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I’m in the same boat Marie, I’ve been working in SET for the last couple of years and definitely felt like I needed to upskill in this area. There is so much out there and it can be overwhelming but it’s nice to find a course that can put it all together for us and give us the tips and skills on how to use it effectively.
I’ve based this assignment on one student I teach, an 8-year-old child with Global Developmental Delay and Autism. I’ve noticed that this child with these needs often learns best when information is presented visually, in small steps, and with lots of repetition and encouragement. Because of this, I think technology can make a huge difference to both literacy and numeracy learning.
For literacy, I would use visual supports such as picture schedules, symbol-based apps, and interactive storybooks. I’ve seen how motivating the iPad and laptop can be for this child who finds traditional phonics activities difficult. Text-to-speech tools could help the student access stories independently, while simple speech-to-text apps could reduce the frustration of writing and allow them to share their ideas more easily.
For numeracy, I would choose interactive maths games, virtual manipulatives, and touchscreen activities that focus on counting, number recognition, and simple problem-solving. The child responds very well to praise and the immediate feedback from online games and activities and visual demonstrations can help build confidence and keep the student engaged.
What stood out to me from the Inclusive Education Framework is that assistive technology works best when it is part of whole-school planning. It shouldn’t depend on one teacher’s efforts alone. Staff need opportunities to learn how to use the technology, and parents should be involved in deciding what works best for the child. I think this collaborative approach is important because it helps the student feel included, supported, and able to participate meaningfully in literacy and numeracy alongside their peers.Part 1: For this activity, I created a reading comprehension task on dogs, with a focus on greyhounds as they are his favourite, for a pupil I work with in SET who has dyslexia and difficulties with reading fluency and comprehension. I used Microsoft PowerPoint and one note with the support of Immersive Reader. The presentation includes a short, high-interest story, facts and information about dogs supported by images and simple vocabulary. After each section, the pupil completes a matching or multiple-choice comprehension activity using images and key vocabulary rather than large amounts of text. There is also a self assessment part at the end for the student to fill in.
The pupil can use Immersive Reader to have the text read aloud, adjust the text size and spacing, use line focus, and access the picture dictionary where needed. These features reduce the difficulties he has with decoding text and allow the pupil to focus on understanding the content rather than struggling to read every word.
Part 2: The principles of Cosán remind us that professional learning is an ongoing part of being a teacher rather than something that only happens through formal courses. I believe teachers are lifelong learners because education is constantly evolving. New research, technology, teaching approaches, and the changing needs of pupils mean that we are always learning and adapting our practice.CPD is especially important in a primary SET setting, where pupils have a wide range of strengths and additional needs. Through CPD, teachers gain new strategies, learn about assistive technologies through courses like this one and share ideas with colleagues that can improve outcomes for pupils. It also encourages us to reflect on our own practice and consider what is working well and what could be improved. Cosán reinforces the idea that learning is a shared responsibility and that by continuing to develop our own knowledge and skills, we are better equipped to meet the needs of every child in our classroom.Exploring Immersive Reader in Microsoft and other Microsoft 365 tools has shown me how useful it can be in supporting literacy in the SET classroom. I really liked how pupils can have text read aloud, change the font size and spacing, use line focus, and access the picture dictionary. These features can make reading much less overwhelming, especially for pupils with dyslexia, language difficulties, or those who are still developing their reading skills. They would also be very useful for children who are good at mental maths but find problem solving difficult due to literacy issues. Some of the children I work with in SET find the reading of maths problems difficult and I can see how using Immersive Reader regularly could help build pupils’ confidence and encourage them to work more independently in both literacy and numeracy.
This module also made me think about how I can get more from the technology we already have in school. We have sets of both iPads and Chromebooks. Simple changes like adjusting text size, using voice typing, turning on captions, or changing display settings can make a real difference for some pupils without needing any extra equipment.
It also reminded me that not every pupil finds it easy to use a standard keyboard or mouse. Alternative input devices such as trackballs, adaptive keyboards, switches, or touchscreens could make technology much more accessible for pupils with physical or fine motor difficulties. Going forward, I want to spend more time exploring these accessibility features and think more carefully about matching the technology to each pupil’s individual needs so that everyone can take part in learning as independently as possible.I have enjoyed Module one of this course. Working in SET this year and again next year, I wanted to improve my knowledge and understanding of how digital technologies can be used more effectively in SEN. So far the course has highlighted the significant role that assistive technologies can play in creating a more inclusive and supportive learning environment for not just children with SEN but for all students. Before beginning the course I associated assistive technology with supporting students who have identified additional educational needs. However, I can now see that a lot of AT tools can benefit all children in school by providing multiple ways to access information, demonstrate understanding, and engage with learning – low, medium and high tech.
The SETT framework is also something that I will be using in my own practice. It is a very useful tool in selecting the most appropriate AT for children in our schools. It can be difficult to make these decisions and there are a lot of considerations. I think that this framework will help me and others in my school when selecting AT for students.
Assistive technologies can definitely become part of the school self-evaluation process. Evaluating the current use of accessibility features, identifying areas for improvement, and gathering feedback from students and staff could help inform future planning. Our school recently had a maths subject inspection and one of the recommendation was to use more collaboration and improving assessment monitoring and practices. It was suggested that we do this through digital technology. We are now looking at the digital learning framework and understanding how this could help. One of our focus points is on the first standard of the leadership and management dimension. Where “a culture of improvement, collaboration, innovation and creativity in learning, teaching, and assessment”. School leaders play a key role in developing a shared vision for inclusive digital practice, providing appropriate professional learning opportunities, and ensuring that suitable technologies are available to staff and students.