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Part 1:
I think the SETT model is a useful way of making sure that the focus stays on the individual pupil and their needs. When used alongside a School Support File, it can help teachers to look at what a child finds difficult and what supports might help them to access learning more independently.
The first part is student, where we need to find out about the child’s strengths, interests, difficulties and what they enjoy. This could involve speaking to the child, parents, class teacher and SET teacher, as well as looking at previous assessments and work.
Enviornment looks at where the child learns best. This could include the classroom, SET room or another quieter space and we need to consider things such as noise, distractions and seating.
Task focuses on what we are asking the pupil to do and what difficulties they are experiencing with that task. Finally, Tools looks at what resources, strategies or assistive technology could help the child complete the task.
Assessment should be ongoing rather than just looking at one test. Teacher observations, work samples, checklists, pupil feedback and progress towards targets in the School Support File could all be used. This would allow the teacher to see if the chosen support is actually helping the child and whether any changes are needed.
Part 2:
For my SETT plan, I chose a 7 year old pupil in 2nd class who has difficulties with reading and spelling. The pupil enjoys practical activities and games and is more motivated when learning is interactive. They can become frustrated when asked to read large amounts of text independently and benefit from visual supports and hearing words read aloud.
The pupil has good oral language skills and enjoys talking about topics they are interested in. They find decoding unfamiliar words difficult and can lose confidence when reading independently.
The pupil works in a mainstream 2nd class and receives additional support from the SET teacher. For some literacy activities, they benefit from working in a quieter area with fewer distractions.
The main focus is reading simple sentences and developing confidence with CVC words and high-frequency words. The pupil will complete short reading activities, matching tasks and simple comprehension questions.
I would use immersive reader so that the pupil can listen to the text being read aloud while following the words. I would also use picture supports, magnetic letters, mini whiteboards and a tablet-based phonics game. These tools would give the pupil different ways of accessing the activity.
Progress could be monitored through teacher observation, reading samples, short phonics activities and pupil feedback. I would also record progress in the School Support File and review whether the tools are helping the pupils become more independent.
I found creating the SETT plan useful as it showed me that assistive technology should not just be chosen due to it being available. It needs to be chosen based on the individual child, the task they are trying to complete and the enviornment they are working in. I also think reviewing the plan regularly is important because what works for a pupil at one stage may not always be the best support as their needs develop.
I designed this activity for a junior infant pupil who has some difficulties with early literacy and benefits from visual supports and repetition. I created the activity using Microsoft PowerPoint and Immersive Reader. I chose a familiar topic, animals, as I think using something that children are interested in can help keep them engaged and motivated. The activity includes simple sentences about different animals, with pictures to support the meaning of the words. Immersive Reader can be used to read the sentences aloud, allowing the pupil to hear the words while also seeing them highlighted on the screen. The pupil can also use features such as Picture Dictionary, Line Focus, larger text and increased spacing if these are helpful. I included simple activities such as matching animals to their names, identifying sounds and answering basic questions about the pictures and sentences. The activity is designed to be straightforward and predictable so that the pupil can work through it at their own pace. I think this activity would help support the pupil’s early reading, vocabulary and comprehension while also giving them more independence. It also shows how tools that are already available in Microsoft 365 can be adapted to support individual learning needs.
Part 2:
I think teachers are definitely lifelong learners because there is always something new to learn. Children have different needs, abilities and interests, so we cannot expect the same teaching approaches to work for every pupil. As teachers, we need to continue developing our knowledge and skills so that we can provide the best possible support for our pupils. I found the Cosán framework interesting as it highlights the importance of reflecting on our own practice and continuing to develop throughout our teaching career. Professional learning does not only have to come from completing formal courses. It can also happen through talking to colleagues, sharing ideas, reflecting on lessons, trying new approaches and learning from our own experiences in the classroom. I think CPD is particularly important as education is constantly changing. New technology, teaching strategies, research and approaches to inclusion mean that teachers need to keep up to date. For example, through this course I have learned about different assistive technology tools that I was not very familiar with before. Overall, I think CPD helps teachers to become more confident and reflective in their practice. It also benefits pupils because the more we learn as teachers, the better we can adapt our teaching to meet their individual needs.I found this part of the module really useful as I wasn’t aware of how many features are already available through Microsoft 365. I particularly liked exploring Immersive Reader and seeing how it can be used to support children who may find reading difficult. Features such as read aloud, changing the font size and spacing, line focus and the picture dictionary could make a big difference for pupils who struggle with literacy. I also think it could be really useful for EAL pupils as they can hear words being read aloud while also seeing them on the screen. It also made me think about how we can adapt technology that we already have instead of always needing to buy new equipment. For example, using Dictate could support a pupil who finds handwriting difficult, while changing the display or using text-to-speech could make work more accessible. I liked learning about different input devices too. Something as simple as an alternative mouse, such as a trackball mouse, could make a big difference for a pupil with motor difficulties. Overall, I think these tools can give pupils more independence and confidence and allow them to take part in lessons in a way that works best for them.
Module 1 gave me a good introduction to the Inclusive Education Framework and how important it is to look at each child as an individual. One thing I took from the module was that not every child will learn in the same way, so as teachers we need to be flexible and think about what each pupil needs in order to take part in the lesson.
I found the different types of assistive technology interesting, especially looking at low, medium and high-tech tools. I had always thought of assistive technology as being something quite advanced, but I realised that it can also be very simple things that are already used in the classroom. This reminded me of things I have seen on placement, such as visual timetables, movement breaks, concrete materials and different visual supports.
I also found the SETT framework useful. I liked that it looks at the student, environment, tasks and tools before deciding what support a child needs. It made me realise that we should not just choose a resource because it is available, but think about whether it is actually going to help that particular child. I also think it is important that supports are reviewed regularly because a child’s needs can change over time.
Overall, I found Module 1 useful as it made me think more about how small changes can help children feel included and take part in learning. It has also made me more aware of the importance of knowing my pupils and understanding what works best for them. This is something I will take with me into my own classroom, as every child will have different strengths, needs and ways of learning.
