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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.
