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It is great to see how technology can be used in a junior school with younger children. It is all about using the right tools for the child and their needs. I really agree with this and it can be a case of trial and error to find the what really works for a child.
Hi Oonagh,
Thank you for sharing a super activity. I have never used immersive reader before and think it will really enage pupils. I like the way you used both visual and audio tools for you lesson.
Catherine, I like your plan and hope to use ABC phonics app to make learning more enaging for pupils. I also think that it is a great recomendation to give for parents to use as home with their child as often homework and work on phonics can be quiet stressful. A fun alternative might prove more beneficial.
Deirdre I think it is a great idea to use AI to come up with personalised stories to incorporate CVC words and high frequency words. I hope to it with pupils I will have in senior infants this year. I think it will help engage pupils and especially when you can write about topics that they are interested in.
I will be moving into SET this year for the first time. However, I have found that last year a number of my students had specific learning difficulties with dyslexia. Their literacy and numeracy were affected and I felt that technology played a vital role in supporting them.
With regards to literacy I would hope to use text-to-speech software like Microsoft’s Immersive Reader which allows students to listen to digital texts and enables greater comprehension. I also hope to use Speech-to-text tools like Dragon Naturally Speaking or built in dictation features which empowers students to express ideas in writing without being held back by spelling or handwriting challenges. The learning support teacher I had last year also used the Lexia Core5 programme to provide targeted phonics and comprehension support with pupils in my class. I also find audiobooks, Reading eggs, Nessay and TTRS great programmes and resources to use with pupils who struggle with literacy.
For numeracy I would hope to use apps such as Maths Seed, Khan Academy Kids, or ModMath to provide scaffolded, interactive mathematical practice. I feel ModMath will be great as you can have a digital graph paper interface which will support students who struggle with organisation and number alignment. I look forward to using Maths Dual App, Starfall and ABC phonics in the future too.
Looking at the school development planning section within the Inclusive Education Framework we are encouraged to have inclusive practices at a whole school level. Pupils should have access to Assistive Technology and staff should be trained appropriately as well as integrating digital tools into teaching and learning policies. If you plan strategically, schools can really embed technology rather than have it as an add on. Technology can therefore be used effectively and as an essential resource for equity and participation in literacy and numeracy learning.Part 1:
The SETT Model is a framework for identifying AT and supports for students with additional needs. I would use the SETT model as a structured approach to gather and organise information from the student’s School Support Plan.
Student – I would review the School Support Plan to identify the student’s strengths, needs, learning style and current support strategies. I would draw on teacher observations, parent input and standardised assessments like Drumcondra results and if any other testing was carried out. This would help me build a holistic picture.
Environment – I would examine the learning environments detailed in the School support plan like the classroom seating, peer group dynamics, available resources, teacher support and any sensory or behavioural considerations. I would also use checklists and classroom observations to assess how the setting impacts learning.
Tasks – I would identify specific curriculum tasks and activities that the pupil needs to complete from the School Support Plan and teacher planning notes. I would check if there are any barriers to the pupils learning. Curriculum-based assessments, work samples and teacher feedback would also inform this stage.
Tools – Using the information that I have gathered I would then decide what supports, strategies or assistive technologies might help address the student’s needs. I would look at low-technology methods like graphic organisers and adapted worksheets as well as high-technology methods like speech-to-text and iPad apps. I would be sure to trial various methods and monitor progress.By integrating the SETT model into the School Support Plan process I can ensure assessment approaches like observations, standardised tests and checklists are matched to the pupil’s profile and that interventions are both targeted and reviewed regularly.
Part 2: Sample SETT Plan + Reflection
https://docs.google.com/document/d/1SpNd3vKzda4U66okaYD6cFOfDeAhYKVQiSv35IUpM9w/edit?usp=sharing
Reflection
I found that creating a SETT plan helped me to structure and lead a more targeted support plan for my pupil. I considered not only the pupil’s needs but also their strengths and the learning context. For my sample pupil the School Support File already contained rich information but the SETT framework helped me organise it in a way that directly linked assessment findings to practical strategies. I realised that identifying tools should come last and that understanding the tasks and environment first ensures the technology or strategies chosen are truly relevant. This approach also helps when liaising with parents and other professionals, as the information is clear and logically presented. In practice the SETT plan becomes a living document, something that can be updated as the pupil’s needs, environments and tasks evolve and change. Overall, I found the model highly compatible with the School Support File process and very helpful, one which I intend using in the future.Part 1:
I created this OneNote lesson to help a pupil with dyslexia improve spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part. I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.
https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=UkQArz
Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.
Part 1:
I created this OneNote lesson to help a pupil with dyslexia improve spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words (e.g., train, ship, frog) on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part (e.g., tr in blue, ain in green). I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.
https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=98qKHn
Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.
Part 1:
I created this OneNote lesson to help a pupil with dyslexia improve spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part. I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=H6J7IA
Part 1:
I created this OneNote lesson for a first class pupil with dyslexia improve their spelling by using visual cues and phonics reinforcement. I created a OneNote page with a table listing target words on it. I left one column blank for the pupil to type the word from memory. Each word is broken into syllables or sound chunks with different colours highlighting each part. I would get the pupil to click on the Immersive Reader feature so that they can hear each word read aloud. This would support both the visual and auditory learning. The pupil could then practise spelling by first tracing over the coloured word and then typing it without colour. They could then put the word into a short sentence. This could help the pupil by hopefully increasing memory retention and building confidence through repeated practice in a structured, accessible way.
https://1drv.ms/o/c/51f4063b59cdfaa1/Ek-XEEF9NxtBmZwf1QL9XhsBkl5mEMRke3NpRIw2OJBtTw?e=rQm3zz
Part 2: Reflection on Cosan framework
Teachers are definitely life long learners. We are constantly adapting and developing our skills to meet the needs of our pupils and the curriculum. Over the years I have engaged in many CPD courses and find that implementing small changes little and often works best for me. I think it is important for teachers to keep up to date with curriculum changes and also for teachers to reflect on their lessons so that they can adapt and improve them according to the pupils’ needs. I have found that developing my digital skills has really benefitted me in the classroom as well as making lessons more interesting and appealing to my class.
I feel the same Ciara, had I known about Immersive reader I too would have used it with struggling readers in my class. It definitely would have encouraged reluctant readers and helped them in class!
We use Google Workspace in our school so I was unfamiliar with all of the accessibility tools that are available to use in MS Teams/MIcrosoft edge. I have had great fun trying out the tools and find the immersive reader particularly helpful. I think it would be important to give your pupils time to become familiar and play around with the various options you have available to change the font, voice and background etc. I can really see myself using it with pupils. I love the picture dictionary too and having just come from teaching infants I know that pupils would love it as well as being a helpful tool to have in the classroom. I downloaded Office Lens and find it great to take a picture and the text is then read back to you with an immersive reader. I think this would be really helpful with students trying to work on projects. Students could take a picture of the text from a book or website and then the information could be read back to them. It could help them with researching a topic for their project making it easier for them to understand information. I thought the trackball mouse was really good. I have never seen one before and think it would be very helpful for students with tremors in their hands.
I agree with you Aimee, Webwise is a super tool to educate pupils and teachers on internet safety and online behaviour. In previous years we would have focused on internet safety for one week in the year but I find that it is best to dip in and out of Webwise throughout the year so that pupils are constantly reminded and made aware of internet safety.
I have been teaching for many years in the classroom but in September will move to SET. I have an interest in technology and am keen to use AT with my pupils. I found the first Module of this course very beneficial. I had not heard of the SETT model and plan to use it when assessing pupils’ needs. It provides a structured, child centered approach for choosing and using appropriate supports that the pupil may need. I like that the model starts with the learner and not the tool or device. I think that it is important to consider the child’s strengths, challenges and learning style when choosing AT. I also feel it is important that the environment is taken into consideration. Where the child will use the AT and teacher knowledge of the tools required to support the child also need to be considered. I found the case study very helpful giving an example of how to use the SETT model.
AT supports pupils’ engagement, motivation and participation. It enables meaningful learning where the pupils can make choices and reflect on their learning. The teacher can differentiate according to the pupils’ needs and broaden their assessment for all pupils. It promotes inclusion and is inclusive of digital teaching strategies. Using the SSE process it is important to gather evidence and use pupil voice to see what AT tools will make learning more accessible and enjoyable. It is important to gather feedback from teachers, SNA’s and parents on how the AT is impacting the child. I plan on evaluating practice and comparing those that use AT to those that don’t use AT. When looking at the child’s needs and using the SSE framework I hope that by using AT with pupils it will reveal strengths in inclusive and digital teaching strategies and show the gaps in teacher confidence or professional development in AT. Perhaps greater training will be needed in certain AT tools. When creating an action plan for our school I would set targets for improved AT and prioritise training and budgeting for AT resources. Once the plan was rolled out we would need to monitor and review it. Perhaps pilot programmes at certain levels could be rolled out and then assessed. We would monitor pre and post intervention to ensure monitoring the plan effectively. All resources would have to be reviewed to inform the next cycle of the SSE cycle. I think it is very helpful to use the SSE process when using AT with pupils.