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I agree that School Development Planning is essential for creating an inclusive school. Regular review helps ensure that the needs of all pupils remain a priority. I also think providing equitable access to appropriate resources and technology can make a real difference, but these supports need to be planned carefully and reviewed regularly to ensure they are having a positive impact on pupils’ learning and participation.
I really liked your point about technology being most effective when it is part of a whole-school approach rather than being used by individual teachers. I also think consistency is so important, especially for pupils with additional needs, as it helps them become more confident and independent in using the same tools across different settings. Your comments about reviewing the impact of technology through SSE also resonated with me. It’s a good reminder that technology should always have a clear purpose and be used to improve learning rather than just because it’s available.
Part 1:
As a SET teacher, I would consider a pupil with dyslexia who experiences significant difficulties with reading, spelling, written expression and working independently. From my own experience, I have seen how technology can play a huge role in helping these pupils access the curriculum while also promoting confidence and independence. However, I believe technology should be used alongside good teaching rather than replace it. As mentioned throughout this module, a blended approach is the most effective. 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, rather than simply giving a child an iPad and hoping it improves learning.For literacy, I intend to regularly implement Microsoft Immersive Reader, which, from completing this course, I now see as one of the most valuable accessibility tools available. It allows pupils to have text read aloud, change the font and background colour, increase spacing between words and lines, and break words into syllables. This 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.
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 Clicker 8 for word prediction and sentence building, Book Creator for creating digital books, Bookshare for accessible ebooks, Nessy Learning, Reading Eggs, and decodable ebooks linked to structured literacy programmes. 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 motivation.
For numeracy, I would use Topmarks, Hit the Button, ICT Games, Toy Theatre Maths, Number Pieces, Math Learning Center Apps, and Didax Virtual Manipulatives to develop number sense through interactive activities. These digital manipulatives mirror the concrete resources used in the classroom and help pupils visualise concepts such as place value, fractions, number bonds and operations. If a pupil is struggling to record their mathematical thinking, I would consider introducing digital whiteboards or allowing them to explain their thinking orally using video or voice recording apps.
For pupils who would benefit from increased organisation and independence, tools such as Microsoft OneNote, Microsoft Teams, Wakelet, and Adobe Express would allow both the class teacher and myself to provide lesson materials in accessible formats that pupils can revisit at home or in school. Short instructional videos created with Flip or Edpuzzle would enable pupils to replay explanations as often as needed, supporting a blended learning approach. Interactive revision through Kahoot! also provides an engaging way to consolidate literacy and numeracy skills while giving teachers immediate feedback on pupil understanding. These tools were highlighted throughout this module as effective ways of keeping learning engaging while supporting a wide range of learning needs.
Going forward, I will view technology not as the solution on its own but as another valuable tool that can make the curriculum more accessible and remove potential barriers to learning. When technology is carefully matched to a pupil’s individual needs and embedded within high-quality teaching, I can see how it has the potential to improve access to the curriculum, increase independence and confidence, and ultimately help pupils reach their full potential.
Part 2:
The School Development Planning section of the Inclusive Education Framework really made me think about how important it is that technology becomes part of a whole-school approach rather than something used by individual teachers. As a SET teacher, I already use a range of digital tools to support pupils with additional needs, but this module has shown me that these supports can have a much greater impact when they are used consistently across the whole school.Going forward, I would like to work alongside class teachers to identify technology that best suits individual pupils and share ideas on what is working well. We already have access to Microsoft 365 in school, but I think we could make much greater use of tools such as Immersive Reader, Dictate, Reading Coach and the Learning Accelerators across all classrooms. If pupils become familiar with these tools in their mainstream classroom as well as during SET, they are more likely to use them independently.
The module also reminded me of the importance of School Self-Evaluation (SSE). Rather than introducing technology because it is available, I think it is important that we first identify a need, gather evidence, trial different supports and then review whether they are actually improving outcomes for pupils. This reflective approach is something I would like to continue developing within my own practice and encourage throughout the school.
Professional learning is another area I would like to build on. Completing this course has introduced me to several digital tools that I hadn’t previously used, particularly Microsoft Reading Coach and the Learning Accelerators. I would be happy to share these with colleagues through informal discussions or short staff demonstrations so that more teachers feel confident using them in their classrooms.
Overall, this module has reinforced for me that technology is most effective when it is used thoughtfully and with a clear purpose. As a SET teacher, I hope to continue supporting both pupils and staff to use technology in ways that remove barriers to learning, promote independence and ensure every child can access the curriculum to the best of their ability.
Thank you for sharing your SETT plan for an EAL pupil. I thought it provided a clear picture of the student’s needs and the supports that could help her access learning more successfully. I liked how the technology was linked to specific tasks rather than being included for its own sake. The suggestions around pre-teaching vocabulary and using Immersive Reader and Dictate seem particularly relevant for supporting both language development and independence. It was interesting to see how the SETT framework was applied in a practical way. It was interesting to see how it could be used in an EAL setting.
Part 1:
The SETT Framework provides a structured and collaborative approach to selecting and implementing assistive technology (AT) and aligns very well with the School Support File process used in schools. Rather than viewing assistive technology as simply providing a pupil with an iPad, laptop or specialist device, the framework ensures that any technology introduced is carefully matched to the student’s individual strengths, needs and learning environment. This helps avoid situations where expensive technology is provided without a clear purpose or plan for how it will support learning.
The first stage of the framework, Student, 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 rather than relying solely on a diagnosis or assessment report.
The Environment section looks at the settings in which the student learns. This includes the physical classroom, teaching methods, 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 without the need for additional equipment.
The Tasks component focuses on the specific activities the student is expected to complete throughout the school day. These may include reading, writing, communicating, organising materials, completing homework or participating in group work. Breaking these tasks into smaller steps allows teachers to identify exactly where difficulties occur. Understanding the demands of each task helps ensure that any support provided addresses a genuine need rather than offering technology that may not solve the underlying problem.
Only after carefully considering the student, environment and tasks does the framework move to Tools. This is one of the greatest strengths of the SETT Framework because it reminds us that technology should never be the starting point. Instead, teachers can select tools that best meet the identified needs. These may include low-tech supports such as pencil grips, coloured overlays, visual schedules or adapted worksheets, as well as high-tech solutions such as text-to-speech software, speech-to-text, word prediction, digital organisers or tablets with accessibility features. Selecting the right tool increases the likelihood that the student will use it successfully and gain greater independence.
One aspect of the SETT Framework that I particularly value is its emphasis on ongoing review. A student’s needs can change over time as they develop new skills, move through different year groups or encounter new curriculum demands. The framework encourages regular evaluation of whether the chosen supports are effective and whether adjustments are required. This makes assistive technology a dynamic part of the student’s support plan rather than a one-off intervention.
As a SET teacher, I can see the SETT Framework fitting naturally within the School Support File process. It complements the planning, implementation and review cycle by ensuring decisions about assistive technology are evidence-based, collaborative and focused on improving access to learning. It also promotes meaningful collaboration between class teachers, SET teachers, parents, students and outside professionals such as occupational therapists, speech and language therapists and educational psychologists. Everyone involved contributes valuable information, leading to more informed decisions and greater consistency across home and school.
Overall, the SETT Framework has reinforced for me that successful assistive technology is not about the device itself but about understanding the individual learner first. By carefully considering the student, the environment and the tasks before selecting appropriate tools, schools can provide supports that genuinely increase independence, participation and confidence. This structured approach ensures that assistive technology becomes an effective part of inclusive teaching rather than simply another piece of equipment.
Part 2:
Completing the SETT Plan highlighted the importance of taking a structured and individualised approach when considering assistive technology for a student. It reinforced that assistive technology is not simply about providing a device but about carefully considering the student’s strengths, needs, learning environment and the specific tasks they are expected to complete before selecting the most appropriate tools.
As a SET teacher, I found the process particularly valuable because it encourages collaboration between everyone involved in supporting the child, including teachers, parents and outside professionals. Working through each stage of the framework ensured that decisions were based on evidence and observation rather than assumptions. It also demonstrated how low-tech and high-tech supports can work together to remove barriers to learning and promote greater independence.
This module has definitely made me think more about how I use technology in my role as a SET teacher. Every child I work with is different, so there isn’t one piece of technology that will work for everyone. It’s about finding what suits each pupil and giving them the chance to use it with confidence.
One thing that really stood out to me was that introducing technology is only the first step. Children need time to practise using it, and we need regular opportunities to teach them how to use it effectively so that it becomes part of their everyday learning. The more confident they become, the more independent they can be in accessing the curriculum.
It also reminded me how important it is to continue developing our own knowledge as educators. Technology is constantly evolving, and there are always new accessibility features, apps and resources becoming available. It is easy to continue using familiar approaches, but this module has encouraged me to explore new options and think more critically about matching supports to individual needs.
Overall, I will take what I have learned from this module back into my own practice. Even small changes, such as making better use of built-in accessibility features or carefully planning assistive technology using the SETT Framework, can make a significant difference to a child’s participation, independence and confidence. The experience has reinforced that effective assistive technology is about thoughtful planning, regular review and ensuring every child has the opportunity to reach their full potential.
SETT Plan https://1drv.ms/w/c/4b86ca8e7a786def/IQCtHn42PbntTYtHvMHo_nb-AfS31Gh2bOS1JAkyq6DHV_Y?e=XLM9YZ
This module has definitely made me think more about how I use technology in my role as a SET teacher. Every child I work with is different, so there isn’t one piece of technology that will work for everyone. It’s about finding what suits each pupil and giving them the chance to use it with confidence.
One thing that really stood out to me was that introducing technology is only the first step. Children need time to practise using it, and we need to give them opportunities to use it regularly so that it becomes part of their everyday learning. The more confident they become, the more independent they can be.
It also reminded me how important it is to keep learning ourselves. Technology is changing all the time, and there are always new ideas and resources becoming available. I think it’s easy to keep using the same approaches because we know they work, but this course has encouraged me to step outside my comfort zone and try something new.
I’ll definitely be taking ideas from this module back into school next year. Even making a few small changes could make learning more accessible and enjoyable for the children I support, and that’s something I always want to keep improving.
I really liked your idea of having the pupil write about something they enjoy. It makes the activity much more engaging and meaningful for them. Using Dictate alongside Immersive Reader is a great way to support both writing and editing skills, and I like how you extended the activity into PowerPoint. I also agree with your reflection on CPD. Every year brings new challenges and opportunities to learn, and I think that’s one of the things that makes teaching such a rewarding profession.
Part 1:
As a SET teacher, I would use Microsoft 365 to support a pupil in Fourth Class with dyslexia during a literacy lesson.
Using Microsoft Word, I would provide a short reading passage and encourage the pupil to access it through Immersive Reader. The pupil could have the text read aloud, change the text spacing and background colour, and use the syllable and picture dictionary features to support decoding and vocabulary. This would help reduce the barriers they experience when reading independently.
After reading, I would ask the pupil to complete a short written response using Dictate in Word. This would allow them to focus on expressing their ideas rather than worrying about spelling or handwriting. Finally, the completed work would be saved and shared through Microsoft Teams/SharePoint, allowing the pupil and parents to revisit the activity at home if needed.
I chose this activity because it promotes independence and confidence while allowing the pupil to access the same curriculum as their peers. Rather than simplifying the learning, the technology removes barriers so the pupil can demonstrate their understanding. As a SET teacher, I want pupils to become confident in using these tools themselves so that they rely less on adult support and develop skills they can continue to use throughout their education.
https://1drv.ms/w/c/4b86ca8e7a786def/IQCtVyEmd1WBQ4RLBZxluoreAcZBzLviz0ci6cfmRFD4Wl4?e=isCyMT
https://1drv.ms/w/c/4b86ca8e7a786def/IQCMn3vpCnTgQawci4w-qj7FARUnDOzkBFa45G_DeD7HDtU?e=4vcEvH
Part 2:
I think the Cosán Framework is a great reminder that learning doesn’t stop once we become qualified teachers. Every year we meet different pupils with different strengths and needs, so it’s important that we continue to develop our knowledge and skills. Education is always changing, especially with the increasing use of digital technology, so I think keeping up to date is essential.
As a SET teacher, I enjoy taking part in CPD because I usually come away with practical ideas that I can use straight away in school. This module has definitely done that. Although I had used Immersive Reader before, I hadn’t explored all of its features. I also hadn’t realised how useful tools like Dictate and SharePoint could be in helping pupils become more independent and confident in their learning.
Another part of professional learning that I really value is hearing about other teachers’ experiences. Reading discussion posts and seeing how colleagues use different strategies has given me ideas that I can adapt for my own pupils. Sometimes the simplest ideas are the ones that have the biggest impact.
For me, professional learning isn’t about completing courses just to tick a box. It’s about reflecting on my own practice, trying new approaches and continually looking for ways to make learning more accessible and inclusive for the children I support. This course has certainly given me plenty to think about for the new school year.
I completely agree. Like you, I hadn’t realised just how many features Immersive Reader has until I explored it properly. The picture dictionary and syllable feature really stood out to me too, especially for younger pupils and those with literacy difficulties. It’s great to hear that Dictate worked so well in Irish—I hadn’t thought about using it that way, but I can definitely see how it could help pupils share their ideas more confidently. Your point about making better use of the technology we already have related to what I was thinking about my own school. Especially with the wait time for AT applications.
This module really made me stop and think about how much we already have available to support pupils through Microsoft 365. As a SET teacher, I was surprised by how useful tools like Immersive Reader, Dictate and SharePoint can be in helping pupils become more independent without needing expensive or specialist equipment.
I particularly liked exploring Immersive Reader. I can see it being really helpful for pupils who find reading difficult, as it allows them to have text read aloud, change the way the text looks and reduce distractions. Dictate is another feature that I think could make a real difference for children who have lots of ideas but struggle to get them down on paper because of handwriting or spelling difficulties.
The module also made me think differently about the equipment we already have in school. Sometimes it’s not about buying something new but making small changes, such as adjusting accessibility settings or trying different keyboards, mice or touchscreens to help a child access learning more easily.
I also hadn’t really considered how useful SharePoint could be. Having class resources available online means pupils can revisit lessons, practise at their own pace and use tools like Immersive Reader whenever they need them, both in school and at home.
Overall, this module has reminded me that assistive technology doesn’t have to be complicated. Often, it’s about making the best use of the tools we already have and thinking a little differently about how they can support every child to take part and succeed.
I agree. As a SET teacher, this module has encouraged me to look beyond the individual child and think more about the bigger picture. While it’s important to identify the right support for each pupil, it has also made me reflect on how assistive technology can be embedded across the whole school. Taking this whole-school approach through the School Self-Evaluation process can help ensure that digital supports are used consistently and benefit all learners.
I really enjoyed the first module it has given me the opportunity to reflect on how assistive technology can support pupils in a practical and meaningful way especially from a SET prospective. One aspect I found particularly useful was learning about the different levels of technology integration – low, medium and high tech. It highlighted that effective assistive technology is not always about using the newest or most advanced devices, but about choosing the most appropriate support to meet a pupil’s individual needs. Sometimes simple, low-tech strategies can have just as much impact as more sophisticated digital tools.
I also found the SETT framework (Student, Environment, Tasks and Tools) to be an excellent way of thinking through decisions about assistive technology. It provides a clear, structured approach that keeps the pupil at the centre of the decision-making process. Rather than focusing on the technology itself, it encourages us to consider the learner, the learning environment and the tasks they need to complete before selecting the most appropriate support.
This module also reminded me just how many digital tools are available to enhance teaching and learning. While having access to these resources is important, it is equally important that they are introduced thoughtfully and used consistently. The Digital Learning Framework provides a valuable structure to help schools evaluate current practice and identify areas for development. Through the School Self-Evaluation process, schools can identify priorities for assistive technology, plan staff professional learning and monitor the impact these supports have on pupils’ learning and independence.
Overall, this module has reinforced that assistive technology is about removing barriers and providing pupils with the best opportunity to succeed. It has encouraged me to reflect on my own practice and to think more carefully about how technology can be embedded into everyday teaching to support inclusion and improve outcomes for all learners.