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I will be working as an EAL teacher this year and I am also looking forward to trying out many of the apps and platform resouces which were introduced in this module. The fact that these apps and resources make the learning more visual and interactive is exactly what these children need.
I am thinking of EAL Pupils for this particular forum response. This year I will be the EAL teacher in the school and have come across many apps and resources which will be extremely beneficial for this role.
Within office 365 Immersive Reader will be extremely useful as it can be used for text-to-speech, picture dictionary, and translation. In addition, as my school’s main platform is google for education can also access these features through the use of add ons. Tools such as Microsoft 365 AI reader coach will be useful as It can be used to listen to the children and provide feedback based on their reading. These resources will be useful for children in both literacy and numeracy. In particular with numeracy EAL children generally find the operation sums more accessible however once the text is introduced this generally makes it difficult for them to access the text. Having access to these texts online with translator tools will allow them to access numeracy challenges like this more easily.
The Inclusive Education Framework’s School Development Planning section links closely with including these resources. This framework helps schools include more inclusive practices in their main plans. It’s important that assistive technology (AT) is seen as a top priority across the whole school, with good systems in place to find, get, and use these tools properly. Teachers need regular training so they can use these technologies well and help make sure all students can take part and do better in school
I think that your ideas around using the SETT framework and regularly monitoring it is very important. I think as teachers this is something which is very much of our ongoing practice so belive it would be a framework which would work well with systems which are already in place.
Part 1:
The SETT model and student support file would work very well together from the initial outset of the process. The SETT model when focusing on the student, environment task and tools as it would enable educators to set up SMART targets for the student by focusing on each of the elements.Using this model allows you to identify the strengths of each pupil and also paying attention to the area of needs which needs intervention. This would help to create an overall image of the student before putting any support in place. I noted from one of the previous replies that using the SETT model not only allowed you to pick a tool which would allow the student to access the content but also empower them. I thought this was a fantastic summary of the SETT model and how it can help students. Combining the SETT framework and SSP allows me to ensure that the assessment which has been completed produces student centered targets which are most efficient.
Part 2:
https://docs.google.com/document/d/1x1keiqqufJ0yZUCmT1z7wMPucqj5TF7Wc60rOy2kuBs/edit?usp=sharing
Using the SETT planning framework encouraged me to broaden my perspective and move beyond the more limited range of tools and supports I might typically consider. Instead of focusing only on the obvious resources, it pushed me to think creatively and take into account a much wider selection of possibilities that could benefit the child. One of the most valuable aspects of this approach was the emphasis on recognising and building upon the child’s existing strengths. Rather than viewing planning as a way of compensating for difficulties alone, the framework reminded me to highlight what the child could already do well and to use those strengths as a foundation for growth. This change in perspective led to the design of more meaningful and individualised strategies. As a result, the learning plans created were not only more effective, but also more engaging, since they were built around the child’s unique abilities and interests.
This is a great response. I really enjoy how you have highlighted how the SETT model not only allows you to choose an apporpriate tool but by doing so it empowers the student. This is the fundamental of teaching our children. once they feel empowered it enables them to become more confident learners.
Hi Mary,
This post has some great ideas. I really like the idea of using a voice over of the text so that the child in your class can listen along. The idea of having a to-do tag feature takes away the pressure of having the child writing their own answer while also assessing that they have understood what they have read.
Great Ideas!
Part 1:
For this activity I selected a pupil who recently joined our school in 3rd class. This pupil arrived in Ireland with no English and as a result was very isolated and unable to access the curriculum in the classroom. For this particular task I have selected google docs immersive reader or more specifically the read&write chrome extension as we are a Google Workspace School. The activity is based on a comprehension around Winter in Ireland and with the use of the read&write chrome extension this specific EAL pupil can use the picture dictionary to gain awareness of winter in Ireland making the content accessible for the pupil..Additionally the option to translate the document within google docs makes this task more accessible for the pupil and helps remove the anxiety around being unable to access the content which english speaking students find less challenging.
Part 2:Cosán supports teachers to keep learning throughout their entire careers. This framework is highly adaptive, as it allows us to select activities, courses, and CPD that are suitable for our own school settings. It extends beyond formal learning to include the importance of colleague discussions, reading and researching topics of interest or those important for specific children, as well as working collaboratively in a classroom and learning through these interactions.
In teaching, there is so much we need to be well-educated on, yet we also encounter new challenges and interventions daily, which we, as lifelong learners, endeavour to research. I personally believe there is always more to learn in our jobs, and sometimes this can feel rather overwhelming.
Each area of teaching — from Mainstream Class Teacher, to SET Teacher, to Autism Class Teacher, to Home School Liaison, to Deputy Principal, to Principal, to AP Post Holders — comes with a steep learning curve. Just when you feel like you are close to having a handle on it, new research or an intervention emerges. Yet, as teachers, we continue to learn and make our classrooms dynamic and inclusive environments where everyone is welcome and there are many ways to learn.
CPD helps us keep our teaching up to date, improves learning for students, encourages teamwork, and supports the well-being of everyone, by giving us control over how we learn and opportunities to share ideas.
The Immersive Reader tool in MS Teams, the Edge browser and other Microsoft 365 tools is a great way to make reading more accessible for pupils who face challenges in literacy. From exploring these tools it will prove beneficial for all children in mainstream classes, those requiring SET support and also those who are in the autism classes in my school. The benefits include reading text aloud, highlighting words as they’re spoken, and letting pupils change font size, spacing, or background colour to suit their individual needs.
The picture dictionary and translation features are especially useful for EAL learners with different language backgrounds or those who need extra support with understanding.
In Teams, it can help students access instructions and resources more easily, while in Edge it strips away distractions from web pages so they can focus on the content. Tools like OneNote and Word also include Immersive Reader, giving students more control over how they read and engage with texts. Used regularly, it can help build confidence, improve comprehension, and make literacy tasks feel more manageable for every learner
I find that the use of these tools are very much linked with the SETT framework introduced in module one and would prove very beneficial in addressing many literacy challenges for pupils.
My understanding around the accessibility options already included in windows has improved greatly as I was unaware there were so many available. While completing this module specific children come to mind who I know will benefit from enabling such features on windows.
For those with physical impairments the use of alternative mice provides these pupils with opportunities to access the content which is available to their peers and also allows them to contribute in an alternative way.
This module has shown that all of these Assistive Technology tools and devices are making the content in the classroom more accessible for pupils with special educational needs.
Hi Emily,
I love that you picked on the support which can be provided to EAL pupils also. I will be SET and EAL next year and I am looking forward to trying out the read aloud tool and the picture dictionary which are available with Microsoft 365. We currently use Google workspace for Education in our school so I must research this and see if there are similar options available.
After years of working in SET and Autism classes it is great to see that this module pays attention to the low tech supports which our children with the greatest level of need are accessing daily. The use of visual timetables, first then boards, slant boards, post-it notes etc were approaches which were embedded in the children’s routines and made significant impacts for these children. As teachers we can often feel that we are not doing enough if they are not accessing the high tech Level AT but we often implement the low teach without giving it a second thought.
In relation to SSE, Assistive-technology provide us with tools and insights into Pupil learning. Tracking and monitoring how these low, middle and high tech supports impact student engagement and progress is an essential element of whole school inclusive learning. The use of AT involves a collaborative and reflective process where the school can examine the provision and use of AT to support these students with diverse learning needs.
The SETT framework; student, environment, tasks,tools is definitely something which I will embed in my teaching going forward and something which I hope to introduce at a whole school level. It is a great tool for analysing how effective AT can be utilised for individual needs. This provides a structured and student-centred approach for all children.
This aligns with the DLF standard: “Teachers use digital technologies effectively in teaching, learning and assessment.” The SETT framework aligns with the DLF by highlighting individual pupil needs to determine the appropriate tools and strategies, both digital or otherwise. The DLF promotes pupil-centered, needs -driven intervention which mirrors the process of the SET Framework.- After years teaching in Autism Classes I have similar experiences of AT and totally agree that it doesn’t have to be High Tech to make a difference. Sometimes a combination of low/medium and high can have a great umpact. Using assestive technology to remove the barriers and create independence makes such a difference for these pupils.
