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I agree Ciara with the idea of interactive apps being so beneficial, especially for children with needs. It can definitely reduce work anxiety and makes tasks less overwhelming and accessible.
Laura I also use Hit the button and the topmarks website on a daily basis and I find them so effective and engaging. I agree with the idea that it is so beneficial for children with dyslexia, and can reduce their anxiety around number and Maths.
I have chosen a student group with dyslexia. As we know, students with dyslexia experience challenges with reading accuracy, fluency, spelling and writing. If these challenges are not supported appropriately, these children will not be able to access the curriculum. Literacy and Numeracy outcomes are hugely affected if the student is not adequately supported.
Literacy Resources;
Text to speech tools including Immersive reader and Balabolka can help the child to focus on one line at a time/highlight certain words and passages and have them re read back to them, taking the fear factor from the lesson at hand.Audio books and digital libraries
Spelling and Grammar support
Write about thisPhonics and reading apps;
Starfall/ABC mouse.com/reading rockets/learn with Homer/teach your monster to read/Khan academy/Reading Coach
I have used many of the apps above for teaching phonics and letter recognition to Infants and I can’t rate them highly enough. We need to cater for every learning style, be it, visual, auditory or kinaesthetic.Numeracy Resources;
Maths Duel Fight/Kahoot for fun quizzes/numberblocks/mathletics.
I have found Hit the Button and Times table rockstars a fantastic resource for my senior boys last year. This would also be very beneficial for children with dyslexia, as it can enhance their foundational math skills, particularly in areas like number bonds, times tables, and mental math, which can be challenging for some students. By making number bonds game fun and engaging, it can help build confidence and reduce anxiety around maths in general.Under the Inclusive Education Framework, specially the school planning section, there is a strong emphasis on creating am inclusive environment that meets the needs of all learners.We also need to use assistive and inclusive technologies to ensure curriculum access for students with needs. Teachers should plan for professional development in inclusive strategies and digital tools. IT resources should be included in the SSE and improvement plans to track effectiveness and inclusion.
I agree with the use of Phonics apps and their benefits Catherine. I regularly use Khan Academy and Starfall in my classroom and the children can learn in such a fun and engaging way. It is important to cater for every learning style, be it auditory, visual or kin-aesthetic.
I agree Marion that ongoing formal and informal assessments are crucial in planning what steps we need to take going forward and which plan best serves the children we are teaching.
https://docs.google.com/document/d/1TjDkgaRuxeJuTDBvtP2jkRfXaTH7Z5aw/edit?pli=1
As we know the SETT model is a framework used to guide the selection and implementation for children who have specific needs (Student, Environment, Tasks and Tools)/ Having worked on Student Support files in the past, these headings are crucial so that it ensures technology decisions are based on a alround, holistic understanding of the child and their individual needs.
Student: The support file will focus on the strengths of the child, their needs, skills and challenges. It is worth noting their social-emotional abilities and the way in which they learn.
Environment: Knowing the correct environment in which the child learns and interacts is crucial. These may include the classroom layout, available resources, school policies and access to technology.
Tasks: How does the child preform in specific tasks – reading, writing, communication, mobility, group/independent work, formal assessments and everyday classroom activities.
Tools: It is very important to consider low tech/mid tech and high tech for the individual child, e.g. pencil grips, slant boards, audio recorders, speech to text/communication devices.
Assessment: Ongoing assessment of varying levels is crucial for evaluating the level of the child and informs our next steps in terms of planning. Here are a list of assessments which will inform our teaching and aid us with the child’s support file; formal assessments (reports), informal assessments (teacher observations/work samples and portfolios/learning logs), curriculum based assessments, student voice (surveys/reflection journals).
By incorporating a range of these assessments, teachers can make informed , responsive decisions that help students access the curriculum and succeed in their learning.
In my SETT plan above, I have used the headings of environment, tasks and tools. As I will mainly be working with younger children this coming academic year, I chose the topic of reading and decoding unfamiliar words. Immersive reader would be very beneficial also for highlighting words and using the speech button for reinforcement. I have found Khan academy and Starfall programs an excellent resource for phonics for the younger children. In Module 4, there have also been references to other very beneficial letter and phonics programs available, e.g. ABC Training and Phonics App/Learn with Homer.
Thanks Catherine for that writing template and I absolutely agree that writing without tears program is highly effective especially in a SEN setting, as often even so much as the pencil hold can be overwhelming. We can never have enough of these incredible resources.
I conpletely agree with your upskilling point Rebecca and the need for constant professional development. I also have been teaching in an ASD class for 3 years and during this course, I have learned so much with regard to Microsoft 365 tools and I will be definitely using it in the future.
I have created a comprehension sample passage, called ‘The Lost Teddy’ for a 5 to 6 year old including a picture grid and multiple choice section. I will be mainly teaching the junior children this coming academic year and the tools in Microsoft 365 will definitely be features I will be using.
I would use Immersive Reader to read the text aloud to the children, this is such a good feature for children who are struggling with reading or need additional support. It also highlights the text as it is read aloud, helping the children to connect the written word with sound. I would also change the speed of the read aloud function , the voice and the font size.
You could also use Powerpoint for interactive activities : animation features or audio recordings would work well here too.
Teachers are most definitely life long learners, as CPD is necessary on an ongoing basis for professional development. Over the years, we have moved to an IT world and it is just amazing to see what can be achieved through the use of structured IPad programs. Cosan principles include inclusivity and collaberation and this is vitally important for me as a teacher in an ASD classroom. Ongoing professional development keeps my teaching relevant and very up to date.
I have created a comprehension sample passage, called ‘The Lost Teddy’ for a 5 to 6 year old including a picture grid and multiple choice section. I will be mainly teaching the junior children this coming academic year and the tools in Microsoft 365 will definitely be features I will be using.
I would use Immersive Reader to read the text aloud to the children, this is such a good feature for children who are struggling with reading or need additional support. It also highlights the text as it is read aloud, helping the children to connect the written word with sound. I would also change the speed of the read aloud function , the voice and the font size.
You could also use Powerpoint for interactive activities : animation features or audio recordings would work well here too.
Teachers are most definitely life long learners, as CPD is necessary on an ongoing basis for professional development. Over the years, we have moved to an IT world and it is just amazing to see what can be achieved through the use of structured IPad programs. Cosan principles include inclusivity and collaboration and this is vitally important for me as a teacher in an ASD classroom. Ongoing professional development keeps my teaching relevant and very up to date.
I completely agree Rebecca with your comment about the picture dictionary. I will also teaching mainly junior students this coming academic year and feel like this is an invaluable tool for word identification. I will also be using this as a form of literacy assessment.
I am new to Immersive Reader and I was blown away with the potential it has for students with SEN. I am teaching in an
ASD class and it is something I will definitely be using going forward this coming academic year. We have a lot of students from various backgrounds and cultures in in our school and the translate option is a fantastic option along with the pronunciation button. In addition to this, the picture dictionary is an amazing tool especially for younger children. I found the Reading Coach program so impressive, as it listens while the child reads aloud amd provides a fluency report and word identification activities. As far as assessment goes, this is definitely something I will be using in the future as it helps with growth in word identification.
I agree with the point about using the SETT framework and how it builds a comprehensive picture if the child educationally and emotionally. We all have a habit of jumping into something that looks good, but does it really meet the needs of the child as a whole. Taking the time to plan using thia framework is imperative and will definitely be something I will be using going forward this year.
I have really enjoyed this Module thoroughly and although this coming year will be my 4th year in an ASD class, I have had very little interaction with assistive technology. I have gained a huge insight already into the potential of assistive technology and how they can impact a child’s learning process.
What struck me most is that it is so vitally important that the pupil is integral in the selection process if an AT device. We might have the best program in the world, but does it meet the individual needs if the student. This leads me to Standard 1.3 within DLF, teaches using digital tools to support and 2.1, pupils actively engaging with digital ttechnologies. We as teachers must respond to each child’s needs and differentiate their teaching and learning activities as necessary.
This can be achieved effectively using the SETT model. Do we have a comprehensive outline of the student before we choose the appropriate AT tool; strengths and needs, cognitive ability, academic skills, student records, emotional issues, correct environment, internet access no tech/medium tech/high tech. It is only when we access all the factors above, that we can begin the process of selection to immerse the child in a program that fully suis their emotional and educational needs.