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Hi Emma,
I created a similar lesson and agree that the tools you’ve mentioned, immersive reader, cogi and balabolka would be brilliant for enhancing phonics lessons. I hope to give them a try next year.
In my current role I support Senior Infant classes. This past year I had a group of children that were EAL pupils, who were finding phonics and early numeracy quite challenging. Through this course, I was introduced to a range of technology tools that I hadn’t used before, that I can see could really support these learners and help me make my teaching more inclusive.
For literacy, I was particularly interested in tools like Immersive Reader and Balabolka, which offer text-to-speech and visual support which would be ideal for children who are still building confidence with reading, particularly my eal students. I also discovered Starfall and ABC Kids Phonics, which I could use for games and reinforcing, making phonics fun and engaging and very visual for the eal learners. I’m also curious to try Duolingo to support language development.
In numeracy, I hadn’t come across Math Duel Fight before, but I can see how its competitive nature could encourage children to practise number skills. Khan Academy looks like a great option for visual learners, and Kahoot would be perfect for fun quizzes and revision.
Using these tools could also support me in our School Self-Evaluation, as they offer new ways to reflect on how we teach and how children learn. Especially when considering the SETT model for choosing AT. This model will help me to be more systematic and inclusive which will hopeful improve the outcomes for all learners.
Part 1:
The SETT Framework provides a structured approach for integrating assistive technology into a student’s educational plan, aligning seamlessly with the School Support File process. By systematically addressing each component, you can ensure that the AT solutions chosen are tailored to the student’s specific needs and learning context and not just giving an ipad without any proper planning or thoughts on apps provided. Student gives the teacher an opportunity to gather comprehensive information about the student’s abilities, challenges, and preferences and make observations on how they learn. Environment gives the teacher an opportunity to assess the physical and social settings where the student learns. Consider factors such as classroom layout, available resources. This evaluation helps identify potential barriers to learning. Tasks helps to define the specific academic and functional tasks the student needs to perform. This step involves breaking down tasks into manageable components and identifying where difficulties arise, guiding the selection of appropriate AT tools. Finally tools are then chosen based on the gathered information, after identifying and trialing AT solutions that address the student’s needs. This may involve exploring low-tech, mid-tech, and high-tech options, ensuring they are compatible with the student’s abilities and the learning environment.Integrating the SETT Framework with the support plan also allows for different methods of assessment by providing equitable access to everyone, enabling students to demonstrate their knowledge without being hindered by challenges unrelated to the content being assessed.
Part 2:
Implementing the SETT framework has provided me with a more structured and considered approach to addressing the phonics challenges faced by my student. By aligning the student’s needs with the appropriate tools and environmental considerations, the plan ensures a holistic support system. The integration of Immersive Reader allows for reinforcement of letter sounds and decoding skills, while ABC Kids Tracing & Phonics offers interactive engagement through tracing and matching games. Starfall’s multimedia content caters to diverse learning styles, enhancing motivation and retention. The classroom environment has been adapted to minimise distractions, providing a conducive space for focused learning. Regular assessments will monitor progress and inform necessary adjustments to the plan. This comprehensive approach aligns with the principles of Universal Design for Learning, ensuring the student has access to phonics instruction in a diverse way.
Part 1:
For this activity, I have no access to Microsoft Office and I’m working off a mac so I created a reading comprehension worksheet using Google docs, designed for a 2nd class pupil with reading difficulties. The story, “Max and the Missing Sandwich,” is short and simple to aid comprehension. The worksheet includes three multiple-choice questions with clear layout and spacing to reduce cognitive load.
The text can be read aloud using the Mac’s built-in text-to-speech function. (You select text then right-click select speech and then start speaking). This allows the pupil to follow along at their own pace. This supports both auditory processing and reading confidence without relying on decoding skills. The student then answers the questions by ticking boxes or responding orally.
This activity could be done on immersive reader and use Balabolka instead of Macs Text to Type feature.
I have attached photos off text to type in google doc as I’m not sure if they are supported in the uploads. I hope this is ok.
Part 2:
I started working as a SEN teacher just two years ago. It was a big change for me from mainstream, and to be honest, I still feel like I’m only starting to feel comfortable in the role. Cosán’s principles of inclusivity, collaboration, and reflection really speak to my experience. I believe teachers are lifelong learners because teaching, especially in SEN, is always changing. CPD has been a huge support for me, I did a course before startinng and it helped me learn new strategies and understand the role before i started. In a DEIS school, where children often face extra challenges, CPD gives me the confidence to meet their needs more effectively. Ongoing professional development is essential for keeping my practice up-to-date and relevant.
Part 1: For this activity, I have no access to Microsoft Office and I’m working off a mac so I created a reading comprehension worksheet using Google docs, designed for a 2nd class pupil with reading difficulties. The story, “Max and the Missing Sandwich,” is short and simple to aid comprehension. The worksheet includes three multiple-choice questions with clear layout and spacing to reduce cognitive load.
The text can be read aloud using the Mac’s built-in text-to-speech function. (You select text then right-click select speech and then start speaking). This allows the pupil to follow along at their own pace. This supports both auditory processing and reading confidence without relying on decoding skills. The student then answers the questions by ticking boxes or responding orally.
This activity could be done on Immersive Reader and use Balabolka instead of Mac’s Text to Type feature.
I have attached photos of text to type in google doc as I’m not sure if they are supported in the uploads. I hope this is ok.
Part 2: I started working as a SEN teacher just two years ago. It was a big change for me from mainstream, and to be honest, I still feel like I’m only starting to feel comfortable in the role. Cosán’s principles of inclusivity, collaboration, and reflection really speak to my experience. I believe teachers are lifelong learners because teaching, especially in SEN, is always changing. CPD has been a huge support for me, I did a course before starting and it helped me learn new strategies and understand the role before I started. In a DEIS school, where children often face extra challenges, CPD gives me the confidence to meet their needs more effectively. Ongoing professional development is essential for keeping my practice up-to-date and relevant.
This course is my first time exploring Immersive Reader, the Edge browser, and other Microsoft 365 tools, and I was genuinely impressed by their potential to support literacy development. We use google in my school but it is good to know you can still access teams without Microsoft Office.I work in a junior school and think the picture dictionary within Immersive Reader would be particularly helpful for younger pupils, as it supports vocabulary learning through visual cues. The translation feature also stood out to me as a powerful support for EAL pupils, allowing them to access content in their home language while being exposed to English. This course also encouraged me to think about how we can better adapt our existing equipment. I had never seen the use of the different types of mouse, and I plan to try voice typing and touchscreen functions more next year.
This module really showed me the range of assistive technology (AT) tools out there and how they can support pupils in a very real and practical way. Working in a DEIS school, we often face a variety of challenges, ranging from literacy and language needs to emotional and behavioural difficulties so it was refreshing to see how AT can be used as part of everyday teaching to support inclusion and engagement.
One thing I had never come across before was the SETT framework. I found it really useful as a starting point for thinking about how and why we use assistive technology. I used to think of AT as mainly devices or apps, but the SETT model made me realise that we need to consider the student first, their strengths, needs, and environment before choosing the right tool. That way we’re not just throwing a tablet at a problem but making informed decisions based on real needs.
In terms of the School Self-Evaluation process, this learning really got me thinking. We already have a strong focus on improving literacy and engagement in our DEIS plan, and AT tools and visual supports could be really helpful in meeting those targets especially for pupils who struggle with reading or writing.
This also links well with the Digital Learning Framework, particularly Standard 1.3 (teachers using digital tools to support learning) and 2.1 (pupils actively engaging with digital technologies). Even something as simple as using immersive reader during reading tasks could help level the playing field for many of our pupils.
Overall, this module has given new ideas and a starting point for thinking of how I could use AT in my role as SET next year.
