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This course has provided us with a wide range of digital strategies and tools to support all kinds of learners in both literacy and numeracy. In working with autistic students who have been diagnosed with moderate learning needs I plan to implement a range of these assistive technologies this coming year to help to develop their understanding and knowledge, engage them in motivating learning activities to promote their learning. In our school we compile personal portfolios of the children’s work throughout the year, by inserting picture/photo images and text. I create short stories on Microsoft PowerPoint and plan to use the Immersive Reader tool, with all its excellent features: read aloud, change of font, style, background, picture image and line filter features. During literacy the Immersive Reader tool would support literacy lessons whereby students can hear the words in their personal books read aloud on the iPad (during individual lessons) or during paired or small group work on the Smart Board. I plan to use the Office Lens tool to take photos of menus, social sight signs and posters within and surrounding the school and use the built in Immersive Reader there too. I plan to introduce the dictate feature in Microsoft 365 for the verbal students to help them to add content to their personal portfolio, to promote oral language and their independence.
I use Starfall, Topmarks and Primary Games daily in my classroom, particularly to support numeracy lessons. They are highly engaging and motivating for the students. Other apps that I plan to further explore this coming year include Wakelet to help to create student portfolios. The Toy Theatre website mentioned in the forum sounds interesting. For our autistic students who present with sensory differences I’d like to try the Sensory Speak Up App. The accessibility tools available in Microsoft 365 such as the toggle keys, sticky keys and mouse keys will also be very useful for some of the students in my class.
<p class=”MsoNormal”>Part 1: I think the SETT model is so beneficial in facilitating the appropriate selection of low-tech, medium-tech and high-tech tools suitable to support each individual student to meet their learning objectives. I feel it supports the students’ support file by focusing on the personal strengths of the student and identifying where the student is currently (their zone of proximal development), in order to identify the priority learning needs for the student. Similar to compiling the student’s priority learning needs based upon strengths and areas of particular interests, using the student support file, teachers collaborate with the student, their parents, teacher colleagues and other relevant professionals. All of this information is required to complete the first three steps of the SETT model which facilitates teachers and relevant other professionals to select the most appropriate tools to support the student and provide the student with the most appropriate tools to meet their specific needs.</p>
<p class=”MsoNormal”>Part 2: Please see attached SETT plan</p>
<p class=”MsoNormal”>https://1drv.ms/w/s!Ak3aW0A_ell1ji7eyUbM9CguuCwx?e=IdWwMF</p>Part 1
In Microsoft PowerPoint I created a short story with 10 slides relating to a girl’s birthday (with a plan to edit throughout the year, relevant for each student in the class. The story can be shortened or lengthened relating to each child’s ability to read and insert images and sounds relating to their personal interests). The story incorporated words relating to Happy Birthday, age, presents (relating to child’s interests), party, treats (relating to child’s favourite choices), music and dancing. I inserted sound onto a couple of slides to engage the student’s interests such as happy birthday song on one slide and party whistle sounds on another to engage their interest. I work in a special school and birthdays are big celebrations in our school.
Using Microsoft Office 365 tools, I plan to enable the student to use the Immersive Reader tool to listen to the story read aloud. In Immersive Reader the student can edit the line spacing, change the background colour and decide how many lines they want to view at any one time. The students with verbal skills could be assisted to use the dictate tool to create their own birthday story based upon their personal interests using these phrases as prompts. Each student in the class can create a personal account of their birthday celebration with their friends in school which could be re-read during individual literacy time or as a group during circle time.Part 2
I believe the Cosán Framework is a very useful tool that clearly sets the standard expected and promotes lifelong learning. I agree with all other participants on the course that CPD is essential to keep up with the rapid changes that are occurring in the world around us and the need for professional growth. I recognise the value of individual and collaborative reflection for teachers and believe that teachers can learn so much when they engage in personal and collaborative reflection.Catherine, you make an excellent point regarding helping parents whose first language is not English. Microsoft Office Lens is a fantastic resource allowing for translation and comprehension of text which will facilitate better communication between school and parents.
There are some fantastic tools available on Microsoft for all students but particularly students with SEN. Using Microsoft Office Lens students can photograph social sight words around the school building or while out on a walk in the community, while in the shops, (photos of favourite items), local café, sports centre they visit (looking at menus, opening hours, etc). In preparation for a school trip, it’s possible prepare students for their upcoming visit, by looking up the website to specific photos/information to review before the outing. This could be so useful for our autistic students to prepare them for what to expect on the outing. They could use the immersive reader to listen to the words read aloud.
Immersive Reader can cater for the specific needs of each student. The feature whereby it can limit the amount of text shown is a very useful, allowing the reader to read one line or a select number of lines on the screen at any one time is excellent. It’s fantastic to be able to change the background and the font style, space the words and I can imagine that the picture dictionary would engage students’ interests.
I could see one student with verbal skills use the dictate feature in Microsoft word. He could use it to name characters from stories or re-tell a story or event or give information. Then using Immersive Reader he can see it typed out and read back to him. I think this would really engage his interest.
I agree Lisa, the SETT model, incorporating the support of the student support file assists teachers to identify the most beneficial assistive technologies for the individual student. Similar to developing the student support file, individual strengths and areas of need are examined. Identifying what is available within their environment and assessing the tasks that are set to promote student learning enable teachers, parents and relevant professionals such as speech and language therapists and occupational therapist to identify assistive technologies that can assist student to engage with and promote learning opportunities. The SETT model promotes a thorough assessment of the specific needs of the individual student.
Assistive Technologies have the potential to enhance both how we teach and impact upon how our students learn. Working as a teacher in a special school I am always looking for creative ways to engage my students’ interests and motivation. As many participants have mentioned there is an array of apps and websites available. The key is finding those that met the unique needs of each individual student and match the correct technology with the students as highlighted in the PDST webinar. AT promotes the inclusion of all learners.
It was interesting to learn about the three different categories of AT technology including the No/Low, Medium and High Tech in this module. I see the benefits, value and importance of No/Low Tech equipment/resources every day in my classroom such as visual timetables and Medium Tech such as PECS communication devices and TEACCH desks and witness how they assist students to navigate the classroom and school environment. High Tech equipment like iPads, Clevertouch boards as highly motivating and engaging for students, in my experience.
The Digital Learning Framework assists school leaders and teachers to identify where they are at currently in relation to the standards outlined in the document, helping to identify a starting point to target for improvement which supports SSE. It promotes reflection upon how we incorporate digital learning in our teaching to improve learning opportunities for our students and enhance assessment. Two Standards that stood out to me including
Domain 1 relating to Learner Outcomes for example
Standard: Pupils enjoy their learning, are motivated to learn and expect to achieve as learners.
Statement: Pupils use appropriate digital technologies to foster active engagement in attaining appropriate learning outcomes.Domain 3 relating to Teacher’s Individual Practice for example
Standard: The teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills.
Statement: Teacher’s design or adapt learning experiences that incorporate digital technologies and make learning activities relevant and meaningful to support pupils’ learning.The PDSP videos on DLplanning.ie website linked to each Standard are very useful exemplars. These videos highlight the importance and relevance of digital technologies for teaching, learning and assessment.
