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Hi Claire,
Similar to you, dyslexia is one of the most common needs among the children that I work with and I am always looking for new ways to help them learn.
I am also excited to incorporate Immersive Reader in my classroom and feel that the extensive variety of features that it offers should lend themselves to help learners of all types. I feel it will be really useful in my planning next year and should hopefull allow me to give more individual attention within my small groups.
As the SET for 6th class, I work with many students who have dyslexia, reading difficulties, and English as an Additional Language (EAL). This course has introduced me to a wide range of apps and programmes that I now intend to incorporate into my planning to better meet the needs of all learners.
One of the challenges I often face is supporting groups of students whose needs vary significantly. I previously struggled with differentiating in a way that was manageable and effective. However, this module has shown me how technology can be used to bridge that gap and provide tailored support for each learner.
I believe Immersive Reader and PowerPoint Live will be particularly beneficial for my EAL students. Immersive Reader’s ability to translate text into multiple languages can help these students better understand lesson content, while also aiding their acquisition of English. The picture dictionary is another great feature that can support comprehension and vocabulary development in a visual, accessible way.
Kahoot! remains a firm favourite in my classroom for assessment. Its fun, interactive nature makes it ideal for checking understanding and reinforcing concepts, especially for students who might otherwise struggle with traditional testing methods.
Many of my students already use TTRS (Touch-Type Read and Spell) or Typing Club. I strongly believe that developing typing skills is essential at this stage. For students with dyslexia or difficulties with handwriting, typing opens up access to tools like spell check in MS Word, which can significantly reduce frustration and increase confidence in writing tasks.
I was particularly inspired by the Write About This app. It seems like an excellent tool to encourage independent writing, especially for students who may find it hard to generate ideas on their own. Similarly, Reading Coach offers a valuable solution to a common issue in class: the difficulty of listening to every child read daily. This app allows children to practise reading while receiving feedback, supporting their development in a meaningful way.
Finally, I’m excited to explore the use of AI to generate reading comprehensions on topics that align with students’ interests. It can be incredibly difficult to find engaging texts that suit the varied reading levels in the class, especially for those who find reading a challenge. AI offers a way to personalise learning materials and make reading a more enjoyable and relevant experience for all learners.
Hi Catherine,
I agree that the plan must be a working document that must evolve as the student progresses and their needs change. It must work alongside the SSP and be reviewed edited where appropriate.
Hi Claire,
Some great points here in terms of all of the things that need to be considered in terms of a student’s strengths and challenges and also issues that might arise concerning the child’s environmnet.
I totally agree that the same things keep popping up regarding AT. And when we are exposed to the vast amount of resources and tools that area available, it beggars belief that the same three or four recommendations keep popping up again and again. It’s been so useful to have learned about so many useful programs and apps that we can put to work in our classrooms.
*edit to add:
Part 1: The SETT plan overlaps in many areas with the SPP and much of the information can be pulled directly from one to the other. However, it serves a different purpose in that it focuses on the tasks that the student will encounter and the tools which will best align with the students strengths and needs. The two documents can be used hand in hand and should be referred to and updated regularly as the students needs evolve over time.
Part 2:
The SETT framework not only supports planning for individual needs, but it also serves as a valuable tool for informal assessment. By focusing on the whole child—looking at their strengths, environment, tasks, and the tools available—it allows educators to gather meaningful insights into what a student can achieve when supported appropriately.
In contrast, I have encountered significant challenges with formal standardised assessments, such as the Sigma T. Students who struggle with reading were expected to complete these tests without any accommodations, even when they had clearly demonstrated strengths in the content area—just not in the reading component. This results in an inaccurate reflection of their actual ability and potential.
The SETT model reinforces the idea that assessment should be about access as well as ability. It encourages us to consider alternative ways of measuring progress and understanding, using tools such as verbal responses, supported reading, or technology, so that no student’s potential is underestimated due to a mismatch between the test format and their learning profile.
Part 1:
The SETT framework is an invaluable tool for assessing a child’s needs and ensuring that the support provided is both comprehensive and tailored. By focusing on four key areas—Student, Environment, Tasks, and Tools—the model promotes a holistic understanding of the learner. It enables educators and support teams to build on the child’s strengths while systematically addressing areas of difficulty. This structured approach ensures that every relevant factor is considered, leaving no stone unturned in the effort to provide high-quality, meaningful access to learning.
Part 2:
SETT plan attached below:
Using the SETT planning approach reminded me to consider a wider range of resources and tools that I might not have otherwise thought of. It particularly helped me ensure that the child’s strengths were fully recognised and incorporated into the planning process. This shift in perspective supported the development of more personalised and effective strategies for learning and engagement.
Hi Claire,
I loved this idea and how inclusive it is for children who struggle to engage in a class novel that is above their reading ability. It is often the case that they have the vocabulary and understanding to engage deeply in the discussion around the novel and the only barrier is that they are unable to keep up with the reading. I feel a lesson like this is empowering to children who may have otherwise need to be withdrawn to access a novel that is at their level. When they are able to get involved in the discussion with their peers, their confidence is likely to get a nice boost from an acitiviy such as this.
Part 1:
This activity is designed for a 4th Class student who has been diagnosed with dyslexia and struggles with reading.
Using OneNote, I created a short reading comprehension passage, with accompanying questions placed in a separate section of the notebook.
To support the student, I recorded an audio version of the passage so they can listen and follow along as it is read aloud.
The comprehension questions are presented on a separate page as multiple-choice. I used the To-Do tag feature to make it easy for the student to select their answers. I also included audio recordings for each question and answer option to provide additional support if needed.
https://1drv.ms/o/c/D9879BEB94F06467/En8UHzK2Ih9KhVVgfPNq-z8BGG10mMhqPnGT_aiWvp8wyA
Part 2:
I believe that teachers should be continually upskilling and developing, as education is an ever-evolving profession. Student’s needs are constantly changing, and advances in technology are reshaping the way we teach and learn. Additionally, new research is regularly being conducted, leading to updates in standards and curriculums. To remain effective and responsive educators, we must stay current with these changes and engage in ongoing professional development.
In Ireland we are lucky that our local education centres have courses available in all aspects of teaching and schools are encouraged to allow educators to take part. We also have the added incentive for teachers to engage in Summer courses in return for additional personal days during the school year. This incentive ensures that the majority of teachers will take on training of some description quite regularly which aligns with their role within their school.
Part 2:
I had never used the SETT model when considering appropriate supports for children with SEN before but will definitely use it in the future. I think it really helps in making sure that all aspects are considered when coming up with a suitable plan for the child.
I applied the SETT model to a child who I worked with last year who had a dyslexia diagnosis but a good vocabulary and great discussion skills and a good capacity for engaging and working well within a group setting.
The SETT model helped me to consider lots of possible approaches for supporting this child in the classroom and made me more confident that I had considered all elements of their particular needs. I realised that while the child really did struggle to keep up with the level of reading in the classroom, he is however really capable of understanding the material and enjoying the book otherwise. A tool such as Microsoft lens should really help him to keep up with the reading, getting assistance where needed but progressing also. It will also allow him to be included in the class discussion as he won’t be at risk of falling behind.
Hi Deirdre,
I was the same in that I knew the tool existed but was unaware of how many features it actually had. I look forward to using it in my teaching next year.
I had no idea that there were so many tools at our fingertips to support all aspects of special needs.
I was particularly impressed with immersive reader and all the ways that it can be used. I have downloaded the Lens app which i feel will be so useful to capture texts from books which can be adapted for students with dyslexia, dysgraphia and EAL. There are so many features which make reading accessible for so many different abilities. I look forward to implementing this tool into my teaching.
I had no idea that there were so many tools at our fingertips to support all aspects of special needs.
I was particularly impressed with immersive reader and all the ways that it can be used. I have downloaded the Lens app which i feel will be so useful to capture texts from books which can be adapted for students with dyslexia, dysgraphia and EAL. There are so many features which make reading accessible for so many different abilities. I look forward to implementing this tool into my teaching.
I found this module very useful in highlighting the range of AT options available for children with a range of special needs. I had not before used the SETT model when considering appropriate AT to use with specific children with Special Educational Needs and will definitely use this next year in finding the right tools to help children to complete tasks to the best of their ability.
I am eager to explore other resources that have been mentions, such as Dreamspace.ie in order to deliver the curriculum more through technology and in ways that will be more tailored to childrens’ learning style.
