I know children from one particular family who are now (1) DS an architect (2) DD a SN teacher thanks to technology that enabled them to access the curriculum from about age 10 onwards when it was clear that trying to get them reading and writing would result in frustration and disengagement with school, and falling far behind the levels needed to even think of university.
The architect owns his own house, obv has a bank account, has a job with a large firm, uses his computer and laptop and gps and other tech extensively both for work and general life. Does his banking online. He has been out of university for six years now and has managed to keep his job despite the collapse of the housing and commercial building sectors. Tech help was used in exams and in the classroom ni secondary and uni.
The SN teacher works with profoundly autistic children, her first job after graduating from university, where she also made extensive use of available technology for accessing the coursework and doing papers, assignments, etc. She lives in her flat, does her banking online, drives her car, keeps up with her friends including DD1 on fb. Tech help was used in exams as well as in the classroom through secondary and uni.
The parents were averse to banging their heads on brick walls. (And their children could put together sentences far more intelligible than the sentences you have posted, Indigo.)
I think you should think poorly of a school that allows someone without qualifications to get directly involved in the education of anyone else's children except in your role as governor. I think you would be doing everyone a favour if you in your role as governor tried to see where the school would come up with the means to pay for the software and other tech that has been developed and tested specifically with problems like your DD's in mind.
'If I fail and she doesn't make 4 years progress in the next 2 years, then I'll have to decide whether to send her to secondary school, and make use of technology if necessary, or home educate her, or send her to a specialist dyslexia school, or send her to Summerhill.'
-Four years' progress in two years would be a tall order even for a child who could read and write, Indigo.
'But at the moment, it is far too early to consider using technology to help.'
-Your head is in the sand and you are playing god with your child, and the children of other people too according to your previous post.
'In general, you should not do something for a child that they can do for themselves. Which is why she shouldn't have a scribe.'
-This is not an 'in general' situation. She cannot write for herself in a way that other people can understand the meaning she wishes to convey. What you posted here of her efforts demonstrates that abundantly. That is why she needs the technology.
'Would you use a reading pen and dictation softtware with a 4 year old?'
-No, and what a really silly argument. Dictation software wouldn't be used for a four year old, or a reading pen. But a child who has been completely failing to make progress to the level where her iq indicated she should be by the age of 9/10 is a child who needs tech help.
Learning to read and write will help her far more than a string of GCSEs.
-I think you are wrong there and I think you may be the first person I have ever come across who thinks actual qualifications or proof of achievement don't count.
I would never employ somebody who needed extra time to get the job done or who couldn't read or write. So I don't see how getting those considerations in exams help her.'
-Well for starters shame on you for your attitude.
As mentioned, the architect and SN teacher that I know are able to manage perfectly well using all sorts of technology to qualify for and get and perform well in excellent jobs, with nobody waiting around for them to finish.