Forum Replies Created
-
Posts
-
Technology can play a transformative role in supporting a 7-year-old child with dyslexia to access literacy and numeracy more effectively. Tools such as text-to-speech software, Immersive Reader, and phonics-based learning apps (e.g., Nessy, Articulation Station) can enhance reading skills by providing multi-sensory learning opportunities. In numeracy, apps like NumberShark or visual math tools can help break down abstract concepts, making learning more accessible. According to the Inclusive Education Framework, under the School Development Planning section, it is vital that schools adopt a whole-school approach to inclusion. This includes investing in appropriate digital resources and professional development for teachers to support diverse learners. By embedding assistive technology into the school’s development plan, educators can create equitable learning environments. This ensures all students, including those with dyslexia, are supported through differentiated instruction and access to the full curriculum, thereby promoting engagement, confidence, and academic progress.
Part 1:
The SETT model is a useful framework that can be integrated with a student’s School Support File. When we use the SETT model, we firstly focus on the student themselves and what their strengths and weaknesses are. This links directly with the pupil profile in the School Support File. We draw upon observations, parental input and assessments to identify strengths and needs for both documents. The tasks from the SETT model correspond to the learning targets outlined in the School Support Plan. Assistive Technology could be a tool used to achieve a learning target. This in turn leads to the final point of the SETT model. Assessment approaches such as teacher observation and notes, standardised testing and teacher-designed tasks may be used to gather information on the child’s progress and also how effective the use of AT was for that child’s learning.Part 2:
SETT Plan: https://docs.google.com/document/d/1SOfBK5vWCmBLtFGH0ryJkSKKqjexJOSUH-qCMzlHG0s/edit?usp=sharingReflection- I can see how the SETT model can be useful for teachers when planning to use AT, especially when planning for an individual child. All of the components of the model are linked to sections of School Support Files so it lends itself very well to planning for children with SEN. There are so many apps and programmes available for teachers to use nowadays. The SETT model will help teachers to focus on the pupil or pupils in question and consider the important factors. This will help them narrow down their choice of Assistive Technologies. Other times, a teacher may be limited to the number of tools they have or the times those tools may be available to them. This will all be taken into consideration when doing out the SETT plan. This course has provided me with a bank of amazing websites, apps and programmes that I can include in my SETT plans in the future.
Part 1: For this activity I would focus on a 1st or 2nd class student who has been struggling to decode words. He has particular difficulty with multi-syllabic words. Immersive Reader has so many functions which would help students who are struggling to read. The text to speech feature is an option but when focusing on decoding, I think the child should try themselves first and use the other features available. I would input the text into Immersive Reader. When the child is reading it and comes across a word he is struggling to decode, he would write the word on his worksheet. He then would use the syllables feature to break down the word into its syllables. He would write these syllables into the ‘Syllable’ column on the worksheet. He then would try to decode the word. If still, he could not decode the word he could use the picture dictionary for a hint or use the text to speech option. He would then read the word syllabically from his worksheet and then blend the syllables together to say the full word. He would count the syllables in the word and sort the word into the four columns underneath, i.e 1 syllable, 2 syllables etc. He would create a bank of words that he learned in that lesson.
https://docs.google.com/document/d/1FMoJ4s3dHrX4SOdYDgRsiS6Meu4IjJdrDCo7q0W-Wt8/edit?usp=sharing
Part 2: Yes, teachers are lifelong learners. This is reflected in the principles of Cosan. Cosan acknowledges that teachers have a responsibility to take ownership of their professional development. Teachers seek learning experiences that are relevant to their own needs and needs of their pupils. This changes on a yearly basis when a new set of pupils are sitting in front of you. Therefore, teachers need to be constantly upgrading their skills and knowledge to cater to the needs of their pupils.
Immersive Reader is a powerful tool that can greatly support literacy development in the SET classroom. I was unaware of this tool before starting this module but it is one I will definitely use in my classroom this year. Immersive Reader has many accessibility features that help pupils with diverse learning needs engage more confidently with texts. Students who may find reading more challenging, such as those with dyslexia, would benefit from features like text-to-speech, the background colours and the adjustable font sizes. These features will aid their reading comprehension. I love the syllable breakdown function for pupils who are struggling with decoding words. The picture dictionary aids with comprehension and makes the texts more interactive. This would also help pupils with English as an additional language. The Office Lens is so practical as any text, whether that be a book in the classroom, or instructions on the whiteboard, can be instantly put into Immersive Reader and be displayed in a way that is accessible to a pupil.
Assistive technology has the potential to transform classrooms into more inclusive environments by supporting students with diverse learning needs. AT enables students to have greater access to curriculum, promoting independence and participation for students who may otherwise face barriers to learning. I have learned in this module that AT does not only include high-tech tools such as iPads or chromebooks but also whiteboards, book stands and adaptive pens which are low-tech tools. These inexpensive low-tech tools could be the difference in a child effectively accessing the curriculum or not. One of the standards in Domain 2 (Learner Experiences) of the Digital Learning Framework states that ‘Pupils reflect on their progress as learners and develop a sense of ownership of and responsibility for their own learning’. This fosters autonomous, self-directed learners. This links with the Statements of Practice in the School Self-Evaluation Guidelines 2016-2020 (Primary). In Domain 2 of these guidelines it states that ‘pupils assess their progress realistically and can describe their strengths and areas for development as learners’. Many apps and programmes allow pupils to save and view their progress themselves. It is easily accessible for teachers to view their pupils’ progress but the child is the one who directs their own learning based on their own progress.
Another standard in Domain 3 (Teacher’s Individual Practice) of the Digital Learning Framework states that ‘the teacher has the requisite subject knowledge, pedagogical knowledge and classroom management skills’. While AT can foster independence and can sometimes look like the teacher has given the child an iPad and that is where the teacher’s involvement ends, this is not the case. The teacher must research, trial and reflect on the different digital technologies available and suitable for the children in their classroom. They also need to consider classroom organisation and management when working with digital technologies especially if there are not enough devices for each child or the teacher is tight for space. AT brings so much potential to the classroom but it is ultimately down to the teacher to plan and evaluate the effectiveness of the technologies for their own class.