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I agree I have used TTRS and found it very useful for children of all ages in primary school. It is a great resource to have.
I agree I would use Khan academy to support children who need extra support in numeracy I can see it being very engaging for my students.
Assistive Technology for an 8-Year-Old Child with autism
The child is 8 years old and has autism. They find communication and staying focused on tasks difficult. Assistive technology (AT) can help reduce these barriers.Communication and Literacy Support:
Speech-to-Text: Lets the child speak and have their words typed out, helping them join in writing tasks.
Visual Timetable Apps: Show routines with pictures, making transitions easier and reducing anxiety.
Immersive Reader: Reads text aloud and highlights words to make reading easier.Maths and Focus Support:
Interactive Maths Apps: Fun, game-based activities (e.g. Top Marks) help keep the child engaged while practising skills.
OneNote: Allows the child to listen back to instructions if they forget steps.
Kahoot: Provides quick, interactive quizzes for practice and feedback.Link to School Development Plan:
The school aims to be inclusive and give all children equal learning opportunities. Using AT supports this child to communicate, focus, and join in classroom activities, helping them learn alongside their peers.I agree that completing the SETT model first helps us to choose technology that is best suited to our students.
I agree that immersive reader is a great tool to reduce barriers for students and promote inclusion. I can see the whole class enjoying using it.
Part 1: Using the SETT Model with a School Support File
The SETT model (Student, Environment, Tasks, Tools) is a simple way to plan support for children with extra needs. When I use it with a student’s School Support File, it helps me make sure the supports are based on the child and linked to their learning goals.Student: I would gather information about what the child is good at and what they find difficult, using the School Support File, teacher notes, and parent input.
Environment: I would think about where and how the child learns best, such as the classroom set-up, friends, and resources available.
Tasks: I would look at the main learning tasks the child needs to do, like reading, writing, or working with others.
Tools: I would then choose supports or tools to help the child take part more easily and independently.
For assessment, I would use teacher-made tasks, checklists, and observations. Sometimes I would also use standardised tests. I would also ask the child for their views so that the supports make sense for them. The plan would be updated regularly as the child’s needs change.https://docs.google.com/document/d/1RzaErOI4kmLjEXKyam_-uY9ZKuezGJdzw43NNTGHKx4/edit?usp=sharing
Part 2: Sample SETT Plan
Here is a sample SETT plan for a student, “Aisling,” who has dyslexia and needs support with reading and writing:Reflection
Making the SETT plan for Aisling showed me how important it is to focus on the child first. The four parts of the model made it easier to see how everything connects. For example, Aisling is very good at speaking, so giving her tools like text-to-speech and letting her answer orally made sense. I also saw that support is not just about technology. Things like peer help in group work and classroom routines are just as important.I learned that the plan should be flexible and change over time. As Aisling’s needs and school tasks change, both the School Support File and SETT plan should be updated. Parents, teachers, and the student should all work together to do this. Overall, I think the SETT model is a clear and practical way to plan support so that every child can do their best.
I agree that teachers need to be lifelong learners to ensure we are providing the best education for our students.
I like the idea of using powerpoint to have audio descriptions of a task so students can work at their own pace.
Module 3 answer
Part 1: Activity Design using Office 365
For this task, I designed an activity for a 2nd class student who finds writing sentences difficult but enjoys storytelling and oral activities. Using Microsoft OneNote in Office 365, I created a digital learning notebook that helps the student plan and record short stories.I created a simple template on google docs as I do not have access to office 365 on my home laptop. I have included the link to this. The student can use drawing tools to sketch their ideas or insert images to support visual thinking. With the audio recording tool, the child can narrate their story aloud before attempting to write, which reduces the pressure of spelling and handwriting. To support literacy, I also enabled the Immersive Reader, which can read back their sentences, helping the student identify words, hear correct pronunciation, and build confidence.storyboard_template
https://docs.google.com/document/d/1sduICGR8df64_t2GK2gz4jE3QsEKhqI-Dvnk1xm9fe0/edit?usp=sharingPart 2
The Cosán National Framework for Teachers’ Learning shows how important it is for teachers to keep learning and reflecting on their work. Teaching is always changing because new ideas, new technologies, and new student needs appear all the time. I believe teachers need to see themselves as lifelong learners, always improving so we can give pupils the best support.
As primary school teachers, Continuing Professional Development (CPD) is very important. CPD gives teachers the chance to learn new strategies, including digital tools, to help children with different ways of learning. It also encourages teachers to work together, share ideas, and keep up to date with changes in the curriculum. In the end, CPD helps not just the teacher but also the pupils, because it gives teachers the skills and confidence to make lessons more interesting, inclusive, and effective.I agree that there are so many tools that are available for our students and we need to build the tools around their needs.
Trying out Immersive Reader in MS Teams, Edge, and other Microsoft 365 tools really made me think about how useful they can be for supporting literacy in the SET classroom. Features like text-to-speech, line focus, and changing background colours or font sizes can make a big difference for pupils who struggle with reading, especially those with dyslexia or attention difficulties. The translation option is also handy for pupils who are learning English, as it helps them follow along without feeling left out. What I like most is that these tools are built in, so everyone can use them, not just pupils with additional needs.
I also realised that sometimes we don’t need brand-new equipment, just small adjustments to what we already have. Things like voice typing, using a different style of mouse, or adding simple switch controls can make technology easier for pupils to use. It’s all about removing barriers so they can focus on the learning, not the struggle with the toolsHi Oonagh, I agree that there should be a an item for inclusion in the school self evaluation process. As you say it is the teachers resonsiulility to look for tools that can help all our students to access the curriculum.
I agree Deirdre that it is important for teachers to feel comfortable and be trained with the AT properly if they are to implement it successfully in their class. I also think it is a great point that we are all implementing many low tech options during the day.
This module has helped me understand just how powerful assistive technologies (AT) can be in supporting inclusive teaching and learning. AT isn’t just for students with additional needs—it’s a tool that can make learning more accessible for everyone. Tools like voice-to-text software, screen readers, visual timers, and digital organisers can help students learn in ways that suit their needs and strengths.
When I looked at the School Self-Evaluation (SSE) process, AT can have a big impact. Using AT in classrooms can lead to better student engagement, more independence in learning, and more accurate ways for teachers to assess progress. It also shows that a school values inclusion and is using digital tools thoughtfully.
In terms of the Digital Learning Framework, I think AT connects closely with the following standards:
1.3 – Pupils using digital technologies to support learning;
2.2 – Teachers selecting digital tools to enhance learning;
3.1 – The school is developing a shared vision for digital learning.
This module has given me a great starting point on how to use assistive technology in my role in SETPart 2: Using the SETT Model with the School Support File
I learnt more about the SETT model (Student, Environment, Tasks, Tools)in this module. It is a helpful way to plan how best to support a student using AT. I would use it alongside the School Support File to build a full picture of the student’s needs.
Student: Gather information about their strengths, needs, and learning style.
Environment: Look at what supports are already in place in the classroom.
Tasks: Identify key learning goals and classroom activities the student needs help with.
Tools: Choose AT that supports the tasks and suits the student and the learning environment.
For assessment, I would use a mix of teacher observation, student work samples, checklists, and possibly input from external support teams. This approach makes sure the AT fits the student’s real needs and supports their learning effectively.