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I love how you’ve included a mix of fun, engaging apps alongside more structured supports like Immersive Reader and Math Solver.
Working in an autism class, I see daily how educational technology can help meet the varied learning needs of our students, particularly in literacy and numeracy. Many of our pupils benefit from highly visual, interactive, and structured learning experiences, with supports for communication, engagement, and task breakdown.
In literacy, apps such as ABC Kids – Tracing & Phonics support letter formation and sound recognition through fun, interactive tracing tasks. Speak Up encourages children to develop expressive language skills, while Write About This provides visual writing prompts that can support reluctant writers or those with limited imagination or expressive skills. Learn with Homer and LightSail offer personalised, adaptive reading content. Read&Write is also a great tool for teachers, offering text-to-speech, word prediction, and scaffolding supports across the curriculum.
For numeracy, engaging apps like Maths Duel (great for peer interaction and quick recall), Khan Academy, and DoodleMaths support differentiated and visual instruction. Interactive whiteboard tools, virtual manipulatives, and number games help break tasks into small, manageable steps—particularly useful for students with limited attention spans or those who struggle with abstract concepts.
Linking this to the School Development Planning element of the Inclusive Education Framework, it’s vital that the use of these tools is part of a coordinated, whole-school strategy. That means staff training, shared access to high-quality tools, and clear inclusion of digital resources in individual support plans. In our autism class, integrating these apps and tools has improved engagement, communication, and independence—helping learners participate meaningfully in literacy and numeracy activities.
Part 1:
The SETT model provides a helpful framework for gathering and organising information to support students with additional needs. When used alongside the School Support File, it ensures that planning is thorough and student-centred.
First, I would use the SETT model to build a clear picture of the Student—their strengths, needs, interests, and learning preferences—drawing on teacher observations, parental input, and any professional reports already in the School Support File.
Next, I would examine the Environment, including classroom settings, routines, peer interactions, and existing supports or barriers noted in the support file. This helps identify what’s already working and what might need to change.
Then, I would consider the Tasks the student is expected to complete, especially those they find challenging. Linking these to the learning targets in the School Support Plan ensures that the focus stays on meaningful, relevant goals.
Finally, I’d identify the Tools—including strategies, accommodations, and assistive technologies—that could help the student access learning and participate fully.
Throughout the process, I would use a range of assessment approaches such as teacher observation, curriculum-based assessments, checklists, and feedback from parents and support staff to ensure decisions are based on clear evidence.Part 2;
Plan
• Student: Liam is an 8-year-old student with strong verbal skills but difficulty with handwriting and organising written work. His support file notes fine motor challenges and frustration during writing tasks.
• Environment: Liam is in a mainstream classroom with access to SET support. He works well in small groups and benefits from a quiet, structured space for written tasks.
• Tasks: Liam struggles with extended written responses, written maths problems, and written homework. These tasks are central to curriculum access and assessment.
• Tools: Suggested supports include the use of a tablet with speech-to-text software, graphic organisers, word prediction tools, and opportunities to present work orally where appropriate.Emily I agree, this is a clear and practical explanation of how the SETT model works with the School Support File. It highlights the importance of understanding the student and their environment before choosing supports, and it’s great that you include ongoing assessments and input from others to keep the plan up to date and student-focused.
I fully agree with your points. Having free online courses through the Education Centres is a great support for teachers in Ireland. It allows us to choose learning that suits our own needs and to fit it around busy personal lives, especially for those caring for children or parents. Despite growing workloads, many teachers still look for CPD opportunities because they care about doing their best for their pupils.
I also agree that making Cosán mandatory could take away from its purpose. Teachers are professionals who want to grow, and giving them the freedom to choose their learning is important. If it becomes a requirement, it might feel like a box-ticking exercise instead of a meaningful opportunity.
Part 1;
This activity was created using Microsoft PowerPoint to support a pre-verbal infant pupil with autism, around the social story “A Visit to the Library”. The purpose is to prepare the child for the experience by visually modelling key steps in the routine and supporting understanding through visuals and audio cues.
The presentation uses:
• Core board visuals for each stage of the library visit
• Recorded audio with each slide (“We walk to the library”, “Choose a book”) to reinforce routine vocabulary.
• Simple transitions and uncluttered slides to maintain focus and reduce sensory overload.
This activity helps build predictability, emotional security, and routine comprehension. It supports communication by reinforcing visual language and linking symbols to real-life experiences. It can be revisited before each library trip or used in role-play to scaffold understanding. The child can use their AAC device to follow along with the social story using TD snap app for example.
Link to PowerPoint Presentation: https://1drv.ms/p/c/92a27872eb4c2f7d/Ee0FY3PwPjRHuftiflracQwBDecO_nXfma2mIi98vQ7MvQ?e=dxapu1Part 2:
Cosán, the National Framework for Teachers’ Learning, recognises that teachers are lifelong learners. It emphasises that professional growth is ongoing and shaped by reflection, collaboration, and varied learning experiences.
CPD is vital as it keeps teachers up to date with best practices, evolving curriculum, and diverse student needs. It supports self-reflection, adaptability, and continuous improvement, all of which benefit pupils and school communities.
Cosán encourages a flexible, teacher-led approach to learning that values formal, informal, and collaborative CPD. This empowers teachers to take ownership of their growth and remain effective and inspired throughout their careers.After exploring Immersive Reader, I can see how helpful they can be for supporting literacy in the SET classroom. Features like text-to-speech, syllable splitting, line focus, and picture dictionary make reading easier and more engaging for pupils with additional needs such as Autism, ADHD, and Dyslexia.
I would use Immersive Reader to help pupils follow along with texts, understand instructions better, and build confidence in reading. It can also help make independent learning more manageable for some pupils.
When thinking about existing equipment, I’ve realised that even small changes—like using keyguards on tablets, larger keyboards, or adjusting font size and screen settings—can make a big difference. I also want to try other tools like trackballs, switches, or voice typing to help pupils who find it hard to write or use a regular mouse.
This is a really clear and well-made point. It can definitely be frustrating when the same assistive technology is recommended for students with very different needs. I like how you linked the SETT model to the SSP process—it makes a lot of sense to use a structured approach when choosing the right tools for each child.
Reflecting on the potential of assistive technologies and the practical options explored in this module, I was particularly interested in how low-tech AT, such as visual timetables, magnetic letters, and First-Then boards, can have such a strong impact—especially in an autism class setting. These are tools I already use regularly in my classroom, and this module has helped me to recognise their value more clearly, not just as supports but as essential elements in promoting access, engagement, and independence for my pupils.
It also reminded me that assistive technology doesn’t have to be expensive or digital to be effective. For example, I’ve seen how using magnetic letters instead of writing tasks can reduce frustration for children with fine motor difficulties and increase their confidence when working on literacy skills. Similarly, visual timetables help reduce anxiety around transitions, allowing pupils to better anticipate and prepare for changes in their routine.
In the school self-evaluation (SSE) process, assistive technology is an important area to reflect on, especially when thinking about how inclusive our teaching methods are. One useful standard from the Digital Learning Framework is Standard 1.2: “Pupils use digital technologies to support their learning.”
In an autism class, this could include using tools like visual schedule apps, communication apps, or interactive whiteboards to help pupils understand tasks and take part more fully in lessons.
Looking at this standard through the lens of assistive technology helps schools think about whether they are using digital tools in a way that supports all learners, especially those with additional needs. Including AT in the SSE process can help schools build more inclusive, accessible, and supportive classrooms for every child.