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When thinking about how technology can support students with special educational needs, it’s useful to focus on practical tools that directly help them take part in literacy and numeracy lessons. For example, a student with dyslexia may find it very difficult to read and write at the same level as their peers. Technology can reduce these barriers. Text-to-speech software lets them listen to what’s on the page, which can make reading less frustrating and more meaningful. On the other side, speech-to-text tools give them a chance to say their ideas out loud and have them written down, which allows them to show what they know without getting stuck on spelling or handwriting.
For numeracy, many students benefit from interactive maths apps that break problems into smaller, more visual steps. Programs like Mathletics or Khan Academy use video, diagrams, and practice activities that can be tailored to the student’s level. Virtual manipulatives such as digital number lines, counters, and fraction bars are also useful, as they help students “see” the maths rather than only working with abstract symbols.
The Inclusive Education Framework remindsus that technology should not just be an add-on, but part of school development planning. This means making sure devices and software are available to all, that staff are trained to use them, and that students know these supports are normal tools for learning, not something that singles them out.
When I think about using the SETT model in conjunction with a student’s School Support File, I see it as a really practical way to make sure supports are tailored to the student’s actual needs. The SETT model starts with the student, so the first thing I’d do is review the School Support File to understand their strengths, challenges, and any relevant assessment information. This includes looking at previous reports, learning goals, and any strategies that have already been tried. It’s important to get a full picture of the student so that any interventions aren’t just generic but actually meaningful.
Next, I’d consider the environment—what the classroom looks like, the teaching approaches used, how peers interact, and even the wider school context. Understanding the environment helps to identify any barriers that might affect the student’s learning. Then I’d focus on the tasks the student needs to complete, whether that’s reading, writing, participating in group activities, or managing organizational skills. The goal here is to pinpoint exactly where support is required.
Finally, I look at whats is available in the school,anything from low-tech supports like visual schedules or graphic organizers to high-tech solutions like text-to-speech software or word processors. Using the SETT model alongside the School Support File also guides assessment. Observations, curriculum-based checks, and even trialing tools in real contexts help determine what’s effective. Overall, this approach ensures that supports are student-centered, evidence-based, and practical, and that the student can access learning in a way that really meets their individual needs.
Part 2
Using the SETT model in conjunction with a School Support File provides a clear, structured approach to planning for inclusion. In Alex’s case, the model ensures we begin with the student, focusing on both strengths and needs, rather than only on challenges. By considering the environment, we see how classroom supports, peer dynamics, and access to technology influence learning. Identifying the tasks Alex must complete highlights the areas where barriers arise, such as reading comprehension or extended writing. Finally, exploring tools like Immersive Reader, Dictate, and graphic organizers links technology directly to the student’s goals.
The real strength of the SETT framework is that it integrates assessment and reflection at every stage. It avoids a one-size-fits-all approach, instead encouraging teachers to evaluate what actually works for the student in practice. In this way, SETT supports meaningful, student-centered planning that promotes independence, engagement, and success
https://docs.google.com/document/d/1f60VY1RBfUHATBOJaISmeYX4aHrudcrleygX-4bmCi4/edit?tab=t.0
For some activities I will use a digital reading journal in OneNote. I normally provide a short passage. The student can use Immersive Reader to adjust text size, spacing, and background color, or listen to the passage read aloud. After reading, the student records a short voice note summarizing the main idea.
I can get teh kids to write a short creative story using Dictate (speech-to-text). They can then use Immersive Reader to listen back to their writing and edit for clarity. I provide sentence starters and word banks in the document to support vocabulary.
I open the Word template, add reading passage or instructions using accessible formatting (large headings, clear fonts, short paragraphs). The kids read the content, using Immersive Reader if desired, and responds with short written or oral answers.
Part 2
I think Cosán reminds us that teachers are lifelong learners. Teaching isn’t something you just qualify in and then stop growing—it’s constantly changing as society, technology, and our students’ needs change. Every group of students is different, so we’re always adapting and finding new ways to support them.
That’s why CPD is so important. It keeps us up to date with new strategies, research, and tools, especially when it comes to inclusion and supporting diverse learners, like those with dyslexia. CPD also gives us the chance to learn from each other, reflect on our practice, and build confidence.
At its core, Cosán puts student learning and well-being at the centre, but it also values teacher agency, giving us ownership over our learning. For me, it reinforces the idea that when teachers continue to learn and grow, our students benefit too.
For me in our our SET Immersive Reader in MS Teams is a fantastic starting point. It’s built right into messages and assignments, which is super handy. We definitely get students to use the Read Aloud feature, as hearing the words while they’re highlighted can really help with tracking and fluency. For students who get overwhelmed by a screen full of text, the ability to adjust the font size, spacing, and background colour can make a massive difference. We also use the picture dictionary for new vocabulary.
Another powerful feature is how customizable it is. For a student who finds a cluttered page overwhelming, you can adjust the font size and spacing, and even change the background colour to reduce visual stress. I’d also recommend exploring the Grammar Tools, which can break words into syllables and highlight different parts of speech—a brilliant way to reinforce learning.
This module has significantly deepened my understanding of how assistive technology (AT) and digital tools can support inclusion and enhance teaching and learning. Working in a DEIS school, we encounter a range of needs, from literacy and language difficulties to behavioural challenges, and it was encouraging to see how accessible tools can make a real difference. The SETT framework (Student, Environment, Tasks, Tools) stood out as a practical and student-centred approach, helping me realise that AT isn’t just about devices, but about making informed, tailored decisions based on individual needs.
I also explored the Digital Learning Framework, focusing on Domain 1 (Learner Outcomes) and Domain 3 (Teachers’ Individual Practice). Using tools like interactive games on Scoilnet has proven highly effective in boosting motivation and engagement—particularly in numeracy. These digital strategies allow for more inclusive and enjoyable learning, helping pupils achieve better outcomes. Similarly, Webwise offers engaging content to teach online safety, making it easier for pupils to understand and retain key messages.
The module’s breakdown of low, medium, and high-tech solutions helped demystify AT and reminded me that meaningful integration doesn’t require expensive tools—just the right ones. Going forward, I see clear links with our DEIS plan and School Self-Evaluation (SSE) process. AT and digital supports can help us better meet literacy and engagement targets, and the Digital Learning Planning Guidelines provide a useful structure to implement this sustainably. This module has inspired me to incorporate AT more intentionally in my SET and mainstream teaching roles.
