Removing Barriers...Building Independence...Raising Achievement


         Literacy Through Technology                 

Questions for Educators and Parents


Do you have students:
 
  • Who depend on a teacher or paraprofessional to read aloud or scribe for them?
  • Who read or write so slowly that schoolwork requires many hours and much support to complete?

  • Whose listening comprehension is better than their reading comprehension

  • Who need to build vocabulary and background knowledge equivalent to their intellectual ability so they can keep up in the general education curriculum?   
  • Do your students use assistive technology (AT) and accessible educational materials (AEM) to independently access, read, understand, and complete assignments from grade level curriculum?

  • Do your district’s IEP or Section 504 teams discuss the use of assistive technology to enable struggling readers to access grade level instructional materials? 
  • Do you have struggling readers with attention problems?  The lack of reading fluency brings with it a need to read “manually”… rather than automatically resulting in “a tremendous drain on attentional resources".  Some researchers believe this leads to the clinical appearance of attentional difficulties which are secondary to the reading difficulty and not primary (Pennington et al. 1993)."

  • The presentation below will provide an overview of the life changing potential of Assistive Technology (A.T.) and Accessible Educational Materials (A.E.M.) to dramatically improve the literacy skills of students who struggle with reading, writing and attention.

Why Accessible Educational Materials (AEM)?

All educators and parents want students to experience success in school.  When students struggle, we know they need support while also gaining the skills needed for independence as adults.


With Assistive Technology (AT) & Accessible Educational Materials (AEM):

  • While continuing to learn reading skills at their instructional level, struggling readers will be able use A.T. and A.E.M. to independently access, understand and complete assignments from grade level textbooks and instructional materials without excessive accommodations (e.g. extra time, oral testing etc.).
  • Using data-based decision-making, your district can "level the playing field" and fade intensive support from teachers and paraprofessionals.
  • Students will achieve grade level standards which will allow your district to improve scores on PA Core assessments and state testing in content subjects (e.g., science).
  • Students will become proficient with digital tools and demonstrate the competence required for post-secondary success in an increasingly technological world.
  • Districts can meet the letter and spirit of state and federal legal requirements for access to the general education curriculum and accessible instructional materials.
  • Parent engagement efforts can be enhanced as educators and parents join together to learn about and teach 21st century digital skills.