1. Assistive Technology to Support Reading and Writing
Olivia Colalillo & Andrea Prupas
Assistive/Accessible Technology Consultants

2. To access this presentation:

3. Assistive Technology
Any device, piece of equipment or system, that helps bypass, work around or compensate for an individual’s learning challenges.
Also supports an individual’s strengths!

4. How can AT support students at school?
Support for curriculum
Bypass specific challenges (communication, fine motor, etc.)
Engagement and motivation
Independence and autonomy
Self-determination and choice-making

5. Learning Profiles Assistive technology is highly individualized.
Matching the student learning profile to the technology is important.

6. What does this look like in our schools?
There are AT tools to help students with:
Listening
Reading
Math
Social skills + autonomy
Writing
Organization and Memory

7. Low-tech to high-tech Low-tech Pencil grips Highlighters
Agendas/binders/ systems for organizing
Raised line paper
Communication boards/books
Alternative pencils
High-tech
Tablets
Communication devices/AAC apps
Software
Digital agendas/calendars
Apps/extensions

8. EVERY device has free accessibility features that the user can enable

9. Assistive technologies: hardware

10. Assistive technologies: software, apps, extensions

11. Where we’re headed!

12. AT is compensation, not necessarily remediation.
Assistive technology doesn’t eliminate learning difficulties, but it can help a student reach his/her potential by capitalizing on strengths and bypassing areas of difficulty. (greatschools.org)

13. Choosing AT through the SETT framework
Student
What are the students’ abilities?
What are the students’ needs
What are the areas of concern?
What activities take place in the environment?
What activities are the students’ peers doing that the student cannot engage in?
Environment E
What tasks occur in the environment?
What activities is the student expected to do?
Task T
Are the tools student centered and task oriented?
Are the tools reflecting the needs of the student?
What training is required for all members involved?
Tool T

14. Determining your child’s needs for AT
What are his/her strengths? AT should utilize your child’s abilities to help compensate for specific challenges.
What are his/her specific needs and challenges? In what academic/social/organizational skill areas does he/she struggle?
What is her interest, skill, and experience in using technology? In what settings and situations will he/she use the AT tool? Think about school as well as other settings, such as home, work/stage, social gatherings, and recreational events.

15. Universal Literacy Supports1
Text to Speech (TTS) 2
Word Prediction 3
Speech Recognition

16. Universal Text to Speech (TTS)
Text to speech technology means that the text on the screen is read to the student using a synthesized voice. This helps the student to DECODE.

17. Who might benefit from using Text to Speech?
Students with a reading disability related to decoding
Students who decode below grade-level expectations
Students who would benefit from hearing written text read back during the editing process of a writing assignment.

18. Word Prediction
Supports the student in determining and choosing the intended word by offering a list of words.
Can be customized for student.
Word prediction does not correct grammar, sort out punctuation or provide creative ideas.

19. Who might benefit from Word Prediction?
Limited spelling skills (phonetic spellers)
Students with word finding difficulties 
Students who only use the words they know they can spell correctly (reluctant to take risks using more complex vocabulary that they may spell incorrectly)
Students who have fine motor challenges that impact their ability to keyboard
Students who have difficulty translating thoughts into writing

20. Speech recognition
Speech recognition technology converts spoken word into text.

21. Who might benefit from Voice Recognition?
Severe writing difficulties and reading disabilities
Students who can’t use word prediction (non-phonetic spellers, students who struggle with the first sound in the word)
Stronger expressive language skills
“Mental exhaustion” due to reading disability
Difficulty writing/keyboarding due to fine motor issues

22. Read & Write
in Action

23. WordQ
in Action

24. Thank you!