Forum Replies Created
-
Posts
-
Hi Margaret,
Thanks for sharing this — I really like the focus on self-regulation tools. I’m delighted to know that there are Apps like Time Timers with such practical way to help students to feel less anxious when transitioning from different classroom activities.
I agree too that School Development Planning is an important part of promoting inclusion because it encourages schools to reflect on their current practice, identify priorities and put clear actions in place. Most importantly, I agree that all stakeholders must prioritise inclusion in schools, ensuring that no student is left behind because of his or her ability or the lack of resources in schools.
Well said, Sabrina!
I particularly agree with your point about the importance of ongoing review within the SETT Framework. Students’ needs are not fixed; as they gain confidence, develop new skills, or face different learning expectations, the support they require may change. Regularly reviewing assistive technology helps ensure it remains purposeful, relevant, and genuinely supportive, rather than becoming a static tool that no longer meets the student’s needs.
Julianne,
I totally agree with you that CPD is all about becoming a more effective and reflective teacher. I like how you highlighted that professional learning is not just about completing courses, but also about reflection, collaboration and experience. CPD gives teachers the opportunity to keep improving their practice, respond to the students’ changing needs, and build confidence through their own ongoing learning.
Hi Julianne,
This is a great activity that targets any student who has difficulties with reading and spelling. I really like that you have considered what works well for your student and have included different techniques to support her learning. This activity does not confine her to writing only but instead gives her opportunities to show her knowledge verbally and through pictures. This is a thoughtful way to build her confidence while allowing her to demonstrate what she knows in a way that suits her strengths.
Yes indeed, Frances, your response really resonated with me. Immersive Reader is one of the most effective tools for creating an inclusive classroom. Like you, I work with students with dyslexia and EAL, and I can see how its features help to level the playing field for all learners. By reducing barriers to reading, understanding and processing information, it makes teaching and learning more accessible and enables students to engage more fully with lesson content and reach their potential. I also agree that tools such as Dictate and SharePoint can make a real difference for students in SEN, particularly where writing, spelling, organisation or executive function tasks are challenging. As for EAL students in particular, tools such as translation, picture support, text-to-speech and adjustable reading settings can help them access new vocabulary, improve comprehension and build confidence when engaging with lesson content. I look forward to exploring these tools further and embedding them meaningfully into my own practice too.
Hi Ellen ,
I really like how you’ve connected the Learner Outcome of the Digital Framework with student voice, independence, and inclusion. Your point about digital technology supporting students to explore topics at their own pace is especially relevant in an Autism Class setting, where flexibility and personalisation make a big difference. I also agree that digital technology should be embedded into the wider culture of the school than as a standalone area. Also, it sounds like your practice is already strongly aligned with inclusive, learner-centred use of digital tools, and I’m sure the course will give you even more ideas to build on this in your role as an Autism Class teacher and in SEN.
Working with a group of 6<sup>th</sup> class students with dyslexia and mild general learning disabilities, I would use low to high assistive technologies to help them access the curriculum in a clearer and more confident way. The School Development Planning section of the Inclusive Education Framework supports this approach because it shows that inclusion should be planned across the whole school, rather than being left to individual teachers or only used when a difficulty arises. It also states that an inclusive approach celebrates diversity and embraces differences throughout all areas of school life. This reminds me that technology should not just be an add-on, but a planned support that helps every pupil take part and feel included. These tools would support both literacy and numeracy by giving students different ways to read, write, practise, listen and respond.
<h2>Assistive Tools</h2>- Microsoft Reading Coach – supports reading fluency and confidence.
- Immersive Reader – reads text aloud and changes spacing to make reading easier.
- Dictate – helps students record ideas without worrying first about spelling.
- Speaker Coach – supports students with practising speaking, fluency, confidence and presentation skills.
- OneNote – organises notes, activities and resources in one place.
- Coloured overlays – can reduce visual stress and make reading easier for students with dyslexia.
- Reading rulers – help students track one line at a time and stay focused while reading.
- Word banks – support spelling, vocabulary and independent writing.
- Graphic organisers – help students plan writing and organise their ideas clearly.
- Visual timers and task boards – support students with mild general learning disabilities by helping them understand routines, manage time and follow tasks step by step.
- Hundred squares – support counting, place value, patterns and basic number work.
- Counting cubes or counters – give students a hands-on way to understand number, grouping and problem-solving.
- Place value charts – help students understand tens, units and larger numbers in a visual way.
- Maths Frame – helps with numeracy practice and problem-solving.
- Topmarks – provides interactive maths activities and games.
- Hit the Button – supports quick practice of number facts and mental maths.
- Times Tables Rock Stars – helps students practise times tables in a fun way.
- Khan Academy – supports numeracy through clear video lessons, practice questions and step-by-step explanations.
Part 1
Hi Sabrina , very thoughtful and thorough reflection on the SETT framework.
Indeed, SETT Framework is structured around the student especially in the way it recognises that assistive technology works best when it is guided by relationships, teamwork, and a clear understanding of the student’s needs.
The SETT model begins with the student, the environment, the tasks, and then the tools. This order is important because it prevents assistive technology from being treated as a quick solution or simply as electronic equipment placed in the classroom. Instead, the framework encourages teachers and support staff to first understand the student’s strengths, challenges, learning context, and daily needs.
Collaboration is central to this process. The people who know the student well, including the class teacher, parents, learning support teacher, support staff, and other professionals, can contribute valuable insight because they have built relationships with the learner over time. Those relationships help the team assess the learning environment, identify the tasks the student needs to complete, and decide which supports will genuinely improve engagement and ability.
Only after this shared understanding has been developed should assistive technology become the focus of discussion. In that way, the SETT framework reminds us that effective classroom practice is not just about choosing tools, but about using the right tools in response to the needs of the student and the knowledge of the supportive team.
Part 2
SETT Plan
Student: a 5th class student with dyslexia. She finds spelling difficult and can become frustrated during writing tasks. She shares her ideas well when speaking but spelling challenges can affect her confidence. She needs short tasks, praise, and reassurance.
Environment: The activity will take place in the classroom. I will use a calm corner at the back of the room, away from noise and busy areas. This space will include nurture furniture, such as a soft chair, cushions, a small table, and a calm rug. It will also have sensory tools, a visual timetable, a word bank, emotion cards, and an iPad. This will help the student feel safe, calm, and still part of the class.
Tasks: The student will complete a short spelling activity with support. I will help her check how she is feeling, use a calming strategy, choose a spelling tool, and practise asking for help before she becomes upset. The support teacher can help reinforce these strategies, and parents can use the same calm language at home.
Tools: I will use Microsoft Reflect, emotion cards, a spelling notebook, a word bank, look-say-cover-write-check, Immersive Reader, Read Aloud, Dictate, Editor, spell check, word prediction, and a checklist. These tools will support her spelling, confidence, SEL, and self-regulation.
Assessment: I will assess the activity by observing how the student manages spelling work. I will look at her confidence, frustration levels, and use of spelling tools and calming strategies. I will also gather feedback from the support teacher and parents.
Outcome: The expected outcome is that the student feels calmer and more confident during spelling activities. She will use the calm corner, SEL tools, and spelling supports when needed. She will also learn to ask for help before becoming too frustrated.
Review: After 5 weeks the activity is reviewed. I will check what worked well and what needs to change. I will speak with the student, learning support teacher, and parents. If needed, I will adjust the task, tools, or support to meet the student’s needs.
Reflection: When applying the SETT plan, I learned that it is important to take the time to understand the student’s individual needs. This means building a positive relationship with the student and working closely with the people who support her such as learning support teacher, other professional, and the parents. By doing this, I ensure the right tools and supports are used to help the student reach her full potential in a nurturing and supportive way.
Part 1
Hi Julie, I love your activity. It is very student-centred, giving the student the chance to develop their own learning targets.
My designed activity is for a 5th class student with dyslexia. This student struggles when reading aloud but has an inquisitive nature and wants to read to satisfy this passion.
To support this student withher reading, I would assign a weekly reading plan for six weeks on Reading Coach. This AI tool aims to help learners practise reading fluency. Through this tool, my 5th class student will read aloud one passage per day and then receive personalised feedback on her reading. The feedback includes pronunciation, accuracy, pace, and words she needs to practise again. This tool also allows the learner to work at her own pace.
Like Immersive Reader, Reading Coach offers adjustable features such as text preferences, text size, font, spacing, and themes to meet the student’s needs. There is also line focus, grammar options, and a picture dictionary. A key feature of the picture dictionary is that it provides the correct pronunciation when you click on any word. This is extremely helpful in building the student’s fluency, pronunciation, and vocabulary. Over time, my 5th class student will have the confidence to read in public.
Part 2
I agree with Cosán views that teachers are lifelong learners and should recognise that professional learning should have a positive impact on both teaching practice and students’ learning. It encourages teachers to engage in meaningful learning opportunities throughout their careers so they can continue to grow and respond to the needs of their students. In fact I believe CPD is crucial. Whether it is a workshop, a course, a peer support or a personal reflection, they are all essential to the growth of a teacher.Why? Every teacher is a learner. So it should be our responsibility and joy to develop our skills and reflect on our practice as often as possible. This will enable us to better support the students in our care and help them reach their full potential. Most importantly, it helps us hone our skills as teachers.
I’m blown away by how many assistive tools are available to support literacy in the SET classroom. Immersive Reader in MS Teams and speech-to-text are game changers for struggling learners and pupils with special needs. These tools make reading and writing more accessible for pupils with different needs and abilities. They can read text aloud, support fluency and concentration, and help pupils follow text more easily using line focus, spacing, syllables, and adjustable font size.
Tools such as Word, OneNote, and PowerPoint also let pupils listen to text, translate words, and use dictation to share their ideas. Reading Coach has so much to offer. It supports reading, pronunciation, writing, and spelling. Through this free standalone tool, pupils can follow a personalised reading plan and practise at their own pace while improving fluency and confidence. This is a great confidence booster and helps SEN pupils keep up with their peers. In other words, these tools bring back the joy of reading while improving literacy skills.
Overall, these AI tools promote independence, confidence, and inclusion by allowing pupils to access learning materials in ways that suit their individual literacy needs. As such I am eager and willing to try more of these tools in my classroom.
This module has been very informative. From my experience working in an SEN setting, I have seen how valuable assistive technology can be in supporting both teaching and learning. Some pupils fall behind because of cognitive challenges, and tools such as the C-Pen Reader 2 or 3 could significantly improve their reading experience. I have also seen the difficulties that arise in mixed-ability classrooms when pupils with SEN go undiagnosed. With limited resources, these pupils may become frustrated, which can sometimes lead to disruptive behaviour.
Nevertheless, it is good to know that there are different tech tools to support teaching and learning. This means that not every school will have medium- or high-tech tools to support the teaching and learning experience. Even with no tech tools, schools are still endeavouring to support all learners to meet their full potential. Thus, it is encouraging to know that SSE allows schools to evaluate their practices and ethos, and make informed decisions for the betterment of their students and staff. Still, it is necessary for schools to balance their internal affairs with national requirements, and to know when to insist on governmental support.
In fact the digital age demands that no child should slip through the cracks because of his or her inability to read, physical ability or cognitive ability. With assistive technology, it is great to know that every SEN learner should feel more belonged in any classroom.
