Forum Replies Created
-
Posts
-
I’m looking forward to trying the Starfall app and ABC Phonics. I use Reading Eggs and Fast Phonics at the moment which are also very good.
Hi Grainne, I’ll be trying out the Speak Up resource too. I think it could be really helpful for infants and the more difficult phonemes and also for supporting children with S&L challenges. It’s a fun way to practice sounds and enunciation.
Hi Rachel, I haven’t used the Immersive Reader before but I’m eager to give it a go now in Spetember. It’s a really powerful tool for children with specific learning difficulties or indeed for anyone with literacy challenges.
I agree Patrick. The no/low and medium tech options are a good place to start for many children and align with making the classroom an inclusive environment for those with and without diagnosed needs.
The technology resources that can be used to support this student for literacy first of all are Text to speech tools so he can access the text without depending on decoding. The Microsoft Immersive Reader is such a resource that reads text aloud, breaks words into syllables, and offers picture dictionaries which is a really good visual aid. This resource greatly supports comprehension and vocabulary development. Speech to text tools such as Microsoft Dictate will allow him to write with his voice and enable expression and input from him without the added challenge of spelling.
In terms of specific numeracy supports, Microsoft OneNote is an effective tool. It allows him to work out problems visually and step-by-step for example breaking down long division. He can use colour coding to aid visual discrimination and it’s useful for bar charts, number lines and place value grids. The ability to divide the Notebook in to different sections supports organisation of the various topics and allows him to easily refer back to the concepts he’s working on for example tables, number facts, place value and problem solving. Voice notes, images, and embedded videos can also be included.
The Inclusive Education Framework encourages schools to be reflective in their planning for inclusion and to engage in professional development in the area of special educational needs. It recommends seeking support from the Department of Education, specialist training or further learning from the colleges of Education.Part 1
The SETT model can be used with the Students Support File by leveraging the information contained in the SSP. Firstly, the students’ strengths and interests are outlined in the support plan as well as the areas that require support. The learning environment in Primary would be known or if not obtained from the class teacher. In terms of tasks, this would be linked with the SMART targets identified in the support plan and the tools that are needed to help achieve these objectives are then decided upon. Low/no, medium or high tech would be chosen depending on the needs of the child.Part 2:
SETT Plan for Student A. Aged 10 in 4th class.
S: A is a caring and sensitive boy in 4th class. He has a great curiosity for nature and space and loves learning about these topics on his iPad. He is able to recall facts and information beyond what is covered in school. A has been unable to retain the 42 initial sounds and his progress in literacy in particular has been stunted as a result. A has a diagnosis of Autism and dyslexia.
E: The phonics lessons were taught in whole class settings using a phonics programme on the interactive whiteboard. The children would be sitting on the floor close to the board. The whole class setting is mostly used in the class.
T: In 4th class, the children are expected to be able to read independently with fluency and phrasing. Decoding phonemes is the standard approach to learning to read however as A has a diagnosis of Autism, it is likely he is a Gestalt learner and decoding is not the optimal method.
T: The tools that will enable A to access the 4th class curriculum is a text to speech tool like Immersive Reader with the picture dictionary enabled for visual representation. A MS enabled laptop is required with access to electricity and headphones will be essential to allow A to focus and engage with the text. A dictate tool is also required so that A can respond to texts.This activity is designed so that a 7 year old child in 1st class with no English, can participate in a whole class reading comprehension activity. The teacher will preload the text to Microsoft Word and enable the Read Aloud function (either in English or the child’s language) and the picture dictionary. Microsoft Translator can also be used and if the child is literate in their own language, they can read along on the screen.
To engage with the activities, the teacher provides picture cards representing the key events, the characters, the setting and the emotions present in the story. The cards can be used by the child to give their input and engage with the discussion. The teacher can add audio recordings of the questions in the child’s native language using Microsoft Translator’s “conversation” mode.
To enable further engagement, the child can use MS Dictate to say their answer in their own language and then use Translator to convert it to English. This option may be better in small group settings depending on the availability of speakers and noise levels.Part 2
Yes teachers should be lifelong learners so that we can adapt to the ever changing environment in which we work. In primary school, the class sizes vary, the number of different types of additional needs varies from year to year, technology and methodologies change, as well as the curriculum. CPD is so important so that we can stay up to date and use the best practices for the context. Approaches also change in the profession and new and better ways of working are always emerging. I think there’s a professional responsibility to try and provide the best educational experience we can for our students.I don’t have experience in using these tools as yet. I’m in a junior school so I suppose we tend to be at the early stages of interventions whereby we’re introducing low tech AT with some occasional use of medium tech. They’re incredible tools and I can see how useful they can be in supporting students access the English curriculum. The Immersive Reader is something we could use for young children supporting their ability to engage with texts they’re not yet able to read or to break it down for them. This would be really helpful for children with EAL and the picture vocabulary is a great aspect of it. The Immersive Reader would be helpful for a range of additional needs such as Dyslexia, Autism, ADHD and Dyspraxia. A fairly large percentage of our children have additional needs and also EAL so I think these tools would really help the SET team and class teachers create even more inclusive environments for them.
The accessibility options available in Microsoft would suit the needs of a child with Cerebral Palsy. I think giving access to the child at an early stage will give him time to learn how to use the laptop and then progress to using the Immersive Reader to access classwork when he is ready. A trackball or joystick mouse would be required to support the student.AT enables children to access the curriculum by supporting them in the areas they experience difficulty with. In doing so they are not hindered by a roadblock and can instead aim to work to their strengths and interests. It promotes an inclusive learning environment by enabling everyone to access the same material. This is turn supports the development of the students self-esteem and independence.
I found the categorisation of AT Tech in this module very informative and helpful. In my context of a junior DEIS school, we frequently use no/low tech interventions as a first port of call. The categories are helpful in identifying potential options to try for the children as often their needs are emerging or not fully assessed. The use of AT can support the Literacy and Numeracy targets set out in our DEIS plan. The SMART targets used in a DEIS plan wouldn’t include specifics of AT tech that is used but it can be included as an option for a resource.
Any of the standards under Domain 1 Learner Outcomes and Domain 2 Learner Experiences could be addressed with the support of AT. For example; pupils demonstrate the knowledge, skills, and understanding required by the primary curriculum. Assistive technologies can enable students’ access to the knowledge that they may not otherwise be able to like a text to speech tool.
In Domain 2 Learner Experiences; pupils experience opportunities to develop the skills and attitudes necessary for lifelong learning. Assistive technologies can enable pupils to develop and then apply their digital competence in new contexts and support them in lifelong learning.