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Supporting students with special educational needs requires a thoughtful approach that begins with understanding each learner’s unique strengths, challenges, and learning preferences. Technology can play a powerful role in inclusive education when used purposefully and adapted to meet individual needs. The Inclusive Education Framework provides valuable guidance in this process, particularly through its emphasis on School Development Planning, which promotes individualised learning and differentiated instruction.
Before selecting or implementing any educational technology, it is essential to conduct a comprehensive assessment to identify specific learner profiles. The Inclusive Education Framework stresses the importance of planning based on each student’s profile to ensure access to meaningful and appropriate learning experiences.
Immersive Reader is a valuable tool for emergent readers as it offers features that directly support decoding and comprehension, including:
Text-to-speech functionality to read text aloud.
Line-by-line highlighting to aid visual focus and reduce cognitive overload.
Picture dictionaries to reinforce word meaning through visuals.
In tandem with Immersive Reader, ABC Kids Tracing & Phonics provides interactive phonics activities that build foundational literacy skills. Through engaging games, students can practise letter sounds, blending, segmenting, and sight word recognition—key areas for early reading development.
In addition, tools like Kahoot can be used in mathematics instruction to make learning both interactive and formative. Customised quizzes allow teachers to assess understanding in a fun and engaging way, while also gathering valuable data to inform next steps in instruction.
Crucially, these technologies must be customised to suit the needs of individual learners. For instance:
In Immersive Reader, adjusting the reading speed or enabling the picture dictionary can better support comprehension.
In ABC Kids Phonics, difficulty levels can be modified to match the student’s stage of development.
By embedding these tools within a structured, responsive teaching plan guided by the principles of the Inclusive Education Framework, educators can foster a more accessible and inclusive learning environment.
Duolingo is so engaging for the learner. Was using it at home with my own children and they loved it. Fantastic support for pupils.
Totally agree. The Immersive reader tool would be very useful in a whole class setting too. The children would enjoy adapting the text size, background colour, language,etc. Very beneficial for the EAL pupils in the classroom too.
Part 1:
Firstly SETT is an excellent model to follow and very simple for the teacher to use.
I would use it as follows:
The example I will use here is based on a child who is receiving ongoing literacy support.
Firstly I would Identify the student’s strengths and weaknesses paying particular attention to where the child is at.
I would conduct my own literacy assessment especially after the summer months in case the child’s ability/ reading score, etc has further regressed. This would provide me with an opportunity to get to know the pupil and to gather the information I need to write his/her support file. I would use the SETT model to fill in the pupils history, what he/she is competent using in terms of AT equipment already based upon conversations with other teachers/ SETS/ IEPs/ documents from other professionals already completed/ awaiting completion for this child. I would be asking questions about the environment that works best for this child whether it be 1-1 or in a small group, tasks the child is competent at, findings made by my colleagues in relation to what I need to target next, tools that worked well and recommendations of what I should look into now.
This stage would involve a lot of research and using the SETT model would help generate and organise this information.Part 2:
https://docs.google.com/document/d/1_7stSwIfNFiOUsm51uN9y6po3TD8oTMKdRQ2c3Ykdk0/edit?usp=sharingSETT Plan: Literacy Support for a 4th Class Student with MGLD
S – StudentStrengths:
Verbal communication is good; enjoys oral discussion.
Curious and eager to participate when supported.
Has a positive attitude towards school and learning.
Visual learner – responds well to images and color-coding.
Needs:
Struggles with decoding unfamiliar words.
Has difficulty with spelling, especially phonetic irregularities.
Reading comprehension is below age level.
Written expression is limited (short sentences, poor structure).
Fatigues quickly with long reading or writing tasks.
Preferences:
Enjoys using technology.
Likes to work in small groups or 1:1 with teacher/SNA.
Prefers choice in reading material when possible.
E – Environment
Classroom:
Mainstream 4th class with 25 pupils.
Student has access to a support teacher (withdrawal and in-class support).
SNA available part-time for small group work.
Quiet reading corner with leveled readers.
Home:
Supportive parents; willing to engage with homework strategies.
Access to a tablet or laptop at home.
Available Technology:
Class has access to school tablets/laptops.
Wi-Fi and learning software (e.g. Google Classroom, Reading Eggs, Natural Reader).
Interactive whiteboard in classroom.
T – Tasks
Reading:
Read age-appropriate texts with comprehension.
Decode unfamiliar words using strategies.
Build fluency and confidence in oral reading.
Writing:
Write coherent sentences and short paragraphs.
Use correct spelling of high-frequency and phonetic words.
Organize ideas with beginning, middle, and end.
Spelling:
Learn and apply weekly spelling patterns.
Improve accuracy in written work.
Comprehension:
Answer literal and inferential questions.
Retell stories with key details.
Use graphic organizers to structure understanding.
Homework:
Complete reading and short written tasks at home with support.
T – Tools
Low-Tech ToolsColor-coded overlays or rulers for tracking text.
Word walls and personal dictionaries.
Graphic organizers (e.g., story maps, sequencing charts).
Highlighters for key vocabulary and comprehension questions.
Sentence starters and writing scaffolds.
Mid-Tech Tools
Audio books / recorded reading material.
Voice recorder for oral storytelling or reading.
Digital spelling apps (e.g., Spelling City, Word Wizard).
High-Tech Tools
Text-to-speech software (e.g., Natural Reader, Google Read&Write).
Speech-to-text for writing support (Google Docs voice typing).
Word prediction software (e.g., Co:Writer, Clicker).
Literacy support programs (e.g., Natural Reader, Nessy Learning, Lexia, Clicker 8).
Reading comprehension apps (e.g., Epic!, Raz-Kids, ReadTheory).
Use of tablets/laptops for assignments where appropriate.
Implementation & Monitoring
Collaborative Team: Class teacher, SET teacher, SNA, parents.
Support Schedule:
3 x 30-minute withdrawal sessions per week (literacy focus).
2 x 20-minute in-class literacy station support.
Goals (Short-term):
Improve reading fluency by one level within 6 weeks.
Use graphic organizer independently for one writing task per week.
Correctly spell 10/12 target words in weekly spelling tests.
Reflection:
I would definitely use immersive reader, etc as well as the above aforementioned programmes in particular for a child of this age at this level of his/her literacy development.
I would track the reading level and writing samples each week and regularly review and update the plan in consultation with the class teacher.I would also keep regular contact with the child’s parents. Finally I would set a timeline to assess and adjust tools/ strategies if necessary every 6-8 weeks.
The pupil being able to do those things for themselves really nurtures the child’s development and allows them to lead and be part of their own learning. Great for self assessment too.
Part 1:
I copied a piece of comprehension into Microsoft Lens app and showed the pupil the different options available using the immersive feature on this app. I wanted the pupil to listen to the piece being read aloud in a large text format using a voice and background that was pleasing to the pupil. I also included a number of questions ranging in order from low to high to assess the pupil’s understanding of the text. I used this format to support the needs of this pupil as I had previously assessed the child and knew he was well able to listen to a comprehension but was weak when it came to reading it.
Immersive reader feature as part of this lesson provided the support this child needed to access the text so that he could fully understand it and therefore progressed his learning in the area of comprehension. This also helped to nuture his self esteem and confidence in his ability to read a text.Part 2:
Teachers are always willing participants in the journey of learning. Whatever works is usually my mantra. I will adapt to the needs of the child that’s in front of me. I embrace failure in my classroom. I strongly believe that we must fail and be encouraged to try again. Once any individual grasps this concept from an early age, they will keep trying until they succeed. That’s really what I strive to do in my classroom is to promote a positive culture of learning and that it is ok to get something wrong and to keep trying. I have been working in SEN for the past 2 years and spent many years prior to this working across the mainstream levels. I understand the path I have chosen. The nature of the job evolves and we are faced with new challenges all the time. I suppose you could say that we are used to change and understand its overall importance if it means that a child will develop better whether it be cognitively, spiritually, physically, etc.Totally agree with you Jack. Making small tweaks to how we use the AT tools at our disposal will make a huge difference in terms of the teaching, learning and assessment in mainstream and special settings alike.
Pupils need to be able to choose how the content is delivered to them with regard to text size, background using the right mouse as an example if unable to use laptop properly yet, etc. I think these tools will become much more prevalent in supporting pupils self confidence and progression in their own learning.
Excellent module.
Found this module learning very relevant to what I need to use in terms of professional development. Immersive reader reminds me of natural reader which I am familiar with already. What a game changer and the fact that is readily available as part of so many Microsoft apps is brilliant. I like the free Microsoft lens app and found it easy to use. Apps are great when they are user friendly firstly. Can visualise so many uses for immersive reader and share point in the coming school year e.g. keeping notes and creating docs/ notes with visual content for pupils o access using my voice as you go that will be used for progression in learning in literacy and numeracy development. Like the verb and grammar development aspect associated with this app too. I can see myself using COGI voice and notes recorder and dictate from now on too as a professional tool in order to speed up delivery of my own personal notes taken at meetings, etc.
Dictate is an excellent AT tool which will be very useful in supporting the weaker learners in a mixed ability setting in order for them to see their own language being formatted in front of their eyes.
All in all a very helpful module that really highlights the accessibility and supportive quality of the Microsoft 365 product range.My understanding after Module 1 with regard the potential of assistive technologies is as follows:
1. Meets the needs of the learner (teacher must identify and therefore have an excellent understanding of AT before assessing where the child is at in terms of their ability and capability in using AT)
2. How the digital plan for my school can enhance the teaching, learning and assessment objectives for the SSE process and the whole school plan.
3. I work in A newly labelled DEIS plan 2 status school where we are relentless in our pursuit of meeting all new teaching and learning initiatives on a yearly basis which has proven unsuccessful to date in terms of really supporting the teaching, learning and assessment of each child. A more realistic timeline is required.
4. We have a very strong IT team in our school. Digital resources are at the forefront of the teaching, learning and assessment process in our school.
Finally with regard to the SSE process, AT has proven to an excellent means of enhancing the teaching,learning and assessment especially as part of the SETT framework in our whole school DEIS plan.
I would be bringing the Mircosoft Dream Space model as shown in this module to the attention of the IT coordinator upon return to school in the coming weeks.Totally agree Rebecca. Had heard of the SETT framework but didn’t fully understand it. I definitely see its potential now after going through module 1.
I will definitely compare the needs of the child in the special setting to others in the same setting in terms of what AT they are able to use. Also need to receive more training myself on certain AT tools to better equip myself with the necessary resources to make a meaningful impact using the digital learning framework in the coming year.
