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Cosán and CPD really enhance confidence, I agree! There are so many challenges and changes to learning styles and needs that we have to be continually on the move and proactive with our professional development.
Thanks for the recap list of resources which can be used to improve literacy and numeracy, your reflection is a really useful summary.
As per the Inclusive Education Framework, when considering Students with particular needs it is vital to use a diverse range of technologies to assist the teaching – learning process. Differentiation is key and this will include differentiation with resources, assistive technology selection, instruction, length of time designated for tasks and learning outcomes. UDL must permeate the teaching-learning process. This is a continuous cycle and must be monitored and reviewed to gage effectiveness.
I will adapt a range of technology resources for my students in my Special Class who have challenges with Numeracy. Maths Duel, Maths Assistant on OneNote and Khan Academy are all technology resources that I will adapt to engage their attention and to remove the ‘fear factor’ and the avoidance behaviour which is common with these pupils. NRICH – Early Years Number Activities and ABC Mouse are also examples of technologies which will allow the pupils autonomy over their own learning and build self-esteem and engagement.
Reading Rockets Blending Board will be an effective tool for improving literacy and the technology associated with Powerpoint. Powerpoint captions can be used to improve reading and pupils can be shared Powerpoints to reinforce literacy learning such as fluency phrases. Moreover the Immersive Reader will be used in the context of high interest topics to develop reading aloud. Pupils will be able to practise their reading after listening to text to speech and this will help build literacy confidence.As per the Inclusive Education Framework, when considering Students with particular needs it is vital to use a diverse range of technologies to assist the teaching – learning process. Differentiation is key and this will include differentiation with resources, assistive technology selection, instruction, length of time designated for tasks and learning outcomes. UDL must permeate the teaching-learning process. This is a continuous cycle and must be monitored and reviewed to gage effectiveness.
I will adapt a range of technology resources for my students in my Special Class who have challenges with Numeracy. Maths Duel, Maths Assistant on OneNote and Khan Academy are all technology resources that I will adapt to engage their attention and to remove the ‘fear factor’ and the avoidance behaviour which is common with these pupils. NRICH – Early Years Number Activities and ABC Mouse are also examples of technologies which will allow the pupils autonomy over their own learning and build self-esteem and engagement.
Reading Rockets Blending Board will be an effective tool for improving literacy and the technology associated with Powerpoint. Powerpoint captions can be used to improve reading and pupils can be shared Powerpoints to reinforce literacy learning such as fluency phrases. Moreover the Immersive Reader will be used in the context of high interest topics to develop reading aloud. Pupils will be able to practise their reading after listening to text to speech and this will help build literacy confidence.Although most of the resources are new to me, I currently use Starfall and highly recommend it not only for Literacy but Numeracy as well. It never ceases to engage pupils and grab their attention!
Emily, I liked your listing of some the interventions to summarise as I feel there was alot of information and your summary was very practical.
The SETT model is a framework which teachers use when making decisions about interventions and targets for pupils with special educational needs. It directs educators to make decisions about which technological supports are deemed suitable for pupils based on their strengths and needs to ensure they can access the curriculum and achieve. SETT considers the student, the environment, the tasks and the tools that can be tailored to suit the individual. See below a sample SETT for a pupil in a special class:
SETT PLAN: Student Support File
STUDENT
1. Pupil Name: xxxx
2. Class: 2nd class
3. Background: Autism, Dyslexia, ADHD, Difficulty expressing emotions. Externally agencies included OT, S&L
4. Strengths: Enjoys station work independently, visual learner and engages well in ipad activities and digital learning, responds positively to structure, visual aids and working towards Choice Time.
5. Learning Needs /Areas for Development: Reluctant reader, lacks fluency and confidence in reading, work avoidance, difficulty with social interactions
ENVIRONMENT
Special Class
– 6 pupils
-Teacher x1
-SNAs x2
– visual time-table
– station tasks x4 working for choicetime then repeated (2 rounds)
– Teacher Time
-Group work: morning circle and Creative/SPHE/SESE session
Sensory room
TASKS
Literacy Tasks:
Reading for enjoyment
Sight words and phrases fluency
Complete writing tasks based on high interest reading material
Numeracy Tasks:
Number sense: strategies such as skip counting/doubles/addition and subtraction table fluency/place value
Social Tasks:
Think it – Say it differentiation
TOOLS
Continued use of visual timetable and task board working toward choice time
PM online reader which reads and highlights the text aloud
Immersive Reader for high interest texts – reading aloud
Kahoot comprehension questions based on high interest video clips/texts
Powerpoint presentation with sight words & phrases & dictation option
Write About This – Writing about interesting visuals
Training Requirements:
Training for staff (self-directed familiarisation)
Parent Training – communication via Seesaw App which is already implemented
SETT ensures that decisions regarding interventions for pupils are based on the real needs and strengths of the pupil. Although tools proposed may require training and be time consuming to set up, the SETT Framework is a sound basis for ensuring individual needs are met.
SETT PLAN: Student Support File
STUDENT
1. Pupil Name: xxxx
2. Class: 2nd class
3. Background: Autism, Dyslexia, ADHD, Difficulty expressing emotions. Externally agencies included OT, S&L
4. Strengths: Enjoys station work independently, visual learner and engages well in ipad activities and digital learning, responds positively to structure, visual aids and working towards Choice Time.
5. Learning Needs /Areas for Development: Reluctant reader, lacks fluency and confidence in reading, work avoidance, difficulty with social interactions
ENVIRONMENT
Special Class
– 6 pupils
-Teacher x1
-SNAs x2
– visual time-table
– station tasks x4 working for choicetime then repeated (2 rounds)
– Teacher Time
-Group work: morning circle and Creative/SPHE/SESE session
Sensory roomTASKS
Literacy Tasks:
Reading for enjoyment
Sight words and phrases fluency
Complete writing tasks based on high interest reading material
Numeracy Tasks:
Number sense: strategies such as skip counting/doubles/addition and subtraction table fluency/place value
Social Tasks:
Think it – Say it differentiation
TOOLS
Continued use of visual timetable and task board working toward choice time
PM online reader which reads and highlights the text aloud
Immersive Reader for high interest texts – reading aloud
Kahoot comprehension questions based on high interest video clips/texts
Powerpoint presentation with sight words & phrases & dictation option
Write About This – Writing about interesting visuals
Training Requirements:
Training for staff (self-directed familiarisation)
Parent Training – communication via Seesaw App which is already implementedSETT ensures that decisions regarding interventions for pupils are based on the real needs and strengths of the pupil. Although tools proposed may require training and be time consuming to set up, the SETT Framework is a sound basis for ensuring individual needs are met.
I have designed a simple text in OneNote based on the theme of ‘Myself’ and pupils will view through Immersive reader. The pupil, who is a reluctant reader and has autism and Dyslexia, will be asked to listen to the text being read aloud. This could be done at the independent station and explored independently at first and repeated over a couple of days. The background will be yellow coloured and font size and spacing enlarged through Immersive Reader. The pupil will then be challenged after several days to work with the teacher to extend this writing about themselves. They could research together using Family photos on Powerpoint and then the pupil could dictate some further myself facts and these could be converted to text and added to the piece.
Cosán is a framework which takes the following into consideration: professional autonomy, flexibility, relevance, quality, accessibility, acknowledgement, and impact. This recognises that teachers as professionals have the independence to take responsibility for their own professional development and can recognise areas for development according to their own circumstances. Cosán recognises the diverse range of methods teachers can use to develop professionally and that there is no size fits all approach. The essence of Cosán is that the quality of the teacher –learning process is enhanced. Cosán acknowledges that all teachers should have access to development opportunities. Cosán also recognises the broad range of approaches to professional development and the impact such practices can have in improving pupils’ learning. Mentoring/coaching, learning through practice, collaboration, professional contributions, reading, and immersive professional activities are all viable options in the CPD journey of a teacher.
All teachers are lifelong learners and Cosán recognises the journey that teachers embark on to continually improve and strive for excellence in enhancing the teacher-learning process.I have designed a simple text in OneNote based on the theme of ‘Myself’ and pupils will view through Immersive reader. The pupil, who is a reluctant reader and has autism and Dyslexia, will be asked to listen to the text being read aloud. This could be done at the independent station and explored independently at first and repeated over a couple of days. The background will be yellow coloured and font size and spacing enlarged through Immersive Reader. The pupil will then be challenged after several days to work with the teacher to extend this writing about themselves. They could research together using Family photos on Powerpoint and then the pupil could dictate some further myself facts and these could be converted to text and added to the piece.
Cosán is a framework which takes the following into consideration: professional autonomy, flexibility, relevance, quality, accessibility, acknowledgement, and impact. This recognises that teachers as professionals have the independence to take responsibility for their own professional development and can recognise areas for development according to their own circumstances. Cosán recognises the diverse range of methods teachers can use to develop professionally and that there is no size fits all approach. The essence of Cosán is that the quality of the teacher –learning process is enhanced. Cosán acknowledges that all teachers should have access to development opportunities. Cosán also recognises the broad range of approaches to professional development and the impact such practices can have in improving pupils’ learning. Mentoring/coaching, learning through practice, collaboration, professional contributions, reading, and immersive professional activities are all viable options in the CPD journey of a teacher.
All teachers are lifelong learners and Cosán recognises the journey that teachers embark on to continually improve and strive for excellence in enhancing the teacher-learning process.I am really excited about the prospects of Immersive Reader as discovered through this course and believe that Immersive Reader has the potential to greatly improve engagement and motivation in Literacy and improve literacy skills.
Immersive Reader could be used to motivate reluctant readers. Often pupils with SEN lack confidence and motivation to read. The fact that there is so much accessibility in terms of background text colour, font size and speed and moreover that texts can be listened to and real aloud to pupils will reduce anxiety in relation to reading and encourage reading.
Immersive reader could also be used to teach grammar in insolation. The fact that nouns, verbs, adverbs, and adjectives can be highlighted and colour coded is a fantastic tool and is more accessible than traditional textbook grammar drills.
Dictation is another 365 tool which has the potential to enhance literacy skills in the SEN classroom. The fact that pupils can dictate and produce writing on Word, Powerpoint and Onenote has wonderful potential for instilling a love of writing and developing confidence.
Strategies to adapt my current classroom equipment to better suit a current pupil include utilising accessible formats in office e.g. dictation, adapt the use of Immersive Reader, download more Apps such as Learn to Write, Math Dual. Pupils currently have i-Pads but the potential is not being tapped into significantly enough at present and apps such as these will enhance the teaching-learning process.
Other input devices such as alternative keyboards and screen magnifiers will also improve accessibility.Your reflection really highlights a challenge that is quite common in my opinion, that some may consider the DLF as an add-on or ‘another’ thing to do. However, you have highlighted that the DLF should underpin and enhance all policy and that it should ease and not burden school practice.
I appreciate your reference to Webwise, a resource which I had used in the past but will definetly be reimplementing in light of your reflection. You indicated that this example of technology in practice really enhances engagement and that is the aim of the implementation of Digital Technology, to enhance teaching-learning process.
Assistive Technologies have immense potential to enhance and develop the teaching and learning process and our education systems. There are a range of technologies and considerations that, before being implemented, must be weighed up and assessed using the SETT Framework.
There are a range of practical options that can be implemented to engage all learners, to improve accessibility and inclusion and to ensure that all learners needs are being met at their level. Low Tech examples may include visual timetables, book stands, whiteboards, magnetic phonic letters, adaptive pens and paper. There are also Medium Tech Tools which may be utilised in the classroom such as Audio books, adapted seating and adapted keypads.
The SETT framework has two parts and guides decisions over two areas, one being Research and fine-tuning decision making and the other the implementation element. SETT ensures that each individual and their strengths and development areas are identified. SETT also ensures that the environment is considered e.g. small group set-up, independent work station. The tasks then must be considered under the framework, specifically what tasks are essential for the student to achieve learning outcomes and what gaps are there. Finally SETT considers what Tools from low-high Tech would be most advantageous to enhance the learning –teaching process and what strategies could be used to motivate learners.
The Digital Learning Framework provides standards which could help teachers to adapt teaching practices to address all learning needs in the classroom. The use of Technology can ensure a more inclusive environment where all pupils can access reading texts for example be that in audio, adapted paper, or in a hardcopy textbook. The DLF also outlines areas which can make teaching practices more engaging and interactive. Through the use of multisensory technical aids, learning is more engaging and appeals to more learning styles in an active and energetic environment,