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Ellen,
I love the idea of the pupil creating their own Power Point for their learning, they can be as creative as they want and it is individual to them, I give them a choice of topics in different areas to explore with a range of digital technologies. This can be done at different times throughout the day over a time span and they can then present to the class if they choose too or share to Microsoft class teams.
Denise
I think its very helpful to list out all the different APPS that are available and display in the staffroom as some staff may not be aware of what is available and gives opportunity to explore in their own time to decide what may be of interest and valuable to their class to suit their pupils.
Part 2
Updating our School Development Plan keeps school goals relevant and helps improve teaching and learning. It identifies challenges, tracks progress, and ensures resources are used wisely. A Continuous Development Plan using technology supports online learning, communication, collaboration, and teacher training. Having a teacher or resource teacher to over see the use of technologies in classes may benefit time management.
Technology to support an ASD pupil age 8 to develop literacy skills, increase independence and provide opportunities for assessment. I choose **Immersive Reader, TTRS (Touch-type Read and Spell) and Microsoft Reading Coach** are useful resources that can be selected according to the pupil’s individual needs.
**Immersive Reader** can read text aloud, support comprehension and reduce the difficulty of accessing written information. This allows the pupil to work more independently with instructions and classroom materials.
**TTRS** supports literacy through structured typing, reading and spelling activities. Developing keyboard skills can provide an alternative way for the pupil to record ideas and complete written tasks, reducing reliance on handwriting.
**Microsoft Reading Coach** provides personalised reading practice and feedback, allowing the pupil to practice reading independently. It can also provide useful information about progress, which can support ongoing assessment and help teachers identify areas requiring further development.
For the same pupil to support numeracy I would use Top Marks on the both the IPAD and interactive white board to encourage turn taking, small group settings.
Using these technologies can increase the pupil’s confidence and participation while reducing barriers to literacy and numerracy. They should be used alongside individualised teaching and reviewed regularly to ensure they continue to meet the pupil’s needs.Niamh,
It is great that we have so many learning resources for literacy and numeracy and using the students interests to compliment the learning styles to keep the student interests at all time but it is so time consuming to find the time to set up each individual SETT assessment and technology and keeping up to date on their progress/plan and amending accordingly for each student. I feel this is why it is vital to rely on support from the class team in observation.
The SETT model provides a structured framework for identifying appropriate assistive technology (AT) based on the individual needs of a student. I would use the SETT model alongside the student’s School Support File to ensure that decisions are informed by the student’s strengths, needs, interests, learning goals and level of participation, rather than focusing on technology alone.
The process begins by considering the “Student”, including their abilities, challenges, preferences and learning priorities. The “Environment” is then examined, including the classroom, home and other settings that may affect learning and participation. Next, the “Tasks” the student needs to complete are identified. Only after these areas have been considered should appropriate “Tools”, including AT or other supports, be selected.
The School Support File can support this process by recording the student’s needs, interventions, progress and outcomes. Assessment should be ongoing and include teacher observations, teacher-designed activities, work samples, checklists, formative assessment and standardised or diagnostic assessments where appropriate. The views of the student, parents and relevant members of the multidisciplinary team should also be included.
Regular reviews are essential to determine whether the selected supports are effective and continue to meet the student’s changing needs. This allows adjustments to be made where necessary and ensures that AT promotes meaningful participation, independence and progress across the curriculum. Overall, the SETT model provides a practical, student-centred approach to selecting and reviewing assistive technology and educational supports.
Part 2
I created a Microsoft Word SETT plan for a 7-year-old child in a special class, using their interest in sea life to support maths learning.It includes:
Student, Environment, Tasks and Tools
Sea-life themed maths activities
SMART maths targets
Assessment and differentiation
Support for learning at the child’s own pace
Weekly routine
Progress monitoring sheet
Review sectionDownload the SETT Maths – Sea Life Word document
SETT_Plan_Maths_Sea_Life_Age_7.docxDocumentOpen file
*Activity: 2D Shape Hunt and Sorting
Office 365 Tool: Microsoft PowerPointI chose a maths activity that will focus on “Space and Shape” and is designed for a non-verbal junior pupil. The activity will be created using PowerPoint and will use large, colourful pictures of basic 2D shapes, such as circles, squares, triangles and rectangles.
The pupil will complete simple activities such as matching the same shapes, choosing a particular shape from two or three options, and sorting shapes into groups. Pictures of familiar objects can also be included, for example, a clock for a circle or a window for a rectangle. This helps the pupil understand how shapes are used in everyday life.
As the pupil is non-verbal, they can respond by pointing, touching the screen, using eye gaze, a switch, or their usual communication devise AAC. Instructions will be short, clear and supported by pictures. The activity can be repeated regularly to help the pupil build confidence and remember the different shapes.
This activity is relevant to the pupil’s learning needs because it allows them to take part in maths without needing to speak. It develops their ability to recognise, match, sort and compare shapes while also supporting communication and independence. The activity can be easily adapted by making the tasks easier or more challenging depending on the pupil’s progress.
Part 2
Cosán, the National Framework for Teachers’ Learning, highlights the importance of teachers continuing to learn and develop throughout their careers. Teachers are lifelong learners because education is always changing. New technology, teaching methods, curriculum changes and different student needs mean that teachers need to keep improving their knowledge and skills.Continuous Professional Development (CPD) is important because it helps teachers stay up to date and improve their teaching. It gives opportunities to learn new ideas, reflect on their practice and share experiences with other teachers. CPD can also help teachers feel more confident and motivated in their work.
Cosán encourages teachers to take responsibility for my own professional learning. It is not just about attending courses or gaining certificates. It is about thinking about what I can learn and how I can use it to improve our teaching and support students.
Overall, I believe teachers are lifelong learners because there is always something new to learn. CPD helps develop professionally, respond to changes in education and provide the best possible learning experience for my students.
James, I completely agree having the tools to adapt these different technologies into the classroom to support each pupil in their learning and adapting to their ability. Having these resources in the classroom support independence and literacy with the read aloud features, translation and picture dictionary.
From the perspective of a Special Education Teacher (SET), Immersive Reader, which is integrated into Microsoft Teams, the Edge browser, and Microsoft 365 applications, is a valuable tool for supporting pupils with a range of literacy needs. It allows me to adapt digital content so that it is more accessible and manageable for individual learners. Features such as text-to-speech, adjustable text size and spacing, syllable breaking, background colour options, translation, and parts-of-speech highlighting can support pupils who experience difficulties with reading, dyslexia, visual processing, or comprehension. In Microsoft Teams, pupils can access and engage with shared learning materials in a way that suits their individual needs, while Immersive Reader in Edge provides a more focused and less distracting reading environment when accessing online content. As a SET teacher, I can use these features to differentiate learning materials while still enabling pupils to participate in the same learning experiences as their peers. This can help develop their understanding, confidence, independence, and engagement with literacy.
As a SET teacher, I can also adapt existing classroom equipment to meet the individual physical, sensory, and motor needs of pupils. Simple adjustments, such as using keyboards with larger keys or tactile markers and positioning screens at an appropriate height and angle, can make technology more comfortable and accessible. Where pupils experience difficulties with fine motor skills, coordination, or mobility, alternative input devices such as adaptive mice, touchscreens, and switch controls can provide more suitable ways of interacting with digital resources. Voice recognition and eye-tracking technology can also offer alternative methods of accessing and controlling technology for pupils who find traditional keyboards and mice challenging to use. By combining these adaptations with tools such as Immersive Reader, I can create a more inclusive learning environment where technology is used to remove barriers rather than create them. This approach allows me to respond to the diverse needs of pupils, promote greater independence, and support each pupil to participate meaningfully and confidently in their learning.
Ger, this is a very thoughtful response. I agree how important Assistive Technology can promote inclusion, independence, confidence and engagement for pupils with diverse learning needs. I particularly liked your practical example of creating an audiobook area ( I will certainly trying this out this year), as this shows how to engage in audio books as a calm space and observe the reactions to different stories offered.. Your links between AT, the School Support File, the SETT framework, SSE and the Irish Digital Learning Framework are so important with independence and assessment throughout the school year.
This module highlighted the important role assistive technology can play in supporting teaching and learning, particularly within a special school setting in which I currently teach. Assistive technology can reduce barriers to learning and enable pupils with additional needs to access the curriculum, communicate effectively and participate more fully in school life. It can also promote greater independence, confidence and engagement by allowing pupils to demonstrate their knowledge and skills in ways that suit their individual strengths and needs.
In a special school, the appropriate use of assistive technology is particularly important as pupils have a wide range of abilities and support needs. Tools such as communication apps, visual supports, adapted keyboards and accessibility features can help pupils to develop their independence and participate more actively in learning and everyday activities and less dependent on adult involvement through their learning.
Assistive technology also supports teachers in differentiating learning and providing more personal learning experiences. Through School Self-Evaluation, schools can review how effectively technology is being used, gather feedback from pupils, staff and parents, and identify areas for development.
This links closely with Domain 3 of the Digital Learning Framework, as teachers use digital technologies to enhance teaching, learning and assessment. Developing staff confidence and consistency in the use of assistive technology is therefore essential to creating an inclusive environment where every pupil has the opportunity to achieve and succeed.