[Rachel Larkin]

Thanks for this list. There are so many tools to use and I will use the SETT framework in September as I get to know my students and create their School Support Plan.

[Rachel Larkin]

In my school we also need to explore more maths resources and apps in line with the new PMC. Khan Academy, Maths Assistant on One Note and Maths Duel, to name a few, would be useful.

[Rachel Larkin]

For this task I am going to consider AT tools for children with Dyslexia. Everyone with dyslexia is different but it usually consists of difficulties with reading, spelling and writing and related cognitive/processing difficulties. I have used Dcode this year which is specifically designed for student’s with Dyslexia. I also used UFLI with magnetic letters which is a multi-sensory approach and builds strong phonological and decoding skills. I wanted to learn about other options, particularly AT options.
From doing this course I was hugely impressed with Immersive Reader as a tool to help children. It offers text decoding solutions such as increased fonts and spacing, line focus, syllable division and dictate. Immersive reader provides personalised reading support that I feel will really help with reading fluency and confidence. Reading Coach and Epic!/Learning Ally Audiobook Reader are other audiobook tools that would help with reading fluency.
I set a child up with readtheory.org just before the holidays which provides comprehension questions to texts that are adapted to suit the needs of the child by starting off with a reading assessment to gauge their reading level.
Apps such as Write about This would help with writing tasks. Microsoft Dictate would also help children share their ideas and responses.

In our school we are currently reviewing our SEN practices through SSE. We are continually updating our teaching and learning and strive to improve how we support and include children with educational needs. The Inclusive Education Framework is a useful resource to help support us in highlighting what is working well and what inclusion activities need to be addressed. This course has enabled me to examine AT tools as that was something I felt I needed to upskill in.

[Rachel Larkin]

You are right. We cannot throw everything at the problem. The SETT model in conjunction with the SSP will really help us meet each student’s individual needs. I saw a video clip earlier this year and it really highlighted that we cannot ‘fix’ the student. We need to look closely at the student and other factors when planning. Here is a link to that video

https://padlet.com/sharonhealy1/ncse-relate-1pb19qcfkamisp1z/wish/YDgnZel3l4OoQwrA

[Rachel Larkin]

I agree that regular monitoring is very important. Student Support Plans are a working document and need to be amended and adjusted should the need arise.

[Rachel Larkin]

The SETT model is a practical, student centred approach to help choose appropriate AT tools for the student. This approach is useful when completing a child’s School Support Plan as it is tailored specifically to the child’s needs. Student (S) gives the teacher the opportunity to focus on the student’s abilities, needs, preferences, challenges, and current skills.. Environment (E) examines the contexts in which learning happens — classroom layout, available resources, peer and adult support, cultural factors, and potential barriers. Tasks (T) enables a teacher to consider the elements of the task the child is being asked to complete so that we can begin to understand what skills or knowledge are being tested and which demands need to be supported with AT tools. While focusing on these sections teachers will plan assessments for the child to find out exactly where they are at in their learning and the exact nature of their difficulties. These can be teacher designed tests or diagnostic assessments.These sections of the SETT model will help with the background information and Student’s Strengths/Interests and Priority Concerns sections of the School Support Plan. Once teachers have a good understanding of the Student, Environment and Tasks they can select appropriate Tools (T) and strategies based on the SETT model. This will all inform SMART targets and strategies as part of the Student Support File.

Part 2:
https://docs.google.com/document/d/1nPzp-Kn3geXPbH-N8WCvyk39ibXdesBdnJ9mvXei-kg/edit?tab=t.0

Using the SETT model is a clear, structured, and student-centred way to decide what supports, especially assistive technology and strategies, will actually work in practice for a learner with additional needs. It makes us stop and think about the student before we race ahead with a tool(s) that may not be the best choice for the student. There is no one size fits all and this model keeps the tools we use practical and relevant. It is also relevant to the Student Support File template we use.

[Rachel Larkin]

I like the idea of multiple picture choices to get the child to circle the picture that matches the sentence meaning.  This activity definitely aligns with the UDL principles.

[Rachel Larkin]

You are right Deirdre. We need to continue to upskill in response to changes, updates and policy developments. So much has changed in the last 19 years that I have been teaching and continued cpd will have a positive impact on the learning experiences of our pupils.

[Rachel Larkin]

https://onedrive.live.com/edit?id=77B898766EB04AF1!3515&resid=77B898766EB04AF1!3515&ithint=file%2Cdocx&wdo=2&cid=77b898766eb04af1

For this activity I chose a reading passage suitable for a 3rd class pupil with Dyslexia. I had a particular student from my last term in school that I had in mind for this. She needed help with reading fluency and comprehension. She loves dogs so this passage would be of interest to her. I chose to use Immersive Reader. I’ve had to use Microsoft Edge to complete this. I have adapted the font to Comic Sans and changed the background colour to yellow. However, I would check this background colour with my pupil before we start reading. I have also used the syllables function and line focus to help with word recognition and decoding. After reading each paragraph I would ask her to predict what might happen next. I would also encourage her to highlight a word she doesn’t know and use the Picture Dictionary. The Dictate option could be used to go through what has been read and then I would ask quick comprehension questions:
Why did Max run out of the garden?
What happened to the balloon?
How did Anna find Max?
Can you name 3 places Max passed?
As a nice concluding activity I would ask her to draw a picture about the story to ensure she comprehended the text. Also, this particular girl likes to draw.

Teachers are definitely life long learners. Things are constantly evolving and changing and we, as professionals, need to upskill ourselves to ensure that we provide the children with the best learning experiences possible. As teachers, we all have different experiences and choose cpd that is most appropriate to our classrooms and schools. The Cosán framework highlights the flexibility in pursuing relevant learning opportunities. I started in SEN last year and had no idea where to start so I completed a summer cpd course in that area. This gave me a great start but I am still learning new ideas as no one size fits all. This course is helping me with the AT side of things. I have seen teachers in my school undertake so many independent cpd courses to help them this past year alone as well as whole staff cpd that we have all completed.

[Rachel Larkin]

I will also try Reading Progress in Teams. This course is great to identify and explore what AT options are out there.

[Rachel Larkin]

I agree that Microsoft Lens is a quick and easy way to help a student access written information. It is an app that parents/pupils could download at home to help with reading homework too.

[Rachel Larkin]

I have never used Immersive Reader before and I am so grateful that I have had the opportunity to explore it. It is easy to access it through Word, OneNote, Teams, Office Lens and Microsoft Edge and it’s free! There are so many beneficial aspects to it. I would use it in my SET room if I had a child with a specific learning difficulty such as Dyslexia. I would consider what the child needs and use the tools such as changing the background, changing the text size/font, increasing the spacing and using the line options appropriately. The grammar options are useful to help develop literacy skills. The picture dictionary is a great tool to help the pupil with the comprehension of text. If I had an EAL pupil the Translate option would also be very useful. Immersive Reader is definitely something I will use and share with the SET team in my school.

[Rachel Larkin]

I agree Melissa. Simple, practical tools can be most effective. AT is not just using chromebooks and ipads.

[Rachel Larkin]

I agree with Deirdre that both teachers and pupils need to feel confident. In my last intervention we had a 5th class pupil who was reluctant to use a chromebook in class to support his learning. We did an in class station teaching intervention where one station involved everyone used chromebooks to complete literacy tasks to help that pupil feel more confident in using AT.

[Rachel Larkin]

After completing this module I have started reflecting on how effective assistive technology can be to support and facilitate inclusion for all pupils. It does not need to be complicated and the 3 categories of assistive technology outlines various examples of how I can use AT in my room and how it can be used within the school. The use of digital technology needs to be a core part of a pupil’s education and teachers need to be able to embed digital technologies in their classrooms. In my school we have ipads and chromebooks that are used in classes. As a school I feel that we could use the school self evaluation process to reflect and develop more in terms of using AT for children with additional needs in the classroom and not just as an in class intervention with SET or something to be done while the class completes Gaeilge. This would be addressed by  standard 3.3 of the Digital Learning Framework ‘The teacher selects and uses teaching approaches appropriate to the learning objective and to pupils’ learning needs’ and standard 4.1 ‘Teachers value and engage in professional development and professional collaboration’.

My AT skills wouldn’t be great and I sometimes shy away from ‘the unknown’ as I don’t feel confident. The SENCO in my school is great with AT and has used her knowledge to guide me in the right direction with using AT in my role as SET. I am hoping this course will further develop my knowledge and confidence in using AT. The SETT framework is an excellent starting point and pathway to effectively use AT. As stated in the module the characteristics of the environment, person and technology need to be considered. We need to carefully consider the pupil’s needs, environmental factors that will affect the pupil’s access to AT, the elements of the task that the pupil needs AT to complete and then choose the most appropriate AT tool to help the pupil. This framework will benefit my approach to using AT going forward.

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