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It’s great to see how you’re exploring a wide range of tools to support your EAL learners in both literacy and numeracy. Your focus on making learning more visual, interactive, and engaging is exactly what younger pupils need. Using the SETT model to guide your choices will help ensure each tool is matched thoughtfully to your students’ needs.
You’ve used the SETT model thoughtfully to create a well-rounded, student-centred support plan. It’s great to see how both tech and low-tech tools are integrated to meet the student’s specific literacy needs.
This is a thoughtful, well-structured activity that supports both decoding and comprehension through multisensory engagement. I especially like how it aligns with UDL principles, promoting independence and accessibility for all learners.
It’s great to hear how you’re exploring technology to support diverse learning needs. Tools like Immersive Reader and Dictate can truly empower pupils. Your focus on matching tech to individual needs shows a thoughtful and inclusive approach to teaching.
https://drive.google.com/file/d/1Cz_oshgafZGXEjcjQ9e45q0kbcvaPO1W/view?usp=sharing
Apologies, the correct link is attached here.
TASK 3
For a pupil in my 3rd class SET group who has expressive language difficulties and a diagnosis of autism, I designed a visual storytelling task using Microsoft PowerPoint. This pupil finds it difficult to organise his thoughts and becomes anxious when asked to complete traditional written tasks. He is also a visual learner with strong interests in daily routines and familiar topics.
The PowerPoint activity allows him to build a story around his weekend routine using a structured template. Each slide represented one part of his day, such as “I wake up,” “I go to the shop,” or “I play with my dog.” He can choose images, either from the internet or his photos, and can record simple voice clips to match. He can then type or dictate short sentences using the immersive reader dictation tool.
This approach supported both oral language and sequencing. Most importantly, it allowed him to express himself with confidence in a safe and structured way.Powerpoint linked here:
weekend story.odpPart 2: Reflection on Cosán and Lifelong Learning
As a SET teacher working with a diverse mix of learners, I have come to realise that professional development is not just helpful, it is essential. Cosán reminds us that learning is not something we leave behind once we finish college. It is a continuous path we walk every day in our classrooms.
For me, CPD is not about ticking boxes. It is about staying awake and curious in my practice. Whether it is learning how to use a new assistive technology tool, deepening my understanding of dyslexia, or collaborating with an SNA, each experience feeds directly back into how I support my pupils. The children I work with are all different, and their needs change, so I must keep changing too.
Cosán encourages reflection, collaboration, and ownership. That feels empowering. It places value on the quiet but constant growth that teachers engage in. We are lifelong learners, and in this job, we need to be.Exploring Immersive Reader through MS Teams and the Edge browser has opened my eyes to how much potential lies in the tools we already have at our fingertips. In the SET classroom, I can see this being a real game changer for pupils who struggle with decoding, attention or processing written language. The ability to have text read aloud, broken into syllables or spaced out clearly can make literacy tasks feel far more manageable and less overwhelming.
I also found that adapting existing equipment does not always mean purchasing something new. A simple change like adjusting display settings, using a different keyboard layout or adding dictation features can completely transform a child’s access to learning. For one pupil with fine motor difficulties, introducing a trackball mouse made navigation far less frustrating. I am now looking into switch devices and eye gaze options for nonverbal pupils. This has reminded me to always start with the learner and build the tools around their needs.Task 4 Part 1:
SETT Model in Practice with the School Support File
As a class teacher in a busy primary school, I’ve found the SETT model to be one of the most practical and down-to-earth ways of planning for children with additional learning needs. It encourages me to slow down and really tune into the child in front of me, rather than jumping straight to strategies or tools. When I use it alongside a child’s School Support File, it allows me to make much more meaningful decisions that are tailored to their real, lived experience in school.
Student:
The first thing I do is spend time getting to know the pupil through their file, but also through chats with parents, other staff, and the child themselves. I look at teacher notes, any reports from outside professionals, and what the child enjoys or finds tricky. I find drawings, work samples, and conversations often give me just as much insight as formal tests. What I’m really trying to understand is: what helps this child to feel safe, confident, and ready to learn?
Environment:
Next, I look at what’s happening around the child every day. Where are they seated? What routines are in place? Are they overwhelmed by noise or finding it hard to keep up with transitions? Sometimes, it’s as simple as moving a child closer to the teacher or allowing them a quiet space to regroup. I also work closely with SNAs and support teachers to ensure the environment is not just accessible but welcoming and predictable.
Task:
When it comes to tasks, I look carefully at what I’m asking the child to do and whether it suits their strengths and needs. If a pupil struggles with writing, can they show me their understanding through drawing, discussion, or using a tablet? I might use checklists, chunk the work into smaller parts, or include more visuals. The aim is always to reduce stress and increase success.
Tools:
Finally, I consider what tools might help this pupil to participate fully. These could be as simple as a pencil grip or as specific as a communication board. I often trial different resources in consultation with the pupil and the team around them. I use a blend of observational notes, feedback from the child, and standardised assessments (like literacy screeners or socio-emotional checklists) to guide these decisions.
Altogether, the SETT model gives me a way to make sure nothing is overlooked – and that I’m not jumping ahead to solutions without understanding the full picture first. Combined with the School Support File, it ensures that every action we take is grounded in real evidence, careful reflection, and most importantly, the voice of the child.REFLECTION
Creating this SETT plan for Eoin (sample name) reminded me of the importance of meeting a child where they are. It is very easy to get caught up in curriculum goals or compare pupils to year-level expectations, but that does not always serve the child in front of us. With Eoin, the SETT model allowed me to take a step back and really consider how he experiences learning, particularly in maths.
I realised early on that the biggest barrier for Eoin was not just understanding numbers. It was the fear of failure. He had learned to associate maths with stress and embarrassment. By focusing first on the student, the plan naturally became more compassionate and realistic. It was not about rushing him to catch up but about helping him feel safe and successful in his own way.
The section on environment reminded me how small changes such as adjusting seating or allowing him to use supportive tools can have a big impact on a child’s mindset. It also gave me a chance to work more closely with his SET teacher and his parents, so we are all moving in the same direction.
Most of all, this process reminded me that tools are only useful if they are matched to a real need. It is not about throwing everything at the problem but choosing the right supports based on evidence and understanding. That is where the SETT model really shines. It encourages you to slow down, ask the right questions, and plan with the child, not just for them.
Going forward, I will continue using the SETT model as a lens when reviewing School Support Files. It helps me stay organised, grounded, and focused on what matters most, which is helping each pupil feel capable and included.In supporting students with dyslexia within an Irish primary school setting, technology can play a crucial role in making literacy and numeracy instruction more accessible and engaging. Guided by the Inclusive Education Framework, particularly the School Development Planning section, the integration of assistive technology must align with a whole-school approach to inclusion. School planning should ensure that digital tools are not just available, but embedded into daily teaching practices through structured CPD, collaborative teaching, and regular review of resource effectiveness.
For literacy, tools like Texthelp Read&Write and ClaroRead support students by offering text-to-speech, word prediction, and visual dictionaries. These help with decoding, comprehension, and spelling. Audiobooks and speech-to-text apps like Dragon NaturallySpeaking can assist students in accessing curriculum content and expressing ideas without being hindered by reading or writing challenges.
In numeracy, apps such as ModMath and NumberShark can support students in understanding number concepts through multisensory and visual methods. Tools like DoodleMaths and Khan Academy Kids offer adaptive learning paths, supporting differentiation. Regular collaboration with classroom teachers ensures these tools are used strategically to reinforce classroom instruction and develop learner independence. Through careful planning, review, and an inclusive school culture, these technologies can empower all learners to reach their full potential.I completely agree with your point about the SETT framework—it’s such a valuable shift in thinking. I also found it really helpful for making more intentional choices around assistive technology. It’s encouraging to hear how you’re linking this learning to your DEIS goals and the Digital Learning Framework. I think using AT to support literacy and engagement will definitely have a big impact, especially for students who need that extra layer of support.
As a Special Education Teacher (SET) in a large, progressive Irish primary school, I’ve seen firsthand the significant impact digital learning and assistive technology can have on pupil engagement, confidence, and independence. Our school places a huge emphasis on digital learning, not just as a tool for teaching, but as an integral part of how we support every learner, particularly those with additional needs.
Children love using digital devices in the classroom, and it’s clear that this enthusiasm can be channelled into deeper, more personalised learning experiences. In my own practice, technology allows for more flexible and inclusive learning environments. It opens up new pathways for children who might struggle with traditional approaches and encourages participation in ways that are meaningful to them. For us in SET, this is invaluable, as it supports targeted interventions while also promoting a more student-centred approach.
In relation to the School Self-Evaluation (SSE) process, assistive technologies contribute meaningfully to learner outcomes and teacher collaboration. This aligns closely with Standard 1.4 of the Digital Learning Framework, which focuses on consistent and dependable assessment practices. Technology helps us to collect more accurate, varied, and timely evidence of student learning, supporting better planning and goal-setting.
The SETT model (Student, Environment, Task, Tools) offers a very practical structure when developing and updating a Student Support File. It ensures that we consider the full picture, not just what the student needs, but also the learning environment, the specific tasks involved, and the most appropriate tools to support them. When planning interventions, I use the SETT framework to guide conversations with class teachers and parents and to ensure that any digital tools we select are a good fit, based on a clear understanding of the child’s strengths and challenges.
In terms of assessment, I find it essential to use a mix of formal and informal methods, teacher observations, work samples, checklists, and digital portfolios, so that we can build a comprehensive view of the student’s progress. Assistive technology often plays a role in these assessments too, enabling students to demonstrate their learning in alternative ways that are more accessible to them.
Overall, the SETT model, when used alongside the Student Support File, promotes a more collaborative and thoughtful approach to planning. It ensures that any technological support is purposeful, student-focused, and directly linked to learning needs identified through careful assessment.
As a Special Education Teacher (SET) in a large, progressive school, I’ve come to really appreciate the transformative role assistive technologies play in supporting diverse learners. There is a huge emphasis on digital learning in our school, and it’s embedded across all levels from whole-school planning to individual classroom practices. The practical options outlined in this module have reaffirmed the power of these tools in helping to bridge gaps for students with additional needs, ensuring greater access, participation, and engagement.
In my daily work, I see how digital learning enhances motivation and makes learning more accessible and enjoyable for children. The pupils are always eager to engage with digital devices, and I’ve found that integrating technology into their learning gives them a real sense of ownership. It provides new ways to express understanding and can often reveal strengths that might not be as visible through traditional methods. In the SET setting, this is especially valuable, as it allows for greater flexibility and more personalised support.
When considering the school self-evaluation (SSE) process, assistive technology can certainly contribute to improved learner outcomes, which ties in closely with the Digital Learning Framework. I see strong links with Standard 1.4: “Teachers collectively develop and implement consistent and dependable formative and summative assessment practices.” Digital tools allow us to gather better evidence of learning and track progress in more nuanced ways.
Reflecting on this, I believe it’s vital that we continue to build staff capacity in this area and keep the conversation going about best practices. Digital learning isn’t just an add-on anymore—it’s a core part of how we support every learner.