Embedded Files
Knowing that each environment, whether school or home, may have access to different technologies, the tools portion of our website has a variety of tools listed across platforms.
The tools have been organized with UDL principles in mind- how students take in information as well as how they show what they know. While the tools are not an exhaustive list, the focus is on tools that are either readily available within Brevard Public Schools or can be accessed by most families in their home at no cost and are a "first stop" for teams in consideration.
As IEP teams meet and consider AT, then a discussion can occur if the current AT is effective or if new or different AT is needed.
Technology tools are never meant to replace instruction, but when paired with research-based instructional methods, can bridge the gap between a student’s current skills and the material they need to access. While they continue to build on their current skills, they are able to use assistive technology to gain access to grade level reading material, capture their ideas in writing, and organize for studying and writing.
Please note that this section of the Dyslexia Toolkit focuses on tools for accessing content and curriculum, essentially "leveling the playing field".
Tools for reading intervention will be addressed in the Teacher Portal. Intervention and access are both key features for student success for students with dyslexia.
IDEA supports the rights of students with disabilities to access, participate in, and progress in the general education curriculum.
Accessible instructional and education materials (AIM/AEM) are needed to provide effective participation in the general curriculum as well as provide flexible assessment tools that accurately measure skill development for students with dyslexia.
The goal of UDL is not to eliminate the need for assistive technology, but rather to design learning environments that —from the beginning —do not contain barriers. Many barriers have to be addressed on an individual basis in typical educational environments, but in well-designed UDL environments, the technology supports most commonly needed by students with dyslexia are frequently built into the materials and technology used by all students. As a result, fewer students with dyslexia will need the individualized solutions that can only be provided through assistive technology.
All students may benefit from the use of common technology tools. However, what makes a tool to be considered as Assistive Technology is that the student cannot complete the task without the use of that tool.
For example, all students may enjoy listening to textbooks read aloud, this would be considered instructional technology for the class. But, for the student with dyslexia, having the textbook read aloud would be required for success.
What does the child need to do that they cannot do because of their disability?
When students do need individualized solutions, there is a range of tools, from no/low to high tech, to support students with dyslexia and print disabilities in accessing their content and curriculum.
Following the SETT framework (Zabala), a team should look first at the student (S), and then consider what is available in the environment (E).
Then, a team should consider the tasks (T) that a student is expected to complete in the classroom.
Tools (T) should be specifically selected to students that match the required tasks and the area of need.
Considering that many tasks that students are expected to complete include multiple steps, it makes sense that multiple tools may need to be used together. Students need to be taught to select the tool to use for each task and how to integrate their tools to create a final product that can be shared back to the teacher.
Please note that the individual educational plan team is responsible for determining if a student needs assistive technology and/or accessible instructional materials, the format of such materials and the necessary related accommodations for the student to participate in the general curriculum.
For more information on state and district resources regarding services, instruction and assessment, please visit the following sites:
FLDOE Letter on Accessible Instructional Materials (AIM)
Provides an update to assist school districts in providing access in a timely manner to both appropriate and accessible instructional materials, an inherent component of the provision of a free and appropriate public education (FAPE) under IDEA.
National Center on Accessible Educational Materials
Includes resources and technical assistance for educators, parents, students, and others interested in learning more about AEM and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS).
CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.
Page updated
Report abuse