Accessibility with Giglets

Developed through ongoing collaboration with practitioners, consultants and pupils, Giglets provides a range of tools and features to ensure support for diverse viewing preferences, varied learning contexts, and the needs of pupils with additional support requirements.

Broad range of texts

With a wide range of texts across ‘reading age’ and ‘interest age’, texts available on Giglets support teachers to match an individual child’s reading ability. On Giglets, you will find a growing range of ‘hi-lo’ reads ready to share with your pupils. To ensure texts are being comprehended, automatically marked comprehension quizzes provide instant feedback and valuable insights into pupils' understanding, helping teachers easily identify who needs additional support or requires further challenge.

Accessibility within the Giglets reader

When reading in their individualised reading portal, pupils have control over background colour, text size, and a choice of fonts. These choices are saved and transferred throughout the platform and are mirrored across texts and tasks to help accommodate individual preferences and promote sustained focus.

 

These features support reader comfort, but are not provided as interventions or diagnostic tools. If you suspect a pupil has reading difficulties or dyslexia, please refer to Nessy, ILT Education’s dedicated resource for specialist support.

Supporting independent responses

Independent responses are well-supported in Giglets through a range of features. With both audio and compatibility with text-to-speech software, pupils are able to engage with any given text, regardless of their independent reading stage. As a web-based resource, speech-to-text is also supported, as are alternative inputs, to better aid children who are unable to interact with onscreen content using a keyboard, mouse, or trackpad. These accessibility features help reduce barriers to task participation and promote greater independence when engaging with comprehension activities, without replacing the role of teacher-led instruction.