INTRODUCTION:
Assistive Technology is defined as any support or device that provides a student support in order to access learning and/or curriculum across all school settings. Providing AT supports/devices levels the "playing" field for our students who have academic difficulties and students who are served by an IEP. Assistive technology should be carefully selected to match each individual's need as not all AT is considered to be one size fits all. Through carefully identified needs, matched AT, and documented trials, properly selected AT can promote independence, functional, and academic success across a variety of daily environments. AT's include no-tech, low-tech, and high-tech devices and systems, and covers a broad spectrum of supports from yoga balls, to speech to text, to Augmentative & Alternative Communication (AAC) device. Simply, Assistive Technology levels the playing field for our students served by an IEP or for those that are disadvantaged while supporting thier egagement and ultimately thier success.
Resource for AT supports: Edutopia
HOW DO WE SELECT AT FOR OUR STUDENTS?
ACADEMICS/ASSITIVE TECHNOLOGY
Reading:
About 20% of our student population are identified with a reading disability under the category of Specific Learning Disability (SLD). This means that a sect of our students require some assistive technology during their literacy blocks to access the general education curriculum to be successful Without such supports, we see an increase in behaviors like attention seeking behaviors and/or escape and avoidance towards reading. One of the first pieces of AT that can support students is access to audio books to first build their motivation, confidence and love of reading.
About 20% of our student population are identified with a reading disability under the category of Specific Learning Disability (SLD). This means that a sect of our students require some assistive technology during their literacy blocks to access the general education curriculum to be successful Without such supports, we see an increase in behaviors like attention seeking behaviors and/or escape and avoidance towards reading. One of the first pieces of AT that can support students is access to audio books to first build their motivation, confidence and love of reading.
There are many tools on the web for students with challenges in reading (decoding/phonological development) may utilize in order to make the task of reading at grade level more accessible. Here are several supports that can support those such readers
StoryOnline: storylineonline.net/
Tumblebooks: www.tumblebooklibrary.com/Default.aspx
- One of the things I love about these resources for supporting our learners who struggle with decoding is these books are so engaging books and we can really support growing our student's love for reading
- Additionally, Storyonline and Tumblebooks offer close captioning so our students can literally read along and have their "eyes on text" while being read to.
- These resources support Language Comprehension through building background knowledge, vocabulary, developing a student's understanding of sematics, and language structure.
- Storyonline is free.
- Tumblebooks requires a membership $
Optical Character Recognition: When our students are not being assessed on their phonological/decoding skills they can also utilize Optical Character Recognition (OCR) devices (or software) that turns printed text into a digital format that can be converted into audio. Based on research, we know that often time our decodable reading level is typically much lower than our comprehension (Language Comprehension) level. This AT device or AT software is an excellent support that can support students accessing grade level curriculum.
Software Options:
Software Options:
