[Catherine O’Hara]

School Development Planning as illustrated in the Inclusive Education Framework, again reinforces the more practical and reflective nature of recent documents. Again using similar steps to the SSE approach we as professionals are asked to reflect on current practices, to focus our attention on specific and measurable outcomes, to identify strengths and weaknesses and to act proactively to improve the overall educational outcomes of every child in the mainstream or SET setting, obviously by identifying needs and up-skilling staff accordingly we are being proactive in developing a more quality service for all. Through greater awareness and access to software, hardware and apps we are in a much better position to cater to all diverse needs…as long as we are using SETT and similar approaches to effectively put in supports where they can be best utilised.

Personally I feel far more confident in my ability to adequately provide support for children with Dyscalculia, Dyslexia, Dyspraxia on a day to day basis with the likes of the Immersives reader and Lens apps alone. Their ability and potential to engage with course work alongside their peers is massively improved.

Powerpoint Live, Write About and the dictate functions and Mind X will then in addition allow them to express themselves and their understanding in a manner which they can be proud of.

Spellings for Me is a tool I have already used to great effect as word lists from the Dolch Sight Lists Fry etc can be incorporated into their spellings programme without peers being in any way aware of differences in ability, or achievement, they all log on together and work at their own pace

I am looking forward to adapting my teaching to incorporate Kahoot and Ed Puzzle, which seem to be incredibly engaging and beneficial in terms of assessing relatively informally

In terms of numeracy I would already be a fan of Topmarks and I can see the potential for using Maths solver and maths assistant, especially for children who grasp a concept in the withdrawal setting but often forget steps, need a reminder when faced with classroom tasks and or homework. To simply guide pupils in the use of such Apps and allow them the independence to them use them as they need them to truly arming them for success, it’s providing them with the tools to help themselves

[Catherine O’Hara]

The SETT Plan linked below is for an 11 year old boy, with Dyslexia. In addition he has very poor attendance and lacks support at home. He is easily frustrated by his lack of ability to express his ideas in written form, he opts out of reading and writing tasks as a result.

 

With the help of Immersive reader and Helperbird initial obstacles would be removed, Mind X could assist greatly in helping him to organise his ideas when facing into a task, and speech to text software would certainly help him greatly in expressing his creativity and allow him to display his true potential rather than being pulled down by mis-spellings, grammatical errors and such

https://docs.google.com/document/d/1Rja6T89xheLwZNvmt_TjGXzgwQ60c5uER2kk9L6Zj2c/edit

Re: SETT Plans and the obvious links to creating IEP’s I believe there is clear scope for using these documents simultaneously and in parallel to each other to effectively plan for interventions to allow each and every child access quality and individualised teaching and learning.

Both documents call for teamwork with outside agencies, parents and class teachers to inform one about the individual child. There is a focus on strengths and weaknesses, a need for strategic planning and a need to identify resources.

[Catherine O’Hara]

I found this module to be hugely informative, I haven’t used the Immersive Reader tool with students, however I can envisage it opening up a whole new world to many of the struggling readers. As mentioned by others the pupils lack of confidence is often their greater barrier, to have tools which will read aloud to them , allow them to listen and comprehend alongside their peers is hugely beneficial, in addition the opportunities to personalise their own experience of the Immersive Reader in terms of speed, voices etc is wonderful

Even in thinking of some of my pupils who are very able in terms of maths, but struggle to read and decode the lengthy questions and the ‘jargon’ the Immersive reader and the Lens tool could reduce their stresses greatly

In addition, I am thinking of the potential uses for my friend’s son as he heads off to study abroad next year, he has struggled with Dyslexia throughout his schooling and is finding the opportunity ahead quite daunting as he will not have the support of his parents to assist him with coursework. The opportunities for people throughout society are endless

In addition we would support many parents from various ethnic backgrounds where literacy levels are low, to enable the next generation to use tools such as Lens in order to read aloud information in various settings, would without doubt be life changing

[Catherine O’Hara]

Firstly, huge thanks to Hillary and Helen for sharing their knowledge of Helperbird and the tool from Call Scotland X Mind, these really are game changers for a number of the pupils I teach. I am excited to be able to present these to the children and open up a whole new suite of experiences for them in terms of accessing information independently, decoding it themselves, organising their work and creating their own presentations to a level of ability that will equal if not exceed that of their peers. I really am blown away by what is actually available to use on a day to day basis in the SET classroom. The opportunities for using the Lens function are also far reaching, I have in mind one particular young man who joined us recently in a senior class, his knowledge of English is incredibly limited and communication with teachers and peers is limited. To be able to use Lens to translate text, will be life changing

The image of the creatures sitting in line and being asked to climb a tree really strikes a note with me, I find it very difficult to justify presenting children with standardised tests each May, having built up their confidence throughout the year, embracing their differences in terms of their learning and ability and then we crush them with Drumcondras etc

The value of Cosan is immeasurable, as pointed out by many participants in various ways.. the quality of learning experiences is affected more by the quality of teaching, than by any other factor. In a world of constantly evolving means of communicating, presenting information and interacting we as teachers must keep up with the pace in order to adequately prepare our pupils for the world in which they live. Through involvement in the Droichead process I have become increasingly aware of the value of collaborative learning, the value of observation both of and for the NQT’s, Cosan not only promotes CPD through courses etc but it also rightly values the learning we all receive day in day through collaboration and cooperative planning etc with colleagues both experienced and inexperienced

[Catherine O’Hara]

The Digital Framework ties in effectively with the language, setting and approach of the ‘Looking at schools’ document. Once one becomes familiar with the domains, standards and approaches of one then there is a natural flow through to understanding the other, there is a unity to it, which is refreshing.

In my own setting, we are very much in the early stages of developing a ‘Digital Framework’. The SSE model, will I believe be invaluable in highlighting the most effective initial steps in developing a school culture which genuinely embeds AT in our teaching and learning, much can be learned from the examples provided on the PDST links and examples. As a member of the school SEN team I have become frustrated by the lack of knowledge and awareness of suitable software, apps etc as children are granted Assistive Technology through assessments, reports from OT’s psychologists etc The children have such varying needs and yet the recommendations offered appear to be standard. I am very much looking forward to expanding my own understanding and awareness through participation in this course. I am eager to provide the children I support with access to AT which will provide them with greater opportunities to learn on a more level playing field, to express themselves and their understanding and to provide them with opportunities to learn in more diverse and individual ways.

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