult to organise his thoughts for writing. He has great ideas but often gets overwhelmed trying to get them down on paper. I’d use Microsoft OneNote along with the Dictate and Immersive Reader tools to support him. I would start by asking him to talk about his weekend using Dictate, so his ideas get recorded as he speaks. Then, we’d use Immersive Reader to read it back to him. This would help him check if it made sense and make any changes with support. We could finish it off by adding a picture or even a short video clip if relevant. This approach ties in well with the UDL framework—offering different ways for him to express himself and engage with the task. It removes some of the pressure around spelling and handwriting, and allows him to focus on the content of his ideas.
Part 2: I really like the thinking behind Cosán—the idea that teachers are lifelong learners and that professional learning can happen in lots of different ways. It’s not just about courses or formal study; it’s also about collaboration, reflection, and learning through experience in the classroom. That feels very real and relevant to me as a working teacher. In a job that’s always evolving, CPD isn’t a luxury—it’s a necessity. New research, changing technologies, and more diverse learning needs mean we have to keep growing to meet our students where they’re at. I think good CPD should inspire and support us, not just tick boxes. The best learning I’ve done often came from talking with colleagues, trialling something new in class, or reflecting after something didn’t go to plan. Cosán encourages this broader view of learning, which I think is so important. It reminds us that professional development is not about being “finished” or perfect—it’s about being curious, open, and willing to adapt. At the end of the day, the more we learn, the better we can support the children in front of us.
Yes I agree, our school is in a very rural part of Ireland and we are only now having EAL students so the picture dictionary will really benefit them I feel, as well as the translation tool features
I’ll be honest—I hadn’t really used Immersive Reader or the accessibility tools in Microsoft 365 before this module, so this was all new territory for me. I’d heard people mention them, but I didn’t realise how many features were already built in and how useful they could actually be in the SET classroom. Playing around with Immersive Reader in Teams and the Edge browser was a bit of an eye-opener. Things like line focus, text spacing, and the picture dictionary seem like such simple tools, but I can really see how they could take the pressure off kids who struggle with reading.
I’m especially interested in trying Dictate in OneNote or Word. For some of my students who find writing a real challenge, I think this could be a game changer. I like that it’s already part of the Microsoft tools we’re using anyway—it doesn’t feel like something “extra.” I’m definitely planning to give it a go in September and see how it works in practice.
Part 2: The SETT framework is a practical and helpful way to plan meaningful supports for students with additional needs. I see it working really well alongside the School Support File, especially when creating and reviewing support plans. Starting with the Student, we gather as much information as possible – their strengths, needs, learning style, and how they currently engage with the curriculum. This can come from classroom observations, teacher input, parent feedback, and any relevant assessments (e.g. literacy, OT, SLT reports). Looking at the Environment, we’d consider the classroom layout, access to resources, teaching style, peer relationships, and any sensory factors. The Task section gets us thinking about what the student is being asked to do – is it reading, writing, communicating, managing routines – and where the barriers lie. Only then do we look at Tools – what supports (low-tech or digital) could remove or reduce those barriers? This could be anything from a sloped writing board to audio books or a Chromebook with voice typing. Assessment-wise, we’d use teacher checklists, informal observations, standardised tests where relevant, and student self-reflection. These all help build a fuller picture in the School Support File and guide our next steps.
I agree. We are hoping to open an autism class next year and I am taking note of the tools like the visual scheudule apps and communication apps that could benefit the children more, whilst also reflecting on all the free AT resources that we use without fully realising the benefit.
This module really opened my eyes to just how broad and impactful Assistive Technology can be in supporting all learners, especially those with additional needs. What stood out to me most was the reminder that AT doesn’t have to be high-tech or expensive to make a real difference – sometimes it’s the simple, practical tools that can be the most effective.
Low-tech options like visual timetables, adaptive paper (such as those from Handwriting Without Tears), book stands, and magnetic letters are things I already use with some students, but I now see them through a new lens – as valuable assistive supports, not just classroom tools. These strategies can be vital for children with dyslexia, ADHD, dyspraxia, or those who need clearer structure and routines.
The medium-tech tools discussed were also really interesting – things like audio books, adapted keyboards or basic communication devices. I hadn’t realised how accessible some of these are now, especially through resources highlighted on the NCSE website.
I really liked the reference to the SETT Framework (Student, Environment, Tasks, Tools) – a very practical way of thinking about AT, starting with the child and building supports around their specific needs rather than the other way around.
From a School Self-Evaluation point of view, AT links really well with the Digital Learning Framework, As we work towards a more inclusive classroom, AT gives us practical ways to support engagement, access and independence for all pupils.
AT isn’t just a SET tool – it’s something we should be thinking about as part of good universal design. This module gave me loads to think about and explore further, especially with the growing bank of tools available through Google, NCSE and Dream Space.