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For this module I chose a boy from 4th class who is a capable and enthusiastic pupil who enjoys class discussions and practical activities. However, he experiences challenges with reading fluency, spelling, written expression, and processing large amounts of written information. These difficulties can also impact his confidence when completing numeracy tasks involving written instructions and problem-solving. The use of appropriate technology can help reduce barriers, increase independence, and support access to the curriculum. The following literacy technology Supports- Immersive Reader supports independent reading through the Read Aloud feature. Allows him to adjust text size, spacing, font, background colour, and line focus. Provides Picture Dictionary support to help develop vocabulary.
Dictate in Microsoft allows him to use speech-to-text when completing written tasks. Reduces difficulties associated with spelling and handwriting.
Enables him to focus on organising and expressing his ideas.
Microsoft Edge read aloud allows the student to listen to online texts and digital resources.
Supports understanding of information by combining listening and visual input.
One Note provides a flexible way to organise notes using text, images, audio, and digital ink.
Supports planning and recording learning in a format that suits his needs.The following numeracy Technology Supports could be used with this student.
Microsoft Math Solver provides step-by-step guidance for mathematical problems. Supports understanding of mathematical processes and strategies.
Interactive Maths resources such as online games like hit the button uses visual representations, diagrams, and models to support understanding of mathematical concepts. Helps him to engage with abstract concepts in a more accessible way. Using the calculator and digital number tools reduces the impact of calculation difficulties. Allows him to focus on problem-solving and mathematical reasoning.When considering technology supports for this student, it is important to focus on his individual needs, strengths, and learning goals. As we have seen in this module technology should not replace effective teaching but should provide additional support to help him access the curriculum more independently.
In literacy, tools such as Immersive Reader and Dictate can remove barriers by allowing him to access texts and communicate his understanding without being limited by reading or writing difficulties. In numeracy, digital tools can support visual learning, problem-solving, and confidence when working through mathematical tasks.
This process highlights the importance of carefully selecting and reviewing technology supports to ensure they are purposeful and effective. Providing pupils with opportunities to practise using these tools is essential so that they become confident and independent learners. When matched appropriately to a pupil’s needs, assistive technology can have a positive impact on participation, engagement, and achievement across the curriculum.
In line with the School Development Planning section of the Inclusive Education Framework, these technologies should be embedded within a whole-school approach to inclusion. This involves ensuring that digital tools and accessibility supports are available, understood, and effectively used across the school to meet the diverse needs of all learners.
I agree that embedding these technologies within a whole-school approach is essential for creating a truly inclusive learning environment. Assistive technology is most effective when it is not viewed as a separate support for individual pupils but as a resource that can benefit all learners. A shared understanding among staff, supported through school planning and professional development, helps ensure that these tools are used consistently and effectively.
By incorporating accessibility features and digital supports into everyday classroom practice, schools can reduce barriers to learning and promote greater independence for pupils. Collaboration between leadership, teachers, SET staff, pupils, and families is key to ensuring that technology choices are purposeful and aligned with individual needs. This approach supports a culture where inclusion is part of the school ethos rather than an additional measure.
Part 1
The SETT Framework offers a practical, collaborative approach to identifying appropriate assistive technology by focusing on the Student, Environment, Tasks, and Tools. When used alongside a student’s School Support File, it helps ensure that support strategies are tailored to the pupil’s individual strengths, needs, and learning goals.
I would begin by reviewing the information in the School Support File, including assessment results, teacher observations, parent and pupil feedback, and any reports from external professionals. This provides a clear understanding of the student’s abilities, challenges, and the barriers they may face in accessing learning.
Using the SETT Framework, I would then consider the student’s needs, the environments in which they learn, and the tasks they are expected to complete before identifying the most appropriate supports or technologies. Beginning with low-tech solutions and progressing to more advanced tools where necessary ensures that technology is chosen to meet the student’s needs rather than the other way around.
Part 2
Below is a SETT plan for a boy in 3rd class with dyslexia.
Strengths
He enjoys practical activities and hands-on learning experiences.
He has strong oral language skills and contributes well to class discussions.
He is motivated and confident when using digital technology.Areas of need
He experiences difficulties with reading fluency, spelling, and written expression.
He requires support to independently access literacy tasks.
Literacy challenges can affect his confidence and participation in classroom activities.Environment
He is supported within a mainstream classroom setting with additional support from the Special Education Teacher (SET).
Available supports and resources:
Access to a Chromebook and Microsoft 365 applications.
Collaboration between class teacher, SET teacher, and parents.
Access to digital learning platforms and classroom technology.
Opportunities for individual and small-group support.Tasks
He requires support to complete the following tasks:
Reading and understanding age-appropriate texts.
Completing written assignments independently.
Recording ideas and responding to written activities.
Accessing classroom resources and digital learning materials.
Developing confidence and independence during literacy activities.Tools
Low tech supports-Visual prompts and vocabulary cards.
Graphic organisers to support planning and organisation.
Reading ruler or coloured overlay to support tracking text.
Word banks and spelling supports.High Tech supports- Immersive Reader (Microsoft 365): Provides text-to-speech, line focus, adjustable text size, spacing, and background colour options.
Dictate in Microsoft Word: Allows to record his ideas using speech-to-text.
Read Aloud in Microsoft Edge: Supports independent access to online reading materials.
Spell Check and Predictive Text: Helps improve written accuracy and confidence.Assessment & Review- The effectiveness of the supports will be monitored through:
Teacher observations.
Reading assessments and progress records.
Samples of written work.
Feedback from the student, parents, and teachers.
Regular review meetings to determine whether adjustments are required.
By implementing this SETT plan, he should:Develop greater confidence when completing literacy tasks.
Improve reading fluency and comprehension.
Produce written work more independently.
Increase participation in classroom activities.
Develop the skills needed to use assistive technology effectively.
Review will be in completed twice yearly.I really enjoyed reading your reflection. I agree that the collaborative nature of the SETT Framework is one of its greatest strengths. Bringing together the perspectives of teachers, parents, and other professionals helps ensure that decisions are based on the child’s individual needs rather than on the technology itself.
Your point about technology only being the first step also resonated with me. Simply providing a tool isn’t enough—pupils need explicit teaching, opportunities to practise, and ongoing support before it becomes a meaningful part of their everyday learning. I also agree that we, as educators, need to continue exploring new accessibility features and digital tools so that we can make informed decisions about what works best for each learner. As you said, even small adjustments can have a significant impact on a pupil’s confidence, independence, and participation in the classroom.Part 1:
I have chosen a 3rd Class pupil with dyslexia who has a keen interest in Whales and also finds reading lengthy passages challenging.
Using Immersive Reader in Microsoft Word, I will provide the student with a short reading passage on Whales. The student will use the Read Aloud feature to listen to the text while following the highlighted words on screen. They can adjust the text size, spacing, and background colour to suit their preferences and use the Picture Dictionary to explore unfamiliar vocabulary. After reading, the student will answer a small number of comprehension questions orally independently. This activity is designed to meet the pupil’s individual learning needs by providing an inclusive approach that allows them to complete the task at a pace that suits them. It also supports the development of independence, as the pupil can use built-in accessibility features to access learning with less reliance on adult support.Part 2:
CPD is important because it helps teachers stay informed about new approaches and developments in education while supporting them in meeting the changing needs of their pupils. It allows teachers to develop confidence in areas such as inclusive teaching, digital learning, and new educational strategies. CPD also promotes collaboration and professional discussion, helping to create a supportive learning environment within schools. I believe that teachers are lifelong learners. The role of a teacher is constantly developing, with changes in educational research, technology, curriculum approaches, and the diverse needs of pupils. To continue providing meaningful and effective learning experiences, teachers must engage in ongoing professional growth and reflection.
Cosán highlights that teacher learning is a continuous journey that extends beyond initial teacher education. It encourages teachers to reflect on their practice, collaborate with others, share knowledge, and take part in professional learning opportunities that enhance their skills and understanding.
I agree Sabrina- Often it takes a lot of time to teach the child the basics of using their laptop and giving them time to save word documents/ create folders etc. Yes this is Definitly the first step and building on confidence to use their new device.
Before investing in new hardware, it’s worth considering how much can be achieved with the technology we already have. Making simple changes to Windows’ built-in accessibility settings—such as increasing the cursor size, enabling high-contrast mode, or using the Dictate (speech-to-text) feature in Word—can significantly improve access and usability for students with visual impairments or fine motor difficulties.
I was very interested to learn more about Immersive Reader in this module. Immersive Reader is an effective accessibility tool that can support literacy development in the SET classroom. With features such as text-to-speech, line focus, Picture Dictionary, and customisable text size, spacing, and background colours, it helps make reading materials more accessible for pupils with diverse learning needs. Immersive Reader encourages greater independence while helping to develop reading fluency, comprehension, and confidence.
Im the same- I feel like technology is changing so much I need to upskill with the use of AT. Ive also been in SET for a few years and yes it can be over over whelming to see what resources are the most effective to use with AT. Its great to get more tips on how to use AT effectively.
This has been a very informative module. I have found assistive technology to be a valuable support for my students, helping them to enhance their learning. I have used text to speech, read write gold, typing club, reading eggs and educational apps, many of which include built-in assessment features. The students enjoy completing these activities, and the assessment data provides useful insights into their progress and helps to inform our teaching.</p>
Support plan reviews are really important to how we use these tools to ensure they continue to meet the evolving needs of our pupils. This is especially important when considering the role of assistive technology within the School Self-Evaluation (SSE) process.As part of our SSE, we could update the Looking at Our School framework by recording the assistive technologies currently in use, recognising areas where our practice is effective, and identifying opportunities for further improvement. Regular reflection is essential, as the needs and profiles of students receiving SEN support change from year to year.
