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Duolingo can be very helpful for EAL students parents and caregivers too, increases their ability to support and also helps with inclusion.
I considered a group of students with dyslexia and the technology resources that can best support their access to the curriculum, particularly in literacy and numeracy. In terms of literacy, tools such as Microsoft Immersive Reader and text-to-speech software (e.g., Natural Reader, Learning Tools in Office 365) are invaluable, as they reduce the cognitive load of decoding and allow students to focus on comprehension. Speech-to-text tools like Dictate in Microsoft Word also empower students to produce written work without the same barriers of spelling or handwriting. Audiobooks and e-books, paired with highlighting and annotation features, further encourage independent reading and vocabulary development.
For numeracy, digital manipulatives (e.g., Math Learning Apps, GeoGebra) and visual supports such as virtual number lines and fraction models provide concrete representations of abstract concepts. Tools like Microsoft OneNote also allow students to record worked examples, revisit teacher explanations, and self-check their progress.
Referring to the School Development Planning section of the Inclusive Education Framework, it is clear that embedding these technologies requires a whole-school approach, ensuring access is consistent and that staff are trained to use tools effectively. School planning should prioritise resourcing, professional development, and creating a culture where technology is not seen as a “crutch” but as a universal design for learning tool that benefits all. By aligning practice with inclusive school planning, we ensure that students with additional needs are given equal opportunities to succeed and participate fully in the curriculum.
I would see Immersive Reader as a tool for the whole class from time to time. I think all learners would really enjoys using this technology and would be especially useful .
I could also see that having access to the technology might be a small problem in some schools and also sometimes other students get really jealous of those working with AT, children nowadays are absolutely fixated with having devices in their hands and can become quite agitated if they don’t and ithers do.
Part 1
For this task, I designed an activity for a specific student using Microsoft Sway from the Office 365 suite. The student I had in mind benefits from highly visual, interactive content and finds large blocks of text challenging. I created a Sway presentation on the life cycle of a butterfly, incorporating images, short video clips, and key vocabulary with simple definitions. The presentation allows the student to work through the content at their own pace, with built-in comprehension questions at intervals to check understanding. This format supports both their visual learning style and their need for short, engaging learning chunks. The link to the presentation can be found here: [insert link]. I chose this tool because it gives the student control over how they navigate the material while still guiding them through the core learning objectives.Part 2
I believe teachers are definitely lifelong learners. The profession is constantly evolving, whether through changes in curriculum, advances in technology, or emerging insights into how students learn best. Cosán reminds us that our professional learning doesn’t stop once we qualify – in fact, it’s just the starting point. CPD is essential because it helps us to reflect on our practice, stay informed about best practice, and adapt to meet the diverse needs of our students. It also keeps our teaching fresh, relevant, and engaging. For me, CPD isn’t just about compliance; it’s about curiosity, growth, and ensuring I can give my students the very best learning experiences possible.I think this tool could be really helpful for EAL parents too, it would really help support their children’s learning.
Immersive reader has a lot of really helpful uses, I can’t believe I never heard of it before. As an SET I know of so many children that would find this tool useful, but all in different ways because of their different abilities and backgrounds.
For reading Comprehension for my dyslexic students I would see this tool as particularly useful in the classroom and for homework. A lot of the time my dyslexic students just sit and stare at the page when this kind of activity is going on in the classroom. I would imagine they would find Immersive Reader really exciting and get stuck in straight away using this technology, particularly the more capabale children. For the ‘weaker’ children I would see the Picture Word extremely helpful and also for the EAL students, also the translate option would be of enormous use.
I would imagine there would be a lot of supervision required at the start to ensure the children fully understood the use of this tool and I also think there would be an element of training for parents too if this tool was being used at home for homework which I would definitely encourage!I Find your points very interesting because I have experienced some children who use AT without actually understanding or learning from what they are using, they just like to get the IPad or tablet into their hands and play games, sometimes not understanding or learnig from them. So, it is extremely important to chose the correct tech, low or high depening on the ability or needs of the student.
I work as a SET and will defintely be using the SETT framework next year for collaborative decision making for AT, I particularly like that it is student centred – makes sense and this will be particularly useful at the start of the school year when deciding on targets for IEP’s.
We have used Duolingo as an extra activity for early finishers and the children who were not early finishers became very interested and motivated to finish tasks so that they could use Duolingo
Having completed this module, I am now reflecting on the use of assistive technologies (AT) to support inclusion and participation in a Gaelscoil setting, particularly for students with additional needs. I have worked in the SET setting for some time now and I regularly encounter barriers to learning that can be greatly reduced – or even removed – through the thoughtful integration of digital tools. This is especially relevant in an immersion environment, where the dual challenge of learning through Gaeilge can pose extra difficulties for neurodivergent learners especially those with dyslexia, speech and language needs, or sensory processing challenges (this is a DEIS school also which adds even more learning issues as aresult of the lack of education at home (parents/caregivers) there can be in some of the families in our school
Assistive technologies such as text-to-speech tools in Irish, voice typing, digital graphic organisers, and bilingual dictionaries can help learners access the curriculum more independently. These tools also foster a sense of competence and inclusion, allowing students to engage more fully with their peers in a language-rich environment. The recent improvements in Irish-language AT are particularly promising and should be explored further as part of our school self-evaluation (SSE).
In relation to the Digital Learning Framework – “Learners use digital technologies to support their learning” – stands out as particularly relevant. Through careful planning and integration, we can ensure all learners, regardless of ability, are actively engaging with digital tools to support their progress. Standard 2.4, which encourages teachers to “engage in professional development and collaboration to enrich teaching and learning,” also resonates strongly, as many of us in SET roles learn best from each other’s experiences in using AT creatively.
Embedding AT into our SSE process will support a more inclusive whole-school approach. It encourages us to view assistive technology not as a crutch for the few but as a universal design element that benefits many. In a Gaelscoil, where language learning is central, this inclusive mindset is not only beneficial but essential to ensuring that every pupil has the opportunity to thrive.