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I really enjoyed reading your post and think you have chosen a great range of digital tools to support your pupils’ individual needs. I particularly like your use of XMind, as organising thoughts and ideas can be a significant barrier when completing written work. Mind mapping could help pupils structure their ideas before beginning to write, making the process more manageable and reducing anxiety. The combination of Immersive Reader, Dictate and Read Aloud also provides pupils with different ways to access and demonstrate their learning. I also think the personalised feedback provided by DoodleMaths could help build confidence in numeracy. Overall, your approach clearly promotes independence and removes barriers to learning, while allowing pupils to use technology in a way that suits their individual strengths and needs.
I really enjoyed reading your post and agree that these digital resources can make a significant difference for pupils with a range of literacy and numeracy needs. I particularly like the use of text-to-speech and speech-to-text tools, as they allow pupils to access and demonstrate their learning without being held back by difficulties with reading, spelling or handwriting. The interactive maths manipulatives are also a great way of making abstract concepts more visual and accessible. I think your examples clearly show how technology can remove barriers and promote greater independence, which is central to creating an inclusive learning environment.
Part one:
For this assignment, I am focusing on a small group of Junior Infants who are developing their letter recognition skills. The pupils can recognise some letters but need additional support to confidently identify and recall letters and their corresponding sounds. Digital technology can provide engaging and interactive ways to reinforce this learning and cater for different learning needs.
One resource I could use is an interactive whiteboard, allowing pupils to see letters clearly and practise identifying them through games and activities. Letter-recognition apps and online phonics games could also be used on tablets, giving pupils opportunities to practise matching letters with sounds in an enjoyable and interactive way. Using technology would allow pupils to receive immediate feedback and repeat activities at their own pace.
I would also use digital resources alongside hands-on activities such as magnetic letters, flashcards and letter formation practice. This blended approach would help keep learning varied and engaging. By using digital technology appropriately, I can support pupils in developing their literacy skills while making learning more accessible and enjoyable for all learners.Part two:
The NCSE Inclusive Education Framework highlights the importance of school development planning in identifying priorities and improving inclusive practice. In relation to my group of Junior Infants working on letter recognition, a possible school development priority would be to improve the use of digital technology to support early literacy and ensure that pupils with additional needs can access learning alongside their peers.
As part of an action and improvement plan, the school could identify suitable digital resources, such as tablets, interactive whiteboards and age-appropriate phonics and letter-recognition programmes. Teachers and SET could work together to select resources, plan activities and monitor how effectively they support pupils’ learning. Staff may also need opportunities for professional development to ensure that technology is being used effectively.
Progress could be monitored through observations, pupil engagement and assessment of letter recognition. The plan could then be reviewed regularly to identify what is working well and what needs to be changed. This would support a whole-school approach to inclusion and continuous improvement.I really like how you have explained the importance of keeping the child at the centre of the SETT process. I agree that assessment should be ongoing and include observations, work samples and pupil feedback rather than relying on one assessment. I also found your point about assistive technology particularly interesting. It is important that we choose a tool based on the individual child’s needs and the task they are trying to complete, rather than simply using technology because it is available. I also agree that reviewing the SETT plan regularly is essential, as the supports that benefit a child may change as their confidence, skills and independence develop.
I really like how you have highlighted the child’s strengths alongside the areas where they require support. I particularly agree with the use of multisensory activities and practical learning, as these can help keep literacy tasks engaging and accessible. The range of tools you have suggested is also very useful, especially audiobooks, Immersive Reader and text-to-speech, as they can help the child access the curriculum while developing confidence. I also think allowing the child to rehearse reading before sharing with the class is a great way to reduce anxiety and encourage participation. Overall, your SETT plan is very child-centred and focuses well on building independence and confidence.
Part 1:
In my teaching I would use the SETT model alongside a student’s School Support File to identify appropriate supports for their individual needs. I would first consider the child, including their strengths, interests, difficulties and preferred learning styles. I would then look at the classroom environment and consider whether changes to the classroom, seating or learning environment could support them. The activity or task would involve identifying the specific literacy or numeracy activities the child finds challenging. Finally, I would consider appropriate tools, including digital or assistive technologies such as Immersive Reader, audiobooks or literacy and numeracy apps. We particularly enjoy using Epic readers as some books come with MCQ quizzes at the end for the child to do independently. This along with other forms of assessment would include teacher observation, work samples, ongoing monitoring and feedback to determine whether the chosen supports are effective and should be adapted.Part 2:
For my example, I would use the SETT model to support their literacy development through the use of Epic readers on an iPad. The child may have difficulty reading independently and understanding unfamiliar vocabulary, but may be more engaged when using technology to assist with reading new vocabulary and choosing books based on their interests.The environment would be a quiet, supportive area of the classroom where the child can use the iPad independently or with teacher support. The activity would involve selecting an appropriate levelled reader on Epic and reading it independently or listening to the text when required. As a tool, the iPad and Epic would provide access to a wide range of age-appropriate digital books.
The pre-designed quiz at the end of each Epic reader would be particularly useful for assessment. I could use the student’s quiz results, alongside teacher observation and discussion, to monitor their comprehension and identify areas requiring further support. I would regularly review their progress and adjust the level or type of books provided. This would encourage independence, engagement and confidence in reading.
I really liked the idea of using the World Cup to support reading comprehension, especially as it is based around something the pupils are already interested in. I think this would help to keep them motivated and engaged with the reading task. The use of Immersive Reader is also a great support for pupils with dyslexia, as they can choose the features that work best for them. I particularly liked the idea of discussing which features helped each pupil, as this encourages them to become more independent in choosing strategies that support their learning. The link to UDL is clear, as pupils have different ways to access and understand the text.
I really liked how you used the pupil’s interest in dogs to make the activity engaging and meaningful for her. I think the predictable layout and repeated sentence structure are particularly helpful for supporting her autism and reducing distractions. The use of Immersive Reader is also a great way of making the reading more accessible while still encouraging independence. I also liked that you included different ways for her to respond, such as pointing, choosing pictures or using Dictate. This links really well with UDL, as the pupil is given different ways to access the learning and show her understanding. Your reflection on CPD also highlights how important collaboration and ongoing learning are in a special school setting.
Part 1 – Digital Activity
I would use Microsoft PowerPoint to create a simple phonics activity for a Junior Infant who is finding early literacy difficult, particularly recognising letters and sounds and writing words independently.
The activity would be based on a familiar topic such as animals. Each slide would have a picture, the animal’s name and an audio recording of the word. The child could listen to the word, identify the first sound and then have a go at recording the word.
I would use pictures, audio and clear instructions to support the child. They could also use features such as speech-to-text or predictive text if they found writing difficult. This would allow them to show what they know without writing becoming a barrier.
This links to UDL, as it gives the child different ways to access and take part in the activity.
Part 2 – Cosán, Lifelong Learning and CPD
I think teachers are lifelong learners because there is always something new to learn. Every class and every child is different, so teachers need to keep developing their skills and trying new ways of supporting their pupils.
CPD is important because it gives teachers the opportunity to learn about new ideas, resources and approaches that can be used in the classroom. This is particularly important when supporting children with SEN, as their needs can be very different.
I think CPD is most useful when teachers can take what they have learned and use it in their everyday teaching.
I agree, there are so many useful tools that can make a real difference for pupils with SEN. I particularly like the idea of Reading Coach, as allowing children to practise at their own pace could help build both literacy skills and confidence. Dictate and Immersive Reader also provide great ways to remove barriers and give pupils more independence in their learning.
I completely agree. I also think that the picture dictionary in Immersive Reader will be really useful, especially for EAL pupils. It’s great that these tools can make resources more accessible without creating lots of extra work for teachers. I also think Dictate could be really valuable for helping children focus on expressing their ideas rather than being held back by handwriting or spelling difficulties.
This module has developed my understanding of how high-tech assistive technology can support inclusion and participation for pupils with special educational needs. I found it particularly useful to explore the accessibility features available within Microsoft 365 and Windows, as many of these tools are already available in schools and can be easily incorporated into everyday classroom practice.
One of the most valuable tools I explored was Immersive Reader. I was particularly interested in how it can support literacy by providing a more accessible reading experience for pupils who may experience difficulties with reading, dyslexia, dysgraphia or visual processing. Features such as line focus, picture dictionaries, translation and text-to-speech can help reduce barriers and allow pupils to engage more independently with written material. The module also highlighted Dictate, which could be beneficial for pupils who find handwriting or typing difficult, particularly those with dysgraphia.
I also learned that assistive technology should not be viewed as a one-size-fits-all solution. The module emphasised the importance of considering each pupil’s individual needs when selecting appropriate technology. This has encouraged me to think more carefully about how digital tools can be used as part of differentiated and inclusive teaching rather than simply as additional resources.
Overall, this module has increased my confidence in using Microsoft 365 accessibility tools to support literacy in the SET classroom. I believe these technologies can help pupils become more independent, confident and active participants in their learning, while supporting the wider goal of creating a genuinely inclusive classroom environment.
I really agree with your points, particularly around choosing technology based on the individual needs of the pupil rather than simply focusing on the technology itself. I also found the SETT Framework useful and can see how it would help when planning supports for pupils. It’s a great reminder that small, appropriate changes can make a real difference to inclusion, independence and participation in the classroom.
I found this module very useful, particularly as I have previously worked as a SET in Junior Infants and will now be moving to 5th Class SET. It has made me think about how different the needs of students can be depending on their age, ability and stage of learning, and how important it is to choose supports that are appropriate for each individual child.
One thing that stood out to me was that assistive technology does not always have to be something complicated or expensive. Simple supports such as visual timetables, graphic organisers, adapted paper and pen grips can make a big difference to a child’s ability to participate in learning.<span class=”Apple-converted-space”> </span>I have used some of these types of supports in Junior Infants, but the module has made me think about how they could be adapted for older students.
I found the SETT Framework particularly useful. Looking at the Student, Environment, Task and Tools before deciding on a particular support is something I can see myself using in my new role.<span class=”Apple-converted-space”> </span>It reminds me that we should not simply choose a piece of technology because it is available, but instead think about what the student actually needs.
Moving into 5th Class SET, I know that some of the strategies I used with younger children may need to be changed. I will need to consider the students’ independence, confidence and individual learning needs when choosing supports. Overall, this module has reminded me that technology should be used to remove barriers and help students become more independent learners. It has given me some useful ideas that I hope to put into practice in my new role.