[Karen McDermott]

I also found Numberblocks very useful and stimulating for my classroom.

[Karen McDermott]

I teach in mainstream 1st and 2nd and find this this to be an age in their school life where we know the children that bit more after the infants classes, and discovering what each child needs are in order to fully access the curriculum in an inclusive way – and very often without a formal diagnosis.  So making literacy and numeracy accessible, finding ways to boost confidence in the classroom and for homework activities, and keeping learning engaging and fun is key.

I am looking forward to using Immersive Reader  this year using the Google Helperbird add on.  It seems very popular for pupils who struggle with decoding or concentration, and I am sure it would also be helpful for EAL students or dyslexia.  I have used Kahoot with older classes but now feel I could also use this with 1st and 2nd.  I enjoyed learning about Wakelet as I often use youtube videos to support learning in science and geography, and the idea that all media can be stored in one place sounds great, rather than finding the video online each time.   I also look forward to using Khan Academy which  accessed for my own children during lockdown, but have never used in the classroom.  There are a lot more interactive, fun and  visually stimulating activities which my class would enjoy using our ipads.

I really enjoyed this course, and think the SETT model is a great framework to make the teacher think about the individual child’s needs, rather than going for the tool first and just giving it to the student.  I found it very helpful, and will certainly use this framework going forward in my planning.

[Karen McDermott]

Anyone know if there are Accelerator Tools on Google Docs, similar to those available on Microsoft ?

[Karen McDermott]

Reflection:

I enjoyed working with the SETT plan, as it meant I had to break up the child’s needs by looking at these four areas, rather than just ‘throwing technology’ at the problem, or using a ‘one size fits all’ approach – ‘we used this for Child x with dyslexia last year, so just use that again’.  I liked how I had to look at the Student first, identifying their strengths and weaknesses.  Then look at their classroom Environment and how moving their seating position for example, or using a quiet reading area to access what they need to learn, could be so effective.  Then I had to look at the Tasks the class undertake, and what tasks the child can achieve within these. And finally how various Tools can help the child complete these tasks.  I enjoyed learning about low and high tech tools, and even how things like mini-whiteboards, magnetic letters and colour coded folders can be so helpful, and not every task needs an app or an ipad! I feel the knowledge I have gained on this course will help me plan for children with learning difficulties in a more practical and personalised way going forward.

 

[Karen McDermott]

Part 1:
The SETT model – Student, Environment, Tasks and Tools –  is a very useful framework that can be integrated with a student’s School Support File. The SETT model focusses on the students strengths and weaknesses, and then builds a support framework using whatever tools match that individual child’s needs.  This links directly with the pupil profile in the School Support File.

The child can be interviewed and can provide the teacher with their own point of view, and what they feel their needs and learning targets should be. This gives them ownership of their learning.  Other data is gathered from teacher observations, information from parents, and classroom assessments – which then help identify strengths and needs for both documents. The tasks from the SETT model correspond to the learning targets outlined in the School Support Plan. Assistive Technology (tools) can be used for the child to reach their targets  – which can be a mix of low tech or high tech.     These are then assessed by the teacher to continue to tailor the SETT model to the needs of the child in conjunction with the child’s targets as set out in their School Support File.

 

SETT Plan – literacy Support for Student with dyslexia, dyspraxia and speech and language difficulties

S – Student
Student is an 7-year-old in 1st class with dyslexia. Knows 22/ 26 letter sounds, but can only write 18/26.  Finds 2 letter diagraphs difficult.  Blending  of sounds is difficult.  Independent reading is very slow and laboured with much support needed.  Child is not aware or anxious in front of peers, and in fact is very confident and happy, and will attempt to answer every question despite not knowing the answer. Keeping in mind this may change as he gets older and more aware.  The child was interviewed to ask what they find difficult at school.  They want to read out loud like the other kids, but ‘it’s annoying when I can’t do it’.  Parent says while the child has great confidence, he lacks focus at home and struggles with reading out loud, and complete written tasks for homework.

E – Environment
The student is in a mainstream classroom but receives literacy support in small groups in the SET room once a day. They have access to a ipad, headphones, and after completing differentiated writing task, can use ipad  or his own laptop during literacy time. Also use headphones for sensory speak up to support S&L in the reading area.  This child also has dyspraxia so whiteboard and pen are also used during lessons to alleviate focus on handwriting tasks.

T – Tasks
Tasks include independent reading, comprehension questions, oral reading in small groups, and written responses to texts using mix of copy and pen and whiteboard and marker. The student is also expected to participate in spelling and phonics activities. Tasks are often challenging due to difficulties in decoding and writing.  Support is given by asking the child to spell using the first letter only, spell by circling the correct word when it is called out, and is differentiated by teacher calling the word very slowly in a 1on1 basis (at his table) so that each sound can be heard more clearly. Homework tasks are shortened to decrease quantity of writing required.  Reading is supported by parents with reduced and differentiated reading given.

T – Tools to be used:
Nessy on own laptop

Immersive Reader in Microsoft Word – for text-to-speech and focus on line.

Dictate feature – to support writing through speech-to-text HelperBird 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.

Decodable readers.

 

[Karen McDermott]

Exactly this Patrick  – I think previously we used what little resources we had in a pre-digital age and they were the go-to for most children with additional needs.

Now this SETT approach is centred on the teacher first learning about the individual child, and then finding resources to fit that child’s particular needs based on the student, their environment, the task and tools that would work to fit the child’s individual needs.

[Karen McDermott]

Part 2:

I entered teaching late in my career, so yes I feel that Teaching involves lifelong learning.  The jump and strides being made in technology alone is enough for teachers to work on their CPD courses just to keep up! I found this particular course very informative and feel empowered to use assistive technology more effectively in my classroom going forward.

I also found the Cosán framework is a fantastic support to enable teachers to keep learning throughout their  careers. The adaptability of Cosán is impressive in that it enables teachers to select CPD courses which are useful for their own classrooms, students and school settings, and supports collaborative learning, peer learning, and collegiality among staff in general.

[Karen McDermott]

https://docs.google.com/document/d/1yNGzl_dGHjGh8UuJa_DvsQ7w5NNFl5o5Vfu21ZzNfWk/edit?usp=sharing

Student: First Class EAL Student

Lesson: Recount the story Goldilocks and the Three Bears – retelling a familiar story using correct language: first, next, then, finally

AT Used: I used the Google Translate images function in Google Docs to translate the storybook used by dropping the images into Google Translate Images.

Drag image into images box
Select language
Google Translate will directly change the text on the image you inserted into whatever language your EAL child would like to read in.
This could also be done in reverse so that the child could read their own storybooks from home into English – This would enable them to use their prior knowledge of a story written  in their first language and use this to learn their new language (English).

I had previously used a classroom ipad for translating images directly, but found that live text can jump and is too small and difficult to read.  By preparing the images of the pages being read beforehand using Google Translate images, the child had access to clearer text which was easier to read. I have just shown the cover here as it was a lovely visual for the child showing their own language but keeping the same illustrations as the other children when is very inclusive and child friendly.

We are a Google Docs school so I then used the Helperbird Add-on to use the Immersive Reader function in Google Docs which enabled all the immersive reader functions such as read aloud, changing font size, changing background colours etc for the following text heavy pages.  This is a great Assistive Technology to have access to, and I am delighted to have discovered Helperbird – thanks to Paul Monroe here!

I have previously had EAL children with zero English join our classroom, and struggled to find resources to help them. My IT skills are slightly outdated, but I  now feel confident that I have this excellent resource (Helperbird / immersive reader) ready to go should another EAL child arrive.

 

[Karen McDermott]

I love the idea that you been adjust the font size and background color. This would be especially good for b younger children or children with dyslexia or EAL students.

[Karen McDermott]

Thanks so much for that info Paul, delighted to hear it can be used in Google Docs. 👏🏻

[Karen McDermott]

<p style=”text-align: left;”>I enjoyed learning about all the high tech resources available on MS Word applications, but then disappointed I couldn’t access them as we use Google Docs..</p>
Apart from that, I enjoyed learning about different devices that can support pupils with physical needs, like  all the various types of mice, and head-controlled devices.  While I had seen them used on videos or at a distance, it was interesting to think that this type of assistive technology can be planned or suggested by the school, thus making it a reality for children who need it to access the curriculum effectively.

[Karen McDermott]

Just a question if anyone  knows that answer. I just realized I can’t access the immersive reader as it’s only on MS Word. Is there something similar available on Google Docs?

[Karen McDermott]

Agree Rebecca.. the immersive reader with picture dictionary and translation feature sounds amazing. I was actually looking for exactly this resource last year when an EAL child joined my class mid way though the year with absolutely no English whatsoever. It is a great tool to know about for future EAL kids.

[Karen McDermott]

Part 1

I thoroughly enjoyed this module on introduction to assistive technology.  As many others have mentioned, it was interesting how it was broken down into low, medium and high tech tools.  I was surprised and happy to note that I was already using a wide number of low tech tools in my classroom, without realising they were classed as assistive technologies (magnetic boards and letters, whiteboards, visual timetables etc).  It appears to be a common misconception that Assistive Technology relates to electronic devices only, so it was reassuring to find that  it was much more than that.

All teachers should have knowledge of these low medium and high tech tools available to them, in order to assist students to fully access the curriculum at their own pace and level , thus achieving their full potential at school. As was mentioned by others here, I also feel Assistive Technology could be an item for inclusion in the school self evaluation process.

I enjoyed learning about resources such as Dreamspace.ie in order to deliver the curriculum more effectively through technology. I look forward to using dreamspace in that  it will be beneficial in tailoring the curriculum to the individual learning needs of each child.

Part 2

The Student Support File could be supported well by the use of SETT model of Student, Education, Task, Tool. The SETT model works by prompting teachers which tools they could use, based on their knowledge of the child, the child’s needs, and their own pedagogical knowledge.  Collectively, this would work to support the child through their years in primary school if used as a uniform model of support to evaluate and assess the child.  Again, good communication of this model would need to be maintained throughout the whole school, thus building the appropriate support network for children using Assistive Technology.

[Karen McDermott]

I agree with your point Emily on the SETT framework providing a structured and student centered approach. I also agree that this is essential for mainstream as well as SET settings. As a mainstream class teacher, I now have a better understanding of how this SETT framework can determine how AT can be effectively matched to individual students.

 

[Author]

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