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I predominantly teach in a SET role for Junior Infants, primarily supporting students with a diagnosis of ASD. For this task, I will focus on possible AT resources that could be beneficial for this diverse cohort of students. With regards to literacy, as these students are acquiring pre-reading and pre-writing skills, the following educational (iPad) apps may be ability and developmentally appropriate:
• Wet, Dry, Try: multisensory activity for letter and number formation and orientation
• ABC Kids-Tracing and Phonics: phonics games and tracing activities
• Reading Eggs: focus on building pre-reading skills
• ABC Mouse: reward-based games, videos and activities
Other AT that could be incorporated into everyday literacy teaching and learning with these students:
• Interactive Board: Jolly Phonics, Starfall, Topmarks, Storyline Online
• Toniebox: digital story audio deviceNumeracy AT and apps:
• Khan Academy Kids
• 123 Numbers: counting and number formation
• Maths, age 3-5: app focusing on EMA, number recognition and counting
• TopmarksThrough utilising, collaborative sharing and embedding of a range of AT resources within whole school practices, an inclusive teaching and learning environment can be created. This is underpinned by the principles of the School Development Planning within the Inclusive Education Framework.
The SETT framework can be easily integrated and embedded into a students’ School Support Plan. It outlines how to gather a range of information on a students’ strengths and needs. It highlights the importance of checking the learning/classroom environment and adapting it to suit the learners needs. With regards to tasks, the SETT framework can assist in prioritising clear, time sensitive and specific student-centred learning targets. These tasks and targets are an essential element in the planning and instructional aspects of a student’ SSP. Finally, section 4 of the framework, Tools, should assist in identifying what adaptations, interventions, or possible AT that a student may require to access the curriculum. This section also encourages monitoring of progress which is intrinsically linked to the SSP. Appropriate assessment approaches identified in the SETT framework include: observations, checklists, standardised tests, assessments from professionals (OT, SLT, Psychologists etc.) and utilising and monitoring AT specific to the needs of the student.
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Using the SETT framework, I identified an area of difficulty in the students’ SSP and copied the relevant information into a simple SETT table. This highlighted the students’ strengths and needs, possible strategies and AT tools that could be beneficial for the student. Using the SETT framework in conjunction with the students’ SSP emphasised how a students’ needs may be met in a constructive and time-bound manner.
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This lesson is for a First Class pupil with reading and handwriting difficulties. It has been modified and adapted from a Twinkl activity for writing sentences. The lesson was downloaded in a PDF and 5 of the images were copied into a Word document. Three words related to each image are typed underneath. The original lesson instructed the learner to read the 3 words and write a simple sentence to describe the picture using the words provided. As this document is now in Word format, the immersive reader tool can be utilised so that the student can listen to the words. In lieu of writing a sentence, the student can dictate a sentence to describe the images. By removing the reading and writing requirements of this lesson, it has been made accessible for the intended pupil.
Teachers are lifelong learners. Personally, I find myself constantly self-evaluating, reflecting and adjusting my teaching styles and preferred methodologies to suit the needs of my students. Without CPD, these continuous adaptions would not be possible. CPD provides me with the skills to change and also the confidence to try new methods or implement new teaching initiatives. The Cosán framework highlights the principle of collaborative learning. I have gained a wealth of knowledge from working collaboratively with my colleagues. For me, this collaborative approach has been fundamental for the benefit of all students in our setting.I really enjoyed exploring the accessible features available in Microsoft programs. Immersive reader was easy to use and I could see how it would be beneficial to many learners within the SET classroom. As I predominantly work with Junior Infants, the Picture Dictionary tool would be most suitable to my cohort of students. This tool could support the acquisition of new vocabulary through pictorial/visual learning.
When considering how to adapt existing equipment in my class, I focused on the IWB. Making simple visual changes to the background colour, brightness and adjusting the text size could be beneficial. Changing from a static interactive board to an adjustable one would allow for students of all heights to access and interact with the board. Utilising IWB pens that are designed for young learners, or those who are still developing their pencil grip and control, could improve how students control their movements when interacting with tasks on the IWB.I agree with Rebecca that this module highlights the range of Assistive Technologies and how they may support students in a practical manner. In our school, we utilise an abundance of low to no-tech AT. Yet, we rarely regard these visual supports/pencil grips/adapted seating etc. as being AT. These simple supports and adaptations promote inclusion and reduce barriers to students’ learning.
When reflecting on this module, I considered Domain 1, Standard 2 of the Digital Framework. This outlines how AT may contribute to inclusion and the holistic development of a learner, through the use of visual schedules, communication aids and social stories. This standard states that learners require the necessary skills and knowledge required to understand themselves and their relationships. This area is being addressed in our school, however, I feel that with further schoolwide standardised use of specific visual schedules and supports could be more inclusive and beneficial to all students and not just those with diagnosed disabilities.
I am not familiar with the SETT Framework, and for me, this was the most valuable and practical information that I gained from this module. The framework can be easily integrated and embedded into a students School Support Plan. It outlines how to gather a range of information on a students’ strengths and needs. It highlights the importance of checking the learning/classroom environment and adapting it to suit the learners needs. With regards to tasks, the SETT framework can assist in prioritising clear, time sensitive and specific student-centred learning targets. These tasks and targets are an essential element in the planning and instructional aspects of a student’ SSP. Finally, section 4 of the framework, Tools, should assist in identifying what adaptations, interventions, or possible AT that a student may require to access the curriculum. This section also encourages monitoring of progress which is intrinsically linked to the SSP. Appropriate assessment approaches identified in the SETT framework include: observations, checklists, standardised tests, assessments from professionals (OT, SLT, Psychologists etc.) and utilising and monitoring AT specific to the needs of the student. The information gathered from these assessments would be invaluable in the development and implementation of a students SSP.I also agree with this. Children can quickly learn simple effective habits that they may incorporate into their home life.
I live and teach in a large urban area. Sustainable practices have increased over the past few years. There has been a marked increase in public transportation. We now have more frequent and additional bus services. Bus corridors have also increased greatly on the roads in our area. There has also been an expansion in cycle lanes. We have built secure bike sheds in our school, and we actively encourage staff and students to cycle to school. The local Tidy Towns group is actively visible in our locality. These volunteers organise weekend clean-ups and help to maintain some of the public spaces (benches, flowerbeds, small community garden areas etc.). The school has on many occasions liaised with the Tidy Towns group and they have visited our students. They have given talks on how the students can help to respect their neighbourhood through keeping their locality clean and working together with members of their community. We have 3 Green Flags and because of this, the students are very aware of some sustainable practices that we utilise daily. These are: recycling, limiting water waste (all taps are fitted with aerators), reducing power consumption (all classes have smart light fixtures), closing doors to keep in heat etc.
I could possibly engage my students in furthering their understanding of sustainability through filed trips, activity based learning, promoting cycling/scooting/walking to school, and inviting suitable guest speakers into school.I also found that Bord Bia has an information page which may be useful for parents and teachers. This page highlights the nutritional value of fish and how to possibly encourage children to eat it:
Of all the modules covered so far, this is the one that I will probably use most in my classroom. The students in my school benefit from the ‘Hot Lunch Scheme’. They are provided daily with a nutritious snack and hot lunch that aligns with the schools Healthy Eating policy. However, I am uncertain if our students are aware of the nutritional value of food. The Food Pyramid is covered, albeit briefly in 1st & 2nd Classes. The students are taught from Junior Classes how to sort and organise food into different categories, however I am uncertain if they are made aware of the nutritional value of food. Reflecting on this module, I have been reminded of the nutritional value of seafood and the importance it plays in a healthy diet. I feel that I am now better prepared to impart this knowledge, at an age and ability appropriate level, to my students. I feel that my students have not had the opportunity to discover and taste a variety of fish and seafood. Through practical and exploratory lessons, this could be done in the classroom. Exposing the children to different tastes and textures may encourage them to try a variety of food that they would not usually eat.
I thought the ‘I spy…’ game would be of particular interest to our students. This is an activity that children could do with their parents. This possible parental activity may influence food choices at home and also may further inform parents of food labelling and nutrition.The ARC online lessons and resources are an invaluable tool that could I could utilise in my teaching. These resources are more suited to children in 4-6th classes, as I teach in a Junior School, I have been reflecting on how I could apply these concepts to younger students. These lessons could be adapted and modified so as to be age and ability appropriate. The ARC utilises many digital tools that may enhance teaching and learning. In line with our school IT policy, the use of educational apps and tools could be utilised to support interactive learning. Also, the use of multimedia can cater for different learning styles and preferences. The quizzes after each lesson lend themselves to monitoring progress and tracking learning. This form of assessment encourages peer and self-assessment which can foster critical thinking. Also, the interview after Lesson 2, in which the students question a parent or family member, highlights the importance of creating home-school links and learning. Fostering parental involvement is of upmost importance in our school.
As I really enjoyed engaging with the online lessons and resources, I am sure that this could influence how we may address incorporating the topic of aquaculture into our whole school plan for SSE.
Module 2 highlighted to me that aquaculture is a thriving and evolving form of sustainable food production that contributes greatly to many local economies. The majority of aquaculture farms can be found mostly on the West coast of Ireland. This is due to the optimal physical environmental conditions (water quality, sheltered conditions, rugged coastlines, natural bays etc.) that are required for successful fish and shellfish farming.
Aquaculture farming offers communities employment through processing, distribution and farming. It can contribute additional revenue to these communities through sales of seafood products and possible investment in local infrastructure. It can also offer stability to communities through providing employment opportunities that may not be available in some of these rural locations. Aquaculture can also contribute to the development of a skilled local workforce through training and education. As aquaculture is a sustainable form of food production, it endeavours to only engage in farming practices that do not negatively impact the local environment. All of these factors contribute positively to the socio-economic stability and development of many coastal communities.
I really enjoyed the first module of this course. It is a subject area that I have very little prior knowledge of, so I found it be highly informative.
I was unaware that there are so many resources available on this topic. The resources on BIM were easily accessible and could be adapted to suit the varying abilities of our students. The YouTube videos on this module were a pleasure to watch; they were brief, descriptive and interesting. They would sustain the attention of my students. As a whole school, Aquaculture is not a topic that we cover in SESE. This module has informed me as to how we could implement it within our whole school planning.
I was fascinated by the ARC, it looks unbelievable! I feel it would be highly engaging and would pique our students interests in Aquaculture. I will definitely be registering our school for a visit.