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Child A has a diagnosis of dyslexia. From completing this course I have gains lots of ideas and resources to implement in the classroom.
Firstly I am going to introduce immersive reader to assist the child in reading large amounts of text so they can fully access the curriculum.
I will also introduce Office Lens, the child can take a picture of a text book page on an IPad and have it read back in Immersive Reader.
I will also introduce the dictate feature on Word to introduce a blended approach in responding to activities alongside written responses. The would remove the barrier of spelling when the child is completely certain written activities.
This child is already using TTRS typing so I believe all these resources will further benefit the childs use of IT to access the curriculum.
I also like the ‘Write about this’ app, It looks very interactive and will encourage reluctant writers. I will also introduce the starfall app (I have used this in the past and would like to explore it further.)
For Numeracy Topmarks is an excellent resource which I have used before and will continue to use. It is very engaging for the children and helps improve math skills and digital literacy. I would like to introduce the Maths Duel app for paired work during maths stations. The maths solver app is an app I was unfamiliar with and think could be very beneficial in the classroom.
Implementing individualised student support plans addresses the School Development Planning section in the Inclusive Education Framework. By collaboratively planning strategies, resources and actions this will ensure the needs of all students are met and will ensure inclusive practice.
https://docs.google.com/document/d/1ahtnhy-N9IDHVd_WvXfz49Afyln92VeyVbGT0VsSNxc/edit?usp=sharing
This is a SETT plan for a 9 year old girl going into 3rd class. She has recently been diagnosed with dyslexia. I decided to focus on a reading and writing task. The child will have to summarise the text (beginning, middle and end). The child would take a photo of the text using Office Lens and have it read aloud using Immersive reader. The child will have an iPad and head set for this task. We would then discuss the task. I would ask the child to organised their thoughts using a writing template to sequence the text and we would note down key phrases and words using sight words and phonics mats or personal dictionary. The child will summarise the story orally to me using the writing frame and key words. I will then ask the child to use the dictate feature on Microsoft word to record her response. We will then listen back to the recording so the child can self-evaluate their work.The SETT module is flexible and allows for each student to be assessed on their own needs. It also is a collaborative process that aligns with the process of compiling a student support file. When compiling a Student Support File the class teacher, SET and parents would work collaboratively to identify students strengths, current performance and needs. Psychologist, Speech and Language and occupational therapist reports may also contribute to this plan. The parents input in invaluable as they are the primary carers and know their child best. The learning environment would then be assessed, physical layout, where materials are stored. The team would then look at the tasks the child would be expected to do, then prioritise those tasks for the child and differentiate accordingly. That would finally lead to the tools currently being used and other tools which could be explored. What low tech tools are in place/could be put in place, what medium tech tools need to be implemented and finally if any high tech tools need to be explored.
I am currently working in SET role. I have a number of students who have recently diagnosed with Dyslexia. They struggle with decoding unknown words and recognising sight vocabulary which affects their reading fluency. As a result of working so hard to try to read a text the meaning is often lost. I will make use of Microsoft Lens next year when completing novel work. I will download the app onto the I Pads and students than then take a picture of the page with office lens and have it read back to them in Immersive reader. This will help promote independence and give the children greater confidence when completing tasks that involve a lot of reading. It also allows the children to access the curriculum like their peers.
I also plan to introduce the dictate feature in word also to allow children to respond to the novel using a blended approach of both writing and using the dictate feature. This will allow me as teacher to see what the child is really capable of as written tasks don’t always show this child’s full potential.
Cosan framework
‘The quality of students’ learning cannot exceed the quality of their teachers’. I fully agree with this statement. If we want to promote a love of life long learning in our students, we as teachers need to continually upskill and be willing to try new ideas and methods to best meet the varying needs of our pupils. As the name ‘Cosan; suggests teaching is a pathway that is always changing and evolving, we too must evolve and change our teaching methods. I believe teacher CPD is very important. I think flexibility is a key principal, some teacher learning is individual, some is done collaboratively, some is down at home informally, some with in school and some online in your own time.
It was my first time coming across immersive reader, I am very impressed with it, it is such a useful tool and I can envisage myself using this in many different ways in the classroom and in my current role as SET. It will really help children with reading difficulties access the curriculum at their level.
Microsoft Lens is another tool that I explored. It is very easy to use and linked with immersive reader. This will be useful in the classroom to assist children in reading maths questions, SESE stories etc. It can be downloaded on an iPad and the child can then take a photo of the relevant page and it can be read back to them in Immersive Reader. It helps remove a barrier that children can face when accessing the curriculum.
I also looked at the dictate feature in Word, which I am already planning on using next year as a blended approach for my students. I have a student who is very imaginative but fear and worry over spelling mistakes hold this student back when completing writing tasks and creative writing.
I am in a fortunate position that my school is very well-resourced with IT with Ipads, Chrome books, and laptops available for the children.
The SETT model lends itself well to be used alongside a Student Support File.
Firstly when compiling a Student Support File the class teacher, SET and parents would work collaboratively to identify students strengths, current performance and needs. The learning environment would then be assessed , physical layout, where materials are stored. The team would then look at the tasks the child would be expected to do, then prioritise those tasks for the child and differentiate accordingly. That would finally lead to the tools currently being used and other tools which could be explored. What low tech tools are in place/could be put in place, What medium tech tools need to be implements and finally if any high tech tools need to be explored.
Assistive technology has massive potential to assist students and all the varying needs within our classrooms.
No or Low Tech AT is something that is already in place in most classrooms, I myself have used visual timetables, slant boards, adaptive handwriting paper, pencil grips, whiteboards, and magnetic letters without realised I was using assistive technology.
Audio books, adapted keyboards are all examples of medium tech AT which I have used to assist children with Dyslexia to access the curriculum. I am looking at high tech AT such as text to speech and speech to text to help assist pupils with severe reading difficulties. This will be new to me so I am hoping to gain skills by doing this course.
I will address domain 2 Learner experiences standard : Pupils engage purposefully in meaningful learning activities
Pupils use digital technologies for sourcing, exchanging of information to develop understanding and support basic knowledge creation. I am currently working in SET setting. I have created e books with my students to consolidate a topic and as an alternative to written responses.
