[Rina OBrien]

Module 5:Part 1
It is true to say that technology can play a huge role in helping students with literacy and numeracy difficulties while also promoting confidence, enjoyment and independence. However, it should be used alongside good teaching rather than replace it which is why a hybrid approach is most effective. By offering this balance between face to face teaching and a blended learning approach , the student gets the best of both worlds .The SETT Framework reminds us that technology should always be chosen based on the individual pupil, the learning environment and the specific tasks they need to complete. No one size fits all and every student’s learning needs must be prioritised based on their level of academic ability.

For my 5th class literacy group, the majority of my students have dyslexia and struggle with reading fluency and comprehension. I hope to incorporate Microsoft Immersive Reader as a teaching tool now that I know more about how to use it from learning about it in this course. This platform makes reading far less overwhelming and allows pupils to focus on understanding the text rather than struggling to decode every word. It also allows teachers to gain a more accurate picture of a pupil’s true ability by removing barriers that can mask their understanding. It’s easy to navigate and there’s so much to explore, it also gives the students a chance to tailor the passage that they’re reading , like changing the font, voice, colour preferences , segmenting, chunking, highlighting key words, read aloud , all could be a game –changer for the struggling readers.
This could be complemented by encouraging pupils to use Microsoft Dictate and other speech-to-text tools so they can record their ideas without handwriting or spelling becoming a barrier. Likewise, Read Aloud and text-to-speech features allow pupils to listen back to their own writing, helping them identify mistakes independently. Microsoft Reading Coach is another excellent tool, providing personalised reading practice, targeted support and immediate feedback, allowing pupils to build fluency and confidence at their own pace. I think this is particularly important for pupils with dyslexia, as it provides opportunities for regular independent practice while still offering appropriate support.
Other literacy resources I would use include Book Creator for creating digital books, Reading Coach, epic reading and Lexia. These tools provide engaging opportunities for pupils to practise reading and spelling independently and can be tailored to each pupil’s individual level, making progress more achievable while building confidence and fluency. Write About This seems to be a practical tool that my students might like to try also. There are so many TEL tools to choose from that fall into the ( low, medium, high tech categories) but we need to choose the most appropriate type to cater for the diverse needs in our classroom.

For my 5th class students with dyscalculia then , I would support their learning through a combination of teaching examples using hands on concrete manipulatives to help visualise the problem and consolidation work to revise concepts. I will definitely try Maths Duel out as it’s a fun interactive game involving two people and is an ideal mental maths warm up game involving practice maths facts using all computation ( addition, subtraction, multiplication and division) I have used Hit the Button, ICT Games, Toy Theatre Maths, Khan Academy and nrich to develop number sense through interactive activities. These digital manipulatives all make learning maths fun, interactive, user friendly and engaging through a blended approach.

Module 5 :Part 2
Referring to the School Development Planning section in the Inclusive Education Framework, we formed a digital management team last year and firstly conducted an audit of what our school had available in the line of equipment that is in good working order before purchasing equipment and apps. A teacher was selected from the lower, middle and upper end of the school to discuss the types of AT they use in their own classrooms including any apps they use on the iPads that are working well for SEN pupils in particular.
Following our initial discussion all staff had time to reflect on what our school has achieved so far, what has worked well and what improvements could we make to ensure that all students were catered for. Following this, we worked on our School Improvement Plan in conjunction to our SSE and set short term achievable targets, timetabling iPad usage for each class in the school, invested in a set of Chromebooks for the senior end of the school to give all students the opportunity to do some independent research and project work while presenting their findings to their class through digital presentation.

Our SIP is a working document that will need to be reviewed again at the start of September taking into account that the document should ideally be suited to all classes and children with SEN . This is all part and parcel of enhancing the Inclusive Education Framework.

There is no doubt that digital technologies enhance teachers practice and learners’ experiences and outcomes provided that the appropriate SETT plan is put in place to coincide with the students SSP plan. I now feel more confident in using digital TEL tools to support learning and assessment and I look forward to sharing this info with other teachers in my school in September.

[Rina OBrien]

Absolutely  Michelle, by revisiting the schools SSE digital plan regularly, it informs all staff about the progress we’re making and the improvements needed to maintain consistency throughout the whole school. All teachers need to agree on short term targets and discuss how best to implement them across the whole school so that there are no gaps and children with SEN are consistently being supported.

[Rina OBrien]

I would agree with you Christina regarding the use of technology and over reliance as a reward for completed work. The use of AT should not be encouraged without firstly establishing the learning outcome for every student. Absolutely agree with you also that there needs to be a specific learning objective prior to the use of assistive technology and explicit training on the accessibility features available on the chosen platform and how to use them efficiently.

[Rina OBrien]

Module 4:
Part 1
The SETT Framework provides a structured approach to selecting achievable targets suited to the child and is an ideal guide to follow in the initial stages of collaborating with the class teacher , SNA ,parents and outside professionals.
The SETT framework is particularly useful as it sets out what the student needs to participate fully in both his class and school environment and what supports will help achieve this.
The student support plan would be structured under the following headings : Student’s Strengths, Environment , Task and Tools , all of these would be closely monitored to check to see if this initial plan works for the child, if the content and environment needs to be altered further to suit the child’s circumstances and what other supports are needed to achieve the short and long term targets set out in the SSP plan.
The first stage of the framework encourages teachers to build a detailed understanding of the pupil. This includes identifying their strengths, interests, preferred learning styles, current abilities and the barriers they experience in accessing the curriculum. It also involves considering the student’s own views, motivation and confidence. Gathering this information allows teachers to make informed decisions based on the individual child .
The next stage involves looking at the learning environment . This includes the physical surroundings, available resources, peer interactions and support from staff. It encourages teachers to consider whether changes to the learning environment could improve access before introducing technology. For example, seating arrangements, classroom organisation, visual supports or adjustments to teaching approaches may reduce barriers and improve participation.
Moving on to tasks then focuses on the specific activities the student is expected to complete throughout their school day. By compartmentalising these tasks into smaller steps, this in turn allows teacher to identify exactly what works well for the child and what needs improvement based on the child’s challenges. Understanding the demands of each task helps ensure that any support provided addresses a need rather than offering technology that may not even solve the underlying problem.
Following discussion on the child’s strengths, needs , environment , tasks and tools can we then finalise the plan of action . Teachers can select tools that best meet the identified needs for the child. These may include low-tech supports such as move and sit cushion, coloured overlays, visual schedules or differentiated worksheets, as well as high-tech solutions such as text-to-speech software, speech-to-text, Immersive Reader, Dictate and other accessibility features. Selecting the right tools for the student will enhance their learning outcomes successfully and encourage independent learning .
Finally, to summarise, the SETT Framework has allowed me to reflect on assistive technology, that it is not about AT intervention itself and what technology is available to use in our school but about understanding each individual learner’s needs first and foremost. By carefully considering the student, the environment and the tasks before selecting appropriate tools, schools can provide supports that will promote independence, class participation and build on a child’s own self esteem .

Module 4 Part 2:
The following SETT plan is drafted for an 8 year old child with autism , sensory processing needs and has poor handwriting/ pencil control and is designed to accompany his School Support Plus File. This plan was carefully drafted in consultation with his class teacher, parents and SNA.

Student A:
S:Strengths & Interests

Student A
• He is a pleasant, fun-loving , enthusiastic child who loves reading, imaginative drawing, creative play and all things sport .
• He particularly enjoys interactive, practical hands on collaborative activities involving lego, coding , beebots, Ipads.
• He responds well to positive encouragement and praise.

Needs:
• Poor attention span , easily distracted in class affecting his learning
• Poor handwriting presentation , poor posture when seated
• Reduced confidence when work is not complete on time compared to his peers.
• Requires regular sensory & movement breaks from the classroom to maintain concentration

Assessment Information:
• Classroom observations and work samples.
• SNA feedback
• Teacher assessments.
• Educational Psychologist report, OT report recommendations.
• Parent and pupil voice.

E : Environment
Mainstream classroom with ongoing SNA support .
Student A will avail of SET support daily during structured time also to consolidate his learning and focus on Literacy, OT and social & emotional targets.
Student A can experience difficulty sustaining attention and focus particularly during written tasks. He can get easily distracted by environmental stimuli and would benefit from structured movement opportunities during his school day along with multisensory approaches to learning.

• Student A will avail of 3 movement & sensory breaks throughout the day; all activities will be agreed on with his CT & SET prior to going on these breaks.
• Student A will be seated at the front of the classroom, with a clear view of the whiteboard and close proximity to his SNA . A move and sit wobble cushion will be used during a writing task as recommended by his OT.
• There will be a designated Zen Den area in his classroom , with soft cushions, bean bag, blanket , figet box and books to read and will be used at various times throughout the day for some quiet relaxing time. A separate table will be at the end of the classroom with an iPad station , laptops and ear phones will be available to use also.
• Displays in the classroom will be limited so as to avoid extra distractions in the classroom and improve focus . A visual timetable will be displayed on his table for reference so that he can clearly follow the plan for the day and tick off the subjects as they’re done.

T-Task
Finds extended writing tasks tiring and challenging and has difficulty maintaining attention in class Student A would benefit from tasks being broken into smaller achievable steps and for opportunities to demonstrate understanding without relying exclusively on handwriting.
Assigned written work by his class teacher will be differentiated through oral response , minimise the amount of writing , drawing , typing using a laptop, AT intervention to showcase his work and cut down on the amount of writing tasks .
Target 1: Over the next 6 weeks, Student A will engage with a structured classroom task for 10 minutes , use visual prompts to maintain focus, avail of sensory breaks three times daily (in the morning, between the breaks and afternoon with his SNA.
Target 2: Over the next 6 weeks, Student A will demonstrate their understanding of curriculum content using a combination of handwriting, typing, Dictate or oral response , Immersive Reader completing an agreed amount of written work.
Target 3: Self-esteem
Student A will identify one personal strength or successful learning behaviour following a learning activity on 4 out of 5 occasions.
T- Tools

The following strategies will be used daily in the classroom to help support student A:
Visual Timetable , Visual timer, First /Then Prompts , 3 sensory movement breaks daily, hands on concrete materials , choice board , sketch pad, fidget box.
The following tools will be introduced gradually, explicitly taught and reviewed to ensure they improve his participation in class and independence.

Low-tech:
• Graphic organisers

Mid-tech:
• Laptop /iPad
• Typing programme

High-tech:
• Microsoft Immersive Reader
• Read Aloud
• Dictate (Speech-to-Text)

Visual Timetable , Visual timer, First /Then Prompts , 3 movement breaks daily, hands on concrete materials , choice board , sketch pad, fidget box.
Monitoring and Review the SSP plan

• Consult with his class teacher & SNA regularly
• Writing samples
• Reading fluency records
• Feedback from student ( how he is finding work in 2nd class)
• Consult with parents about his progress ( what’s working well)

Formal review in November at PT meeting. Amend tools if they are not improving participation and independence

[Rina OBrien]

For sure Shelley, in order for a SSP to be drafted successfully with the SETT framework in mind, close collaboration with the team of class teacher, SNA, LS support and parents is needed to establish the child’s learning needs and how best to ensure that the targets are specific, achievable and simplified.

Absolutely agree too that explicit teaching on how to use various AT accessibility features needs to be done in small steps and a gradual transition into opportunities to practice what he/she has learned can then be considered as appropriate timing .

[Rina OBrien]

Part 1 :
For one of my SET literacy lessons with a 3rd class student with dyslexia (poor decoding skills and reading fluency) , writing pace is slow, poor dexterity and low self –esteem, I would first of all establish what he is interested in learning more about. As he has such a keen interest in Athletics, I would show him a reading passage based on Famous Irish Athletes.
I would initially use Microsoft 365 with Immersive Reader, providing a short , dyslexia-friendly text about a few chosen athletes. In Immersive Reader, the student would learn how to increase text spacing, adjust text size, change the background colour, break words into syllables and use picture dictionary for unfamiliar words. He would then use Read Aloud to hear the text back for clarification.
The accessibility features on this platform are easy to navigate and offer choice also , allowing for greater independence and self-correction too leading to a boost of confidence.
I would prompt 5 quick fire questions for my student to focus on when listening to the read aloud and they would highlight the answers within the text as opposed to writing.
1. Where was the athlete born?
2. What sport do they compete in?
3. What is one achievement that they accomplished?
4. Did they face any challenges along the way?
5. What quality helped them succeed and reach their ultimate goal?
For the next part of the lesson, I would ask the student to click on Dictate in Powerpoint and say their answers aloud. The main focus is on expressing ideas , not looking for spelling errors!
As an extension to this lesson and to consolidate what they had learned , my student would create a simple Power point on My Irish Sporting Hero using Dictate to enter their answers .
Name:
Sport:
Biggest achievement :
Medals won:
Challenges they overcame throughout their sporting career:
Quality I admire:
Finally as a plenary to the lesson, I would add a short 10 min interactive Kahoot quiz to help summarise what they had learned. This would be based on simple multiple choice questions where my student would have the choice to read the questions aloud .

Part 2: Cosán is the national framework for teachers learning in Ireland and it was developed to support teachers in their continuing professional learning throughout their teaching career. We have an important role to play in children’s educational journey which is why it is of paramount importance that we continue to up-skill and engage in meaningful CPD training that equip us with the tools needed to cater for our diverse classrooms, with different learning needs and to ensure that our school adopts an all inclusive environment.
We have the responsibility to continually develop our knowledge , skills and professional practice so that the students in our care get the best education and supports available.
It’s true to say that professional learning is an ongoing process throughout a teacher’s career especially now with new technological advancements , re-developed curriculum , more emphasis on STEM, SEN, digital learning and well-being initiatives. CPD is vital because effective teachers need to keep learning, reflecting and adapting to the changing needs of our students .
We as teachers are required to reflect on our daily practice and consider how we can improve our ways of teaching so that the learning is relevant , fun and engaging, allowing for better experiences and most importantly better outcomes for students.

[Rina OBrien]

Well said Julie! We need to be mindful of how every school year is going to be different with diverse learning needs in our classroom, challenges along the way and this is where CPD and expertise in a given area comes into play and equips us with the necessary tools and strategies to deal with certain situations.

[Rina OBrien]

I was very impressed with all the high tech features and how easily accessible they all are on Microsoft 365 .  I’ve learned so much again in this module regarding the options available to us when planning individualised Student Support Plans , incorporting AT especially into their learning. The built in features in the Immersive Reader platform are the ideal tools to support children with both literacy difficulties. It also compliments a continuum of support , tracking progress in reading comprehension for children with dyslexia, visual & audio processing difficulties and the read aloud feature for EAL students. I really like the fact that my students have plenty scope to change some of the features e.g. text size, font, spacing,  background, syllables breakdown. Immersive Reader is full of endless opportunities which effectively supports all students on their learning journey.

 

I intend to familiarise my class with all the shortcut keys on the keyboard which will allows for easy access and independent learning too when familiar. Some of my students with AT laptops and with motor difficulties would benefit from using a trackball mouse for better control of the cursor.

I learned that by selecting appropriate input devices suited to a students learning needs ensures greater involvement and motivation leading to progression, confidence and ultimately independent learning.

I look forward to using OneNote on our schools iPads too as it promotes literacy enhancement digitally by creating simple stories and creating a bank of literacy resources depending on the students own literacy level.

Dictate is also another great tool on Microsoft that I intend to try out with some of my students that may benefit from using it. Its an ideal resource for students presenting with motor difficulties and poor dexterity , handwriting and makes writing easier in the long run.

 

 

 

[Rina OBrien]

Absolutely Louise, I couldnt agree more. I’m moving into SEN again this year and I’m especially looking forward to incorporating Immersive Reader into my individual and small group reading sessions, now that I know more about it from completing this module.  This feature in Microsoft Word will be an added bonus for every child as the text can be altered in various ways,  change of font, background colour , chunking of lines within the reading passage too. I really love the idea of Write a book project for the middle/senior end . It would definitely build reader confidence esp for children with dyslexia.

[Rina OBrien]

By embedding Digital Technologies in our school, both in the mainstream and SEN settings , this will encourage whole class pupil engagement in digital learning, active participation and interest in all classes while promoting inclusivity where all students learning needs are catered for across all various levels of abilities in a positive way and their confidence in their own learning will flourish.

I’m looking forward to reviewing the domains within both the LAOS and Digital Learning Framework plan standards and selecting the most appropriate domain that suits our school , in consultation with all leaders and management , before embedding Digital Practices. This would be a good starting point for us all in September and a work in progress based on our SSE plan and improvement plan. We will subsequently be able to gauge where our school fits in terms of effective and highly effective practice in the use of digital technologies in teaching, learning and school leadership and following this policy review we will reflect on what needs improvement in our Digital Learning Plan .

Of course, in order for our Digital Plan to work effectively , we as a staff will need to have a have a shared vision for our school including some CPD training in Digital Learning and further discussion with the Digital learning team leaders and SEN teachers on how we propose to best integrate Assistive Technology in our classrooms catering for all children’s needs. This will take time to plan, implement and review but familiarity and training is a necessity first and foremost prior to teaching the appropriate digital tools suited to all age levels.

Rina

[Rina OBrien]

I would also agree with you Monita. I’m also teaching in the SEN setting and yes it would be very worthwhile to refer to our SSE plan and our Digital Learning Plan with the school leadership and management team on a regular basis to review what has been working well ? what do we need to improve on next and how do we propose to make changes to suit all individual students’ needs based on the short & long term targets set for each term as part of their student support plan.

A questionnaire sounds like a great starting point as it would help collate and promote student input in the teaching and learning environment , accessing digital learning through AT and would encourage overall effective learning in the classroom while informing teachers of good practices leading to positive outcomes and a shared vision.

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