Forum Replies Created
-
Posts
-
For this task, I’ve chosen to focus on students with dyslexia, as it’s one of the most common learning needs in Irish classrooms. Supporting these students effectively requires more than just classroom-based strategies. It needs to be built into the whole-school planning process, as highlighted in the School Development Planning section of the Inclusive Education Framework. This means schools should consider inclusive technologies and teaching approaches as part of their overall strategy, not just for individual cases.
In terms of literacy, technology can make a huge difference. Microsoft Immersive Reader, which is available in Office 365, helps by reading text aloud, breaking down syllables, and offering visual aids. Bookshare Ireland is another brilliant resource that offers free accessible books for students with reading difficulties. For writing, Google Docs voice typing and SpeechTexter allow students to get their ideas down without worrying about spelling or grammar, which helps build confidence.
In numeracy, apps like IXL, MangaHigh, and Khan Academy support differentiated learning by offering visual and interactive maths exercises that suit various levels and learning styles. Tools like ModMath can help students organise their work clearly, especially if handwriting is also a challenge.
Other classroom tools like Seesaw and LearningApps.org are really good resources to support independent learning and personalised feedback.
By including these technologies in school development plans, we can ensure that inclusive practice becomes part of the school culture, giving all learners, especially those with dyslexia, the opportunity to succeed across the curriculum.
In my opinion, the SETT framework works really well in conjunction with the School Support Plans.
S- Student. As we know, SSP’s are student centered, and based around their strengths and needs. It allows us to look at the child holistically and plan accordingly. As teachers, we need to gather information on the student, to help build a full picture on their academic, social, emotional and behavioural needs.
E- Environment. As part of my assessment, I look at how both the school and classroom environments influence the pupil’s ability to engage with learning. This involves examining elements like where the pupil sits, how they respond to sensory input, and the structure of daily routines. When the setting proves to be a barrier, even simple changes such as using visual timetables or ear defenders can greatly enhance the pupil’s learning experience.
T- Tasks. Changing tasks to suit the child. Are they able for more hands-on tasks? What sort of tasks do they enjoy doing? Do they need more time to complete tasks?
T- Tools. What tools can I use to help the child learn? I know there are many tools mentioned in the course so far that are beneficial, so they could be trialled.
Using the SETT model alongside the School Support File allows me to design interventions that are tailored to the individual student, grounded in evidence, and focused on meaningful outcomes—ensuring my support plans are both inclusive and effective.
https://docs.google.com/document/d/1wx553aqTJ2XrMEkP3WDNcMM-H9vjteM36_DQx4NE5Y8/edit?tab=t.0
Reflection:
The SETT framework offers a valuable foundation for incorporating technology into phonics instruction in a structured and purposeful way.
The student benefits from tools like Immersive Reader, audiobooks, and Read & Write software, which make reading more accessible while promoting self-reliance and boosting confidence. Additionally, simple strategies such as using coloured overlays and increasing font size help alleviate visual strain and enhance reading comfort
As with any effective instructional plan, success depends on consistent implementation, careful monitoring, and ongoing adjustments based on the pupil’s progress. Close collaboration between the Special Education Teacher (SET) and the classroom teacher is essential to ensure alignment and responsiveness. When used thoughtfully, tools like the ABC Kids app can make phonics learning more enjoyable and accessible. The SETT framework helps guide this process, ensuring that technology serves as a meaningful support rather than a distraction.
Part 1: I have decided to create a short lesson for a dyslexic 6 year old, on the ‘ea’ sound. This is something I can use in the upcoming school year.
I created it on google docs, as I am working off a Macbook. The child can use the Mac’s ‘text to speech’ function, and also answer questions using the ‘voice typing’ function too. This is really easy to use. It can also be opened into a word document, if you were using it on a windows laptop.
https://docs.google.com/document/d/1_vPAytQkP0SYnyItnwg7SSoemICHUg6NtORmR2R7ekQ/edit?tab=t.0
Part 2:
I definitely think teachers are lifelong learners. I agree with the statement “teaching is such a complex craft that one lifetime is not enough to master it”. We are constantly being introduced to new ways of teaching, new resources, challenges and obstacles. CPD is essential, as it allows teachers to move with the times, and be able to upskill to support the children in their class. The only constant thing in education is change, and over the last few years of my teaching, I have learned so much. I think the fact that technology is such a big part of children’s lives outside of school, it is only expected that we start using it more in school.
I was really impressed with Immersive Reader and the range of support it offers. I wasn’t actually aware of them until engaging in this course. One feature I particularly liked was the Picture Dictionary, which would be especially helpful for EAL (English as an Additional Language) learners. The microphone speaker would be beneficial for those who have ADHD or Dyslexia too.
The Translate function is another valuable tool, allowing pupils to access content in their first language if needed. This helps reduce barriers and gives all learners a better chance to fully engage with lessons.
I found Immersive Reader to be very easy to use, and I’ll definitely be incorporating it into my teaching next year.
I really enjoyed this module, as it showed me the main benefits and potential of Assistive Technology. One of the most helpful aspects was how the tools were categorised into low, medium, and high-tech options. I found this particularly beneficial, as I realised I was already incorporating low-tech tools like magnetic letters into my practice, which is something I hadn’t previously recognised as AT. Before this, I had mostly associated assistive technology with more advanced devices such as tablets or iPads, but this module showed me that it extends far beyond that, and that we are probably already using it in our classrooms!
I was also introduced to the SETT model for the first time, which I found really thought-provoking. It gave me a new perspective on how to consider the student’s needs, environment, tasks, and tools in a more structured way when choosing appropriate supports. This will help me when writing my SSP’s in September, as I will know what categories to focus on.
One element of the Digital Learning Framework that really stood out to me was the focus on student engagement and motivation. These two factors go hand in hand, because while technology can enhance learning opportunities, it only truly works when students are both actively involved and genuinely motivated. This is something I have learned over the past few years in my teaching career. If the child isn’t motivated, even the most sophisticated AT tools won’t work for them.
