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Knowing this information about the benefits of assistive technology for students with dyslexia, I can see how people growing up in the education system of my generation were often not given the resources that could've improved their progress immensely. I will fight for my students to have these resources. 

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Knowing this information about the benefits of assistive technology for students with dyslexia, I can see how people growing up in the education system of my generation were often not given the resources that could've improved their progress immensely. I will fight for my students to have these resources. 

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Teaching practices need to be evidence based and inclusive in order to ensure that progress is being made for all students. If non-evidence based information and practices are used in the classroom, there is no guarantee that students will learn anything or progress. There are evidence-based practices for a reason, as they are proven to benefit students. Inclusive practices also are a necessity, as no students should be left out or falling behind others. Every student is entitled to a free, appropriate, and equal education.

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Teaching practices need to be evidence based and inclusive in order to ensure that progress is being made for all students. If non-evidence based information and practices are used in the classroom, there is no guarantee that students will learn anything or progress. There are evidence-based practices for a reason, as they are proven to benefit students. Inclusive practices also are a necessity, as no students should be left out or falling behind others. Every student is entitled to a free, appropriate, and equal education.

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Learning about different instructional tools that I can use when I have students with dyslexia in the future has made a big difference for me. I haven't had much exposure to people with dyslexia, other than my younger cousin. Thus, I didn't know much about how difficult it can be for them in the areas of reading and writing. Reading the article and learning that a student who would normally be on pace and has no trouble learning information regularly is reading at a level grades below where they should be is heartbreaking. I hope to utilize some assistive technology resources in the future in my classroom, as I now know how important they can be.

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Learning about different instructional tools that I can use when I have students with dyslexia in the future has made a big difference for me. I haven't had much exposure to people with dyslexia, other than my younger cousin. Thus, I didn't know much about how difficult it can be for them in the areas of reading and writing. Reading the article and learning that a student who would normally be on pace and has no trouble learning information regularly is reading at a level grades below where they should be is heartbreaking. I hope to utilize some assistive technology resources in the future in my classroom, as I now know how important they can be.

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To be more inclusive and culturally responsive in my career, I will absolutely encourage parents to communicate aspects of their lives to me that they are comfortable disclosing. If there are things I should know about their children in order to understand them better and be able to teach them more appropriately, I would encourage all of the parents and guardians to share that information with me. I will also work my hardest to make sure that everyone's background is represented and welcome in my classroom.

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To be more inclusive and culturally responsive in my career, I will absolutely encourage parents to communicate aspects of their lives to me that they are comfortable disclosing. If there are things I should know about their children in order to understand them better and be able to teach them more appropriately, I would encourage all of the parents and guardians to share that information with me. I will also work my hardest to make sure that everyone's background is represented and welcome in my classroom.

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DyslexiaHelp (http://dyslexiahelp.umich.edu/tools/apps) is a website that was curated at the University of Michigan in order to assist students, teachers, and parents with finding assistive technology resources that can be used to benefit students with dyslexic (Dawson, 2019, p. 234).

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DyslexiaHelp (http://dyslexiahelp.umich.edu/tools/apps) is a website that was curated at the University of Michigan in order to assist students, teachers, and parents with finding assistive technology resources that can be used to benefit students with dyslexic (Dawson, 2019, p. 234).

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“Dyslexia is a neurobiological disability characterized by, but not limited to, challenges with accurate and fluent reading, word recognition, decoding, and spelling despite normal cognitive abilities and access to appropriate instruction” (Dawson, 2019, p. 227).

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“Dyslexia is a neurobiological disability characterized by, but not limited to, challenges with accurate and fluent reading, word recognition, decoding, and spelling despite normal cognitive abilities and access to appropriate instruction” (Dawson, 2019, p. 227).

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Assistive technology can mediate challenges with reading, writing, and spelling for students with Dyslexia (Dawson, 2019, p. 227). With the use of technologies and programs that include text to speech software, customizing text display, word processors with spell check, and word prediction software, students with dyslexia can see immense improvement in their education over time. 

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Assistive technology can mediate challenges with reading, writing, and spelling for students with Dyslexia (Dawson, 2019, p. 227). With the use of technologies and programs that include text to speech software, customizing text display, word processors with spell check, and word prediction software, students with dyslexia can see immense improvement in their education over time. 

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Many educators will incorporate assistive technology into their IEP meetings when discussing potential services and resources available to benefit students, but then don’t know how to follow through with actually incorporating the technologies into their classrooms due to limited training and experience in the area (Dawson, 2019, p. 227).

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Many educators will incorporate assistive technology into their IEP meetings when discussing potential services and resources available to benefit students, but then don’t know how to follow through with actually incorporating the technologies into their classrooms due to limited training and experience in the area (Dawson, 2019, p. 227).

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The article that I chose to focus on for this assignment is "Assistive Technologies to Support Students with Dyslexia" by Kara Dawson, Pavlo Antonenko, Holly Lane, and Jiawen Zhu.

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The article that I chose to focus on for this assignment is "Assistive Technologies to Support Students with Dyslexia" by Kara Dawson, Pavlo Antonenko, Holly Lane, and Jiawen Zhu.

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I chose this article in particular because my younger cousin has dyslexia and I was hoping to read about strategies that could potentially benefit her education. I also have an interest in technological aspects of teaching and how they can be incorporated into the classroom, so I figured that this article would have some interesting insights in that area. There is a great need for educators to learn about how to utilize assistive technologies in their classrooms to help improve the overall education of their students with dyslexia.

# data[].attributes.subject
I chose this article in particular because my younger cousin has dyslexia and I was hoping to read about strategies that could potentially benefit her education. I also have an interest in technological aspects of teaching and how they can be incorporated into the classroom, so I figured that this article would have some interesting insights in that area. There is a great need for educators to learn about how to utilize assistive technologies in their classrooms to help improve the overall education of their students with dyslexia.

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“Three common forms of assistive technology for students with dyslexia include the preferences available within operating systems (called system preferences), extensions for web browsers, and apps” (Dawson, 2019, p. 228).

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“Three common forms of assistive technology for students with dyslexia include the preferences available within operating systems (called system preferences), extensions for web browsers, and apps” (Dawson, 2019, p. 228).