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Hi! My name is Hannah. I chose the article "Assistive Technologies to Support Students with Dyslexia" written by Kara Dawson, Pavlo Antonenko, Holly Lane, and Jiawen Zhu (2019). I chose this article because I believe it's important to understand how technology can remove barriers to learning and help promote inclusion in the classroom.

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Assistive technology (AT) can significantly support students with dyslexia by helping them overcome challenges in reading, writing, and spelling while promoting independence and confidence (Dawson et al., 2019). The Individuals with Disabilities Education Act (IDEA, 2006) requires schools to consider AT for students with disabilities, ensuring access to tools such as text-to-speech, speech-to-text, and word prediction software (Dawson et al., 2019). Examples include Read&Write, Bookshare, and Co:Writer, which allow students to access and produce text more easily. However, AT should not replace, but complement direct, evidence-based literacy instruction, and teachers must be trained to select and implement appropriate tools effectively (Dawson et al., 2019).

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Conduct Individualized Needs Assessments 

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Conduct Individualized Needs Assessments 

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Evaluate each student’s specific challenges (e.g., decoding, spelling, writing fluency) and match tools to their needs (Dawson et al., 2019).

Involve the student in the selection process to ensure comfort and motivation.

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Integrate AT with Evidence-Based Instruction

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Integrate AT with Evidence-Based Instruction

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Use AT alongside structured literacy or other research-based reading interventions—not as a substitute (Dawson et al., 2019).

For example, combine phonics instruction with text-to-speech tools for independent reading practice.

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Offer professional development for teachers so they can effectively implement and troubleshoot AT (Dawson et al., 2019).

Train students to use the tools confidently and independently.

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Use built-in accessibility features (e.g., speech-to-text, screen readers) available on common platforms like Chrome, Windows, and iOS.

Make sure all digital materials are compatible with AT.

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Teach students to recognize when and how to use AT effectively to complete assignments and demonstrate learning.

Encourage self-advocacy by allowing students to express preferences for certain tools or settings.

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Collect feedback and performance data to assess whether the chosen AT supports academic progress.

Adjust tools and strategies as the student’s skills and needs evolve.

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In short, the key is to use AT strategically and collaboratively, ensuring it fits within a student-centered, evidence-based instructional framework.

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This article connects to the broader world issue of educational equity and accessibility. Around the world, schools are recognizing the importance of technology in helping students with learning differences succeed. The discussion about using assistive technology—like text-to-speech software and digital graphic organizers—relates to global movements for inclusive education, such as those promoted by the United Nations and the Individuals with Disabilities Education Act (IDEA) in the U.S. The article highlights how technology can break down learning barriers, which mirrors society’s push toward making education more personalized and accessible for all learners.

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This article connects to my own experiences as a student and future educator who has seen how technology can make a difference in learning. I’ve worked with my 12-year-old niece who struggles with reading comprehension, and I’ve seen how tools like audiobooks, speech-to-text programs, and visual learning aids help boost her confidence. Reading this article reminded me how important it is to meet students where they are and use technology not as a crutch, but as a bridge to understanding.

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This article connects closely to the ideas presented in Exceptional Lives: Practice, Progress & Dignity in Today’s Schools by Turnbull et al. (2024). Both emphasize the importance of using assistive technology to promote independence, inclusion, and dignity for students with disabilities. Dawson et al. (2019) provide specific examples of how technology supports literacy development in students with dyslexia, while Turnbull et al. (2024) discuss assistive technology more broadly as a key component of individualized education plans (IEPs) and inclusive classroom practices. Together, they highlight that technology should be thoughtfully integrated into instruction to empower students rather than simply accommodate them.