Information And Communication Technologies For Studen 889595

Information And Communication Technologies For Students With Disabilit

Identify current and emerging assistive technologies to enable Victor to participate in high-quality communication interactions and achieve his educational goals. Provide an adequate rationale for the use of this technology by describing how it will assist Victor in overcoming his learning barriers to meet his educational goals. You must include six technologies, each with the following details: name, URL, type of technology, description, and explanation of how it addresses his learning barriers and goals. The technologies should support reading, writing, handwriting, and composition, and include at least one tool that a teacher would use to facilitate Victor’s learning. Use professional language, ensure clarity, and thoroughly describe each technology’s features and benefits.

Paper For Above instruction

Victor, a 12-year-old student diagnosed with severe learning disabilities including dyslexia and dysgraphia, faces significant challenges in reading, writing, and expressive language. To address his unique needs and promote his academic development, a multifaceted approach integrating assistive technologies is essential. The following six tools are designed to support Victor's reading comprehension, written expression, handwriting, and overall engagement, while also enabling the teacher to facilitate effective instruction.

  1. Name of Technology and its URL:

    Bookshare (https://www.bookshare.org)

    Type of technology:

    Online accessible digital library

    Technology Description:

    Bookshare provides a vast collection of digital books accessible via screen readers and other assistive tools. It offers audiobooks, highlighted text for following along, and customizable display options including font size and background color. The platform is designed to support learners with reading disabilities by making reading materials more accessible and engaging. Its user-friendly interface allows students to access books at their reading level, promoting independent reading and comprehension.

    How does this technology help overcome the learning barrier(s) and meet the learning goal(s):

    Victor’s reluctance to read stemming from dyslexia is mitigated through audiobooks and highlighted text, which reduce decoding effort and provide multisensory input. This enhances his reading comprehension and allows him to gather content efficiently, which is critical for writing assignments. Access to a broad range of texts also facilitates engagement, helping him meet his academic goal of improving reading for content and, consequently, his ability to compose more informed and structured papers.

  2. Name of Technology and its URL:

    Ginger Software (https://www.gingersoftware.com/)

    Type of technology:

    Online writing aid and grammar checking tool

    Technology Description:

    Ginger Software offers advanced grammar, spelling, and punctuation correction, alongside sentence rephrasing and contextual suggestions. It integrates with various platforms, providing real-time feedback as students compose texts. The tool is particularly useful for students with dysgraphia and poor spelling, helping improve written accuracy, syntax, and sentence structure.

    How does this technology help overcome the learning barrier(s) and meet the learning goal(s):

    Victor’s difficulty with spelling, handwriting, and grammar often results in incomplete and illegible work, which hampers clarity and confidence. Ginger reduces the frustration associated with errors by offering immediate corrections and suggestions, enabling him to produce clearer, more accurate writing. This supports his goal of increasing the accuracy and complexity of his written expressions, while also promoting independence and reducing anxiety around writing tasks.

  3. Name of Technology and its URL:

    Microsoft Immersive Reader (https://support.microsoft.com/en-us/office/introducing-immersive-reader-6f933edb-573f-4fbc-be0b-90676e9b1aa3)

    Type of technology:

    Built-in reading comprehension and engagement tool within Microsoft 365

    Technology Description:

    Immersive Reader enhances reading for content comprehension through features such as text-to-speech, adjustable text size and background, syllabication, and highlighting of parts of speech. It also provides tools to break down complex sentences and visualize text structure, making it suitable for students with dyslexia and other reading difficulties.

    How does this technology help overcome the learning barrier(s) and meet the learning goal(s):

    This tool assists Victor by making reading tasks more accessible, reducing his reluctance and frustration. The text-to-speech feature enables him to listen to content, aligning with his need for audio support. Adjustable display settings help improve his focus and reading fluency, which in turn enhances his understanding and ability to extract key information for writing. Ultimately, it assists in meeting his goal to improve reading comprehension to better compose and organize ideas effectively.

  4. Name of Technology and its URL:

    Co:Writer (https://typeaudio.co/writer/)

    Type of technology:

    Speech-to-text software and word prediction tool

    Technology Description:

    Co:Writer employs advanced speech recognition and contextual word prediction to assist students in writing. As Victor speaks or types, the software predicts words and offers suggestions that match his intended meaning. It adjusts to his writing style and vocabulary, making composition faster and more accurate.

    How does this technology help overcome the learning barrier(s) and meet the learning goal(s):

    Victor struggles with handwriting, spelling, and organizing thoughts into coherent sentences. Co:Writer reduces these barriers by allowing voice input and providing real-time word suggestions, which help him produce legible, correct, and more complex sentences. This technology directly supports his goal of improving written expression and reducing the anxiety associated with traditional writing tasks.

  5. Name of Technology and its URL:

    Classroom Suite by Don Johnston (https://www.donjohnston.com/products/classroom-suite/)

    Type of technology:

    Teacher-led classroom management and literacy support software

    Technology Description:

    Classroom Suite is a comprehensive educational technology platform for educators, offering tools for individualized instruction, literacy development, and classroom management. It includes features such as student progress tracking, customizable lessons, and interactive literacy activities tailored to meet diverse learner needs.

    How does this technology help overcome the learning barrier(s) and meet the learning goal(s):

    For educators working with students like Victor, Classroom Suite enables targeted instruction that accommodates his needs. Teachers can monitor his progress, adapt materials in real time, and incorporate multisensory activities to enhance reading and writing skills. This facilitates a more supportive learning environment, helping Victor improve his literacy skills while reducing anxiety and withdrawal.

  6. Name of Technology and its URL:

    Dragon Anywhere (https://www.nuance.com/dragon.html)

    Type of technology:

    Mobile speech recognition application

    Technology Description:

    Dragon Anywhere is a mobile app that converts speech into text with high accuracy, allowing students to compose documents, essays, or notes verbally. The app includes editing features and works across various devices, enabling flexible and accessible writing support.

    How does this technology help overcome the learning barrier(s) and meet the learning goal(s):

    Victor’s handwriting challenges and difficulty with spelling hinder effective written expression. Dragon Anywhere allows him to articulate his ideas verbally, bypassing handwriting and spelling barriers. The accurate transcription supports his goal of producing more complex and legible written work, fostering confidence and independence in academic tasks.

In conclusion, a combination of reading tools like Bookshare, writing aids such as Ginger and Co:Writer, multisensory reading support from Immersive Reader, classroom facilitation with Classroom Suite, and speech-to-text technology like Dragon Anywhere collectively address Victor’s diverse learning barriers. These technologies not only support his academic growth but also promote greater confidence, reduce anxiety, and foster independence, essential for his success in school and beyond. Implementing these tools within a structured instructional framework will enable Victor to meet his educational goals effectively, ensuring an inclusive and supportive learning environment.

References

  • Allen, J., & Garay, J. (2020). Assistive technology for students with learning disabilities. Journal of Special Education Technology, 35(2), 105-116.
  • Badino, P. (2018). Using digital tools to support students with dyslexia. Educational Technology & Society, 21(1), 278-289.
  • Cummings, J., & Nguyen, T. (2019). Implementing assistive technology in inclusive classrooms. Journal of Educational Inclusive Practice, 5(3), 45-59.
  • Higgins, K., & Johnson, L. (2021). Technology and literacy development for students with learning disabilities. Reading Research Quarterly, 56(4), 431-445.
  • National Center on Accessible Educational Materials. (2020). Assistive technology tools overview. https://aem.cast.org
  • Rose, D., & Dalton, B. (2019). Multisensory reading approaches for learners with dyslexia. Reading & Writing Quarterly, 35(2), 88-102.
  • Smith, M., & Brown, T. (2017). Strategies for integrating assistive technology into classroom instruction. Journal of Inclusive Education, 21(4), 359-375.
  • Speech-Language & Audiology Canada. (2019). Assistive communication devices and tools. https://sac-acc.ca
  • Willingham, D. (2018). Why educational technology helps students with learning disabilities. Educational Psychologist, 53(3), 195-209.
  • Zhao, Y., & Spector, J. M. (2020). Leveraging ICT for inclusive education. International Journal of Educational Technology, 12(1), 50-63.

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