# data[].attributes.body
An excellent site with information about many types of learning challenges and strategies teachers can use to support them

# data[].attributes.attachment_link.readable_text
Welcome to the Special Education Gateway, your passage to effective strategies and resources for teaching students with special needs in Ontario's elementary and secondary schools. This site has been developed by the Ontario Teachers' Federation (OTF), with funding from the Ontario Ministry of Education.

All students can learn with the use of specific strategies that meet each student's unique learning needs. Teaching strategies can be implemented for any student who needs them, regardless of formal identification. This site serves as a collection of resources for teachers to easily access and implement with their students.

The strategies and resources outlined here are suggestions only. Every student is unique. Teachers and school teams will use professional judgment to determine the strategies most appropriate to meet students' educational needs.

Since the internet is overflowing with information for teachers, we've undertaken some of the groundwork by providing web-based resources in each section. Please note that OTF does not endorse the websites listed nor their sponsoring organizations. OTF cannot accept liability for errors or omissions in any of the information provided, nor any changes to the website addresses.

Please use the Share a Strategy link to submit your favourite strategies and resources for teaching students with special needs. We welcome your feedback to make this a useful and useable resource for all educators. You can also submit your general comments about the site by contacting OTF directly. Our contact information is provided under our Contact Us page. Together we can make a difference!

# data[].attributes.attachment_link.description
Welcome to the Special Education Gateway, your passage to effective strategies and resources for teaching students with special needs in Ontario's elementary and secondary schools. This site has been developed by the Ontario Teachers' Federation (OTF), with funding from the Ontario Ministry of Education.

# data[].attributes.body
Students indicate their emotional states in each lesson and offer suggestions to help reduce negative emotions and enhance positive ones. Ideally, we aim for students to be in the FLOW state - focused and happy.

# data[].attributes.attachment_link.title
Mihaly Csikszentmihalyi: Flow, the secret to happiness | neo-ren

# data[].attributes.attachment_link.description
Mihaly Csikszentmihalyi: Flow, the secret to happiness | neo-ren

# data[].attributes.headline
Embracing diversity: toolkit for creating inclusive, learning-friendly environments (available in multiple language) 

# data[].attributes.subject
Embracing diversity: toolkit for creating inclusive, learning-friendly environments (available in multiple language) 

# data[].attributes.body
http://unesdoc.unesco.org/images/0013/001375/137522e.pdf

# data[].attributes.headline
York Region Waterfall LD Chart- how to use

# data[].attributes.subject
York Region Waterfall LD Chart- how to use

# data[].attributes.body
Excellent information about various challenges and strategies teachers can use

# data[].attributes.attachment_link.readable_text
Welcome to the Special Education Gateway, your passage to effective strategies and resources for teaching students with special needs in Ontario's elementary and secondary schools. This site has been developed by the Ontario Teachers' Federation (OTF), with funding from the Ontario Ministry of Education.

All students can learn with the use of specific strategies that meet each student's unique learning needs. Teaching strategies can be implemented for any student who needs them, regardless of formal identification. This site serves as a collection of resources for teachers to easily access and implement with their students.

The strategies and resources outlined here are suggestions only. Every student is unique. Teachers and school teams will use professional judgment to determine the strategies most appropriate to meet students' educational needs.

Since the internet is overflowing with information for teachers, we've undertaken some of the groundwork by providing web-based resources in each section. Please note that OTF does not endorse the websites listed nor their sponsoring organizations. OTF cannot accept liability for errors or omissions in any of the information provided, nor any changes to the website addresses.

Please use the Share a Strategy link to submit your favourite strategies and resources for teaching students with special needs. We welcome your feedback to make this a useful and useable resource for all educators. You can also submit your general comments about the site by contacting OTF directly. Our contact information is provided under our Contact Us page. Together we can make a difference!

# data[].attributes.attachment_link.description
Welcome to the Special Education Gateway, your passage to effective strategies and resources for teaching students with special needs in Ontario's elementary and secondary schools. This site has been developed by the Ontario Teachers' Federation (OTF), with funding from the Ontario Ministry of Education.

# data[].attributes.headline
UDL Resource: Seen, Heard, & Valued by Lee Ann Jung

# data[].attributes.subject
UDL Resource: Seen, Heard, & Valued by Lee Ann Jung

# data[].attributes.body
https://us.corwin.com/books/seen-heard-valued-udl-beyond-276701

# data[].attributes.attachment_link.description
To reach all, we must reach each

Every classroom is filled with amazing individuals who vary wildly in who they are as people. This includes BIPOC students, LGBTQIA+ students, and students who are new to the language of instruction, have learnin…

# data[].attributes.body
Explore the FAQ at the bottom of the page

# data[].attributes.attachment_link.readable_text
Some assessment designs make it difficult for students with disabilities, English learners, and English learners with disabilities to show what they know. The goal of universal design principles is to improve access to assessments for all students.

NCEO developed seven elements of universally designed assessments based on a review of the literature on universal design, assessment, and instructional design. Test developers have used many of these elements to increase assessment validity and accessibility.

The seven elements of universal design of assessments (UDA) are:

Inclusive assessment population

Precisely defined constructs

Accessible, non-biased items

Amenable to accommodations

Simple, clear, and intuitive instructions and procedures

Maximum readability and comprehensibility

Maximum legibility

These basic elements have been refined and expanded over time. Applying universal design principles can improve tests in a variety of ways. For example, more accessible tests may provide a more accurate understanding of what students know and can do. In addition, universally designed general assessments may reduce the need for accommodations or alternate assessments.

Work on this topic is ongoing. Some studies have examined the effects of universal design on assessments for students with disabilities and English learners. The Every Student Succeeds Act (ESSA) refers to universal design for learning (UDL) in the development and improvement of assessments. It uses the UDL definition that is in the Higher Education Opportunity Act of 2008:

"Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that - (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient."

The principles of UDL are similar to the principles of UDA although UDA specifically focuses on assessments and ensuring that they support valid results and interpretations of them.

Frequently Asked Questions

Are there steps to follow to improve the accessibility of assessments?

Several steps have been identified in an updated state guide to universally designed assessments. The steps include:

1. Plan for Universal Design from the Start

2. Define Test Purpose and Approach

3. Require Universal Design in Assessment RFPs

4. Address Universal Design During Item Development

5. Include Universal Design Expertise in Review Teams

6. Perform Usability and Accessibility Testing

7. Implement Item and Test Tryouts

8. Conduct Item- and Test-Level Analyses and Act on Results

9. Monitor Test Implementation and Revise as Needed

Is there one best way to universally design an assessment so that it is equally accessible for all students?

The goal of a universally designed assessment is to create a test that includes the maximum number of students with a variety of learning-related characteristics, but it does not fix all accessibility problems for a test. Changes to an assessment item can make it more accessible for some students and less accessible for others. For example, removing nonessential illustrations may make items less distracting for some students, but it may also remove context clues that can be useful for other students. Finding an appropriate balance is important. Decisions must be made with a solid understanding of the range of students participating in the test and the construct being measured.

Will universal design result in reducing or eliminating the use of accommodations during assessments?

Universally designed assessments will not eliminate the need for all accommodations. However, they may reduce the need for them. They can also increase the utility of accessibility features that can be used without threat to the validity and comparability of the scores. Some students will still need accessibility features even when universal design principles are applied to an assessment. For example, students who are easily distracted by the presence of other students may still need to be tested individually. For example, a universally designed assessment would plan for appropriate vocabulary support in the design of the test for the widest range of students, but some English learners or English learners with disabilities may still need word-to-word dictionary or word list. Finally, students who must use braille will still need a braille test.

Are universally designed assessments easier, resulting in artificially higher scores?

Developing assessments using universal design principles may result in more valid scores. Valid test results reflect actual student knowledge and skills, and not extraneous factors. Universal design principles include careful thought about the construct (what the test is measuring), level of difficulty, and nature of the measurement problem. Design decisions do not change features necessary to measuring the intended content or language skills, nor the range of content and skills tested.

For example, if an item on a fourth grade math test is intended to assess a student's knowledge of how to find the perimeter of a rectangle, that focus would not change in a universally designed item. However, the universal design process could address issues such as complex language and vocabulary in the item, or the context of a word problem. For example, a context such as measuring the perimeter of a soccer field might be familiar to more students than measuring the perimeter of the living room to purchase floor boards. Universal design is intended to address the accessibility of items, along with the validity of inferences about student performance, not the standard that is assessed.

Are all technology-based assessments universally designed?

No. There has been tremendous progress in accessibility of tests and test items over the past decade. Computer-based platforms have dramatically reduced the need for many resource-intensive accommodations, including, for example, humans for read aloud, large print tests, and scribes. At the same time, new technologies have created opportunities for students to set their own preferences for reading and engaging with items. These options include determining the font size or print color, to mention just a few. Still, if an item is inaccessible, biased, or does not align with its intended construct, no amount of technology can help.

How can English proficiency assessments be universally designed?

It is important to implement universal design procedures from the very beginning of planning and designing both content assessments and English language proficiency (ELP) assessments. Doing so ensures that item formats do not act as barriers to students demonstrating knowledge and skills that they may have. For example, asking students to label or describe pictures on a reading test is a common vocabulary item format on ELP assessments. However, English learners with visual impairments or who are blind will have difficulty completing these items even though they may know the vocabulary. A thoughtful application of universal design principles would allow for multiple types of item formats or multiple avenues for students to demonstrate vocabulary knowledge. Test developers must keep in mind the English proficiency constructs that are important to assess as they make universal design decisions.

# data[].attributes.attachment_link.description
Some assessment designs make it difficult for students with disabilities, English learners, and English learners with disabilities to show what they know. The goal of universal design principles is to improve access to assessments for all students. NCEO developed seven elements of universally designed assessments based on a review of the literature on universal design, assessment, and instructional design.

# data[].attributes.body
Universal Design Applied to Large Scale Assessments

# data[].attributes.body
As a table, decide on a jigsaw read from the CAST website for elements that would be helpful for you. Read for 15 minutes and then report out to each other.

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST.

# data[].attributes.body
Share your ideas and concerns with your table mates and decide on an area to further explore. Evaluate what would be the best use of your time and DO IT: more reading on the website, reading the practices from worldwide IB Schools (01.05 or 01.06 on this padlet), starting work on the Assessment/ Action & Expression area (Column 06), or continuing on the previous exploration.

# data[].attributes.headline
03.01.1 General Online Learning Management Systems

# data[].attributes.subject
03.01.1 General Online Learning Management Systems

# data[].attributes.body
- have ALL teachers set up Learning Management System classrooms the same. Different organizing systems make it difficult for students. My students find it easiest to have three sections: Materials (heading with date or lesson number and topic/content), Assignments (so they can see it needs to be handed in), and Class Exercises OR Materials, Summative tasks, and Formative tasks. Having too much linked in one post is confusing. In the Assignments/Class Exercises/Summative or Formative Assessments, refer to the Materials required and LINK IT.
- include notes, your powerpoint, potentially a recording of the lesson, links to videos that reteach the lesson, links to materials for review or self-tests (online games, flashcards, online worksheets). Check to see if videos have captions available.

# data[].attributes.body
1. Change it up every 15-20 minutes to have students move, talk, reflect, take a quiet break, switch to an activity that has a different focus, summarize . . .
2. Copies of notes available  in class (smartboard notes, pictures of the board, fillable examples, student notes, editable templates or fill in notes
3. Links to online resources (videos or websites) to re-explain or summarize OR to review basic information (Quizlet/Kahoot/Blooket) during class

# data[].attributes.body
Tips for developing assessments

# data[].attributes.body
- 9:30 to 11:00 Understanding Diagnoses (using columns 01, 02 and 03)
- 11:00 to 12:00 Exploring Universal Instructional Design (using columns 01 and 04)
- 1:00 to 2:00 Exploring Universal Design for Learning (using columns 01 and 05)
- 2:00 to 3:15 Exploring Universal Design of Assessments (using columns 01 and 06) includes 30 minute break
- 3:15 to 4:00 Reflecting, Sharing and Action Plans

# data[].attributes.body
PowerPoint uploaded. Google Slides version: https://docs.google.com/presentation/d/1GaYNrTCkX4UMWTmQC6QeVn5x6QWOaYjI/edit?usp=sharing&ouid=101902495526259050692&rtpof=true&sd=true. Note that LibreOffice (Impress is their free slideshow) can open the pptx file.

# data[].attributes.attachment_link.title
 Toronto Workshop IB Differentiation Slides

# data[].attributes.headline
01.03 Learning Diversity and Inclusion in IB Programmes

# data[].attributes.subject
01.03 Learning Diversity and Inclusion in IB Programmes

# data[].attributes.attachment_link.title
Learning Diversity and Inclusion updated May 2020

# data[].attributes.headline
01.04 Meeting student learning diversity in the classroom

# data[].attributes.subject
01.04 Meeting student learning diversity in the classroom

# data[].attributes.attachment_link.title
Meeting Student Learning Diversity Dec 2019

# data[].attributes.headline
01.05 The IB guide to inclusive education: a resource for whole school development

# data[].attributes.subject
01.05 The IB guide to inclusive education: a resource for whole school development

# data[].attributes.attachment_link.title
The IB Guide to Inclusive Education updated Nov 2019

# data[].attributes.headline
01.06 Using Universal Design for Learning (UDL) in the IB classroom

# data[].attributes.subject
01.06 Using Universal Design for Learning (UDL) in the IB classroom

# data[].attributes.attachment_link.title
Using Universal Design in the IB Classroom Dec 2016

# data[].attributes.body
Read the many concrete examples found in the University of Guelph’s Teacher workbook and decide on which may best be employed by your or those at your school.
https://opened.uoguelph.ca/instructor-resources/resources/uid-workbook-FTF.pdf

# data[].attributes.body
Explore the opened resources available at the University of Guelph, University of Washington, or Western University:
- https://opened.uoguelph.ca/student-resources/Universal-Instructional-Design OR
- https://teaching.uwo.ca/curriculum/coursedesign/uid.html OR

- https://www.washington.edu/doit/universal-design-instruction-udi-definition-principles-guidelines-and-examples
OR The IB resources found on the Programme Resource Centre in MyIB and in the Supplies column (01.03 to 01.05)

# data[].attributes.body
Research resources that suit your specific needs, possibly in the language you teach in or are most comfortable reading. Share by replying to this post.

# data[].attributes.body
https://myfreebingocards.com/bingo-card-generator/preview/ut4yar3 to edit, Cards at https://myfreebingocards.com/bingo-card-generator/free/ut4yar3 includes link to online cards

# data[].attributes.attachment_link.readable_text
Play virtual bingo free

Share the Virtual Link below with up to 30 friends. They can play virtual bingo on any device or print out their bingo card.

Virtual Link: https://mfbc.us/m/ut4yar3

Everyone who follows this link will get one of 30 random bingo cards. It's possible that two players will get the same bingo card.

If you want to make sure everyone gets a different bingo card you can send out these individual links.

If you have more than 30 players choose a paid option. Each player will get a link to their own unique bingo card that they cannot change, and we provide a tool to quickly send out individual links by email.

For more information check out our Virtual Bingo Guide.

# data[].attributes.attachment_link.title
myfreebingocards.com - bingo game manager

# data[].attributes.attachment_link.description
Share the Virtual Link below with up to 30 friends. They can play virtual bingo on any device or print out their bingo card. Virtual Link: https://mfbc.us/m/ut4yar3 Everyone who follows this link will get one of 30 random bingo cards. It's possible that two players will get the same bingo card.

# data[].attributes.body
Dyslexia
- https://www.youtube.com/watch?v=y-OqesxoR1k – 0:35

- https://www.youtube.com/watch?v=JeTwJTfl7TQ – 1:22

- https://www.youtube.com/watch?v=Mk2BZOEOH8Q – 2:00

- http://geon.github.io/programming/2016/03/03/dsxyliea – 1:00

Dyscalculia
- https://www.additudemag.com/self-test-for-dyscalculia-in-adults/ - Quiz to read

- https://www.youtube.com/watch?v=kY-_QopuUVE – 1:30

- https://www.youtube.com/watch?v=BwO8TDb8j-E – 2:30

Auditory Processing Difficulties
- https://www.youtube.com/watch?v=ipI8hOGjVUs

# data[].attributes.body
Spreadsheet for reorganizing by subject and programme. If one of the Drop Down menus don't work for you, put in your specific subject.

# data[].attributes.headline
02.04 Matching Diagnoses with description

# data[].attributes.subject
02.04 Matching Diagnoses with description

# data[].attributes.body
Matching Exercise. You can do it as many times as you want.

# data[].attributes.attachment_link.description
Learning Resources (Matching Game): Learning Needs Diagnoses (Pedagogy - idea categories - sped diagnoses - sped definitions) - Match the diagnosis with the description of the diagnosis

# data[].attributes.body
- Font - https://opendyslexic.org/ (free download - won't work on Google)
- Font - http://www.readregular.com/english/intro.html
- Font - https://www.sylexiad.com/
- Regular Fonts - Helvetica, Courier, Arial, and Verdana
- avoid Italic font
- use fonts that are sans-serif and Roman style, and then check to see if they’re available in monospaced version
- larger print may help (12-14 or larger)
- pastel coloured paper can help (most of my students prefer light blue)
- Text to speech software (note that this changes over time) https://www.techradar.com/news/the-best-free-text-to-speech-software

# data[].attributes.attachment_link.description
OpenDyslexic is a typeface designed against some common symptoms of dyslexia.
.

# data[].attributes.body
- use manipulatives, number lines, and colour coding when teaching
- provide links to explanatory videos with captions (ideally those using the suggestions above or other visual learning aids)
- fewer questions per page on an assessment helps, as does fewer questions to complete for skill building
- give more time to complete work
- encourage talking it out, and allow students to explain to you
- encourage learning the concept and a strategy instead of just memorization of facts
- allow access to a reference sheet and/or 4 function calculator (see https://www.dyscalculia.me/dyscalculia-tools for some reference sheets) when doing tasks

# data[].attributes.body
- offer a scribe (note: students need to learn how to utilize a scribe)
- use of computer (for math students, check out https://www.educatorstechnology.com/2019/03/3-good-math-equation-apps-for-students.html. Nothing I have found is really great or intuitive or easy for your dysgraphic students).
- provide videos with captions
- provide notes
- allow students to record lessons
- provide templates to help organize writing
- teach D'nealian printing/writing https://www.eslkidstuff.com/DNealianScript.htm
- speech to text software (note: the first three are paid and then it lists some free ones) https://www.techradar.com/best/dictation-software Students do need to practice this in the classroom before using on assessments.

# data[].attributes.attachment_link.readable_text
(Image credit: Shutterstock)

The best dictation software provides a simple way to take audio notes and transcribe documents, on your desktop or mobile device.

Dictation software has come a long way in recent years. It used to be a bit of a gimmick, but today it is changing the way companies do business.

Dictation software makes it easier to take notes in meetings, keep track of important conversations, or transcribe documents while on the go. It can also empower persons with disabilities who may struggle to type using conventional methods. As the software continues to improve, the number of business applications of this technology is rapidly increasing.

Although we're seeing voice commands becoming increasingly common for some software platforms, here we'll feature the best dictation software to work with all of the software on your devices, from desktops (opens in new tab) to laptops (opens in new tab) to smartphones (opens in new tab).
We've also featured the best text to speech software.
The best dictation software of 2023 in full:

Best dictation software overall

Reasons to buy

Dragon Professional Individual dictation software is widely recognized as the best in the business. Dragon products are reliable, easy to use, and among the most accurate available.

Having used Dragon dictation software on our laptop, we can attest to its best-in-class performance. In a 300 word test, the software got 299 words correct.

Like most advanced dictation software platforms, Dragon software leverages deep learning technology and artificial neural networks. These technologies enable Dragon to adjust its transcription based on several factors, such as the amount of ambient noise, the speaker's accent, and even the tone with which they speak.
Read our full Dragon Professional Individual review.
For businesses, several Dragon dictation products may be suitable. This is because Dragon has gone beyond merely offering one software package for all purposes, and has created dictation software custom-designed for specific industries. The most popular are Dragon Legal, Dragon Medical One, and Dragon Law Enforcement.

The biggest downside of Dragon dictation software is the substantial cost for a license. However, Nuance are currently offering 12-months' access to Dragon Anywhere at no extra cost with any purchase of Dragon Home or Dragon Professional Individual.

Best dictation solution on the move

Reasons to avoid

So powerful is Dragon's mobile dictation software that it deserves its own spot on our list. Unlike its desktop counterpart, Dragon Anywhere is purchased through an ongoing subscription, rather than a one-off purchase.

As you might expect, the mobile version of Dragon is a pocket-sized version of the desktop software. There is little if any compromise on performance or accuracy. Dragon Anywhere uses cloud-based datasets and deep learning algorithms to provide a desktop experience on mobile.

Another feature we like is the ability to teach the software new words, expand its vocabulary, and ensure that it works for you, not the other way around. This makes using Dragon Anywhere a stress-free experience.

One of our only complaints about the platform is that you can only dictate text from within the app. If you want to move the transcribed text to another application, you'll have to copy and paste it. This puts the platform at a disadvantage compared to in-built dictation software used in Microsoft Word, Google Docs, or on iOS devices.

Also note that Nuance are currently offering 12-months' access to Dragon Anywhere at no extra cost with any purchase of Dragon Home or Dragon Professional Individual.

Best value dictation software

Reasons to buy

One of the few dictation software platforms that can come close to Dragon is Otter. This popular software package is one of the easiest to use. It comes with several advanced features that separate it from some of the lower-ranked providers in this list.

One of our favorite features is speaker identification. This is ideal for meetings or for when multiple are speaking in succession. When Otter software identifies a change in the speaker, it will signal this in the transcribed text.

Otter also allows you to record from directly within the app, or import audio and video files stored on your device. And unlike Dragon, an Otter subscription includes a mobile version of the software.

There are three Otter plans available. The free-forever plan is competitive and enables you to transcribe up to 600 minutes of audio per month. The Premium Plan includes 6000 minutes of transcription per month and a suite of premium features. A Teams plan offers all features mentioned above plus enterprise-specific features.

Best solution for Microsoft 365 users

Reasons to buy

Although not a standalone dictation software platform, we believe Microsoft Word's dictation functionalities merit a spot on this list. Built directly into Microsoft Word (opens in new tab), and included with all Microsoft 365 subscriptions, it is a powerful and accurate dictation tool.

The platform relies on vast amounts of training data and artificial neural networks, meaning it is continuously improving its ability to transcribe voice to text. Having tested Microsoft's dictation software, we're confident it competes in accuracy and ease of use with the leading dictation software providers.

There are few standout features to mention, but we see this as a strength. Microsoft Word's dictation software is straightforward to use, with no setup or installations required. It is accessible directly from the Word application, and it only takes one click to begin voice typing.

Several voice commands enable you to take control of the document. These include punctuation marks and formatting tools.

A final thing we like about Microsoft Word's speech to text software is its support for nine different languages, with many more in the testing stage.

5. Apple dictation

Best free dictation solution for Apple users

Apple's built-in dictation software is available for free on all Apple devices. It certainly isn't the best dictation software overall, but it's earned the final spot on our list because it is free yet highly functional.

The software can be accessed directly from the on-screen keyboard on an iOS device, or via a keyboard shortcut on macOS devices. There is no installation or setup required-just activate the software and begin to speak.

The software is reliable, with an accuracy rate of roughly 95%. However, you can only dictate for short periods at a time, meaning this software isn't ideal for long texts or for people who dictate throughout their day.

Apple dictation is ideal for infrequent use or for those who want a free but reliable dictation solution.

We've also featured the best speech-to-text software. (opens in new tab)

Which dictation software is best for you?

How we tested the best dictation software

Round up of today's best deals

(opens in new tab)

# data[].attributes.attachment_link.description
(Image credit: Shutterstock) The best dictation software provides a simple way to take audio notes and transcribe documents, on your desktop or mobile device. Dictation software has come a long way in recent years. It used to be a bit of a gimmick, but today it is changing the way companies do business.

# data[].attributes.body
- desk in spot in classroom where there are fewer distractions (not at the back or by the window)
- allow for movement breaks (standing desk, wobbly chair, walk around room . . .)
- provide frequent feedback, particularly if you can reward positive behaviour
- check out: https://www.verywellmind.com/help-for-students-with-adhd-20538, https://www.cdc.gov/ncbddd/adhd/school-success.html, https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

# data[].attributes.attachment_link.readable_text
ADHD strategies are techniques that parents and teachers can utilize to help students succeed in school. Attention-deficit/hyperactivity disorder (ADHD) is characterized by problems with attention, impulse control, and hyperactivity. It usually develops in childhood, but may not be diagnosed until adolescence or adulthood.

Approximately 9% of children in the United States between the ages of 13 and 18 have ADHD, according to the National Institute of Mental Health (NIMH). It is four times more likely to be diagnosed in boys than in girls.

The struggles that children with ADHD face, such as difficulty paying attention, may become apparent once they start school. As such, parents and teachers will need to work together to help kids learn to cope with their ADHD symptoms.

Kids and teens with ADHD have unique needs in the classroom. Here are some ADHD strategies that parents and teachers of students can use to help them succeed at school.

Keep Expectations Consistent

One of the most important ADHD strategies is to keep classroom rules clear and concise. Rules and expectations for the class should be regularly reviewed and updated when necessary. Rules should be posted in the classroom where they can be easily read.

It's often useful to have a child repeat back rules, expectations, or other instructions to ensure that they understood. Teachers should keep in mind that a child may have heard the words that were said but misunderstood the meaning.

For kids who struggle with time management and "shifting gears" from one task or class to the next, having a schedule handy and reviewing it often can make transitions go more smoothly.﻿﻿ You can also use timers, taped time signals, or verbal cues to help a student see how much time is left for an activity.

Limit Distractions

Students with ADHD are susceptible to distractions. Helpful strategies for students with ADHD can include seating them away from sources of classroom disruption such as doors, windows, cubby areas, and pencil sharpeners. Try to limit other distractions in the room, like excessive noise or visual stimuli like clutter, as much as possible.

Listening to "white noise" or soft background music can actually improve focus and concentration for some kids with ADHD, though it can be a distraction for those children who don't.

Provide Frequent Feedback

Another helpful ADHD strategy is to keep giving kids quick feedback about how they are doing. Kids with and without ADHD benefit from frequent, immediate feedback about their behavior. When necessary, any consequences given for unwanted behaviors should also be swift.

Reward Good Behavior

Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.

Do not use the loss of recess as a consequence for negative behavior. Kids with ADHD benefit from physical activity and may be able to focus better after being outside or in gym class.

Prioritizing rewards over punishment will help ensure that school continues to feel like a positive place for kids with ADHD.

Give Them a Break

Breaks and regular activity can be important strategies for kids with ADHD. Kids with ADHD tend to struggle with sitting still for long periods of time, so giving them frequent opportunities to get up and move around can be a big help.

You can provide them with a physical break by having them hand out or collect papers or classroom materials, run an errand to the office or another part of the building, or erase the board. Even something as simple as letting them go get a drink of water at the water fountain can provide a moment of activity.

Use Tools and Flexible Rules

Students with ADHD tend to be restless. While a standard classroom rule may be that students must sit in their seats during lessons, a child with ADHD may be able to stay on task better if they're allowed to stand up.

For kids who tend to fidget, holding a small "Koosh Ball" or something tactile to manipulate (like Silly Putty) provides a little stimulation without disrupting the classroom.﻿﻿

Some studies have claimed that chewing gum may improve certain students' concentration, but the research has not been conclusive.﻿﻿ Furthermore, many schools do not allow students to chew gum.

Don't Overload Them

For a child with ADHD who is prone to becoming overwhelmed, it can be helpful to reduce the total workload by breaking it down into smaller sections.

Kids with ADHD may also have sleep problems that affect their behavior and their ability to pay attention in class.﻿﻿ In general, students tend to be "fresher" and less fatigued earlier in the day, though teens and college students are more likely to struggle with morning classes. It's also not unusual for kids to have a bit of a slump after lunch.

If possible, plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged.

Encourage Support

Children with ADHD may need extra help from a classroom aid, though these staff members are not always available. Likewise, access to academic support services for students with ADHD may not be in place.

Even if a child does have one-on-one help from an adult, it can sometimes be helpful to arrange for peer support. Pairing a student with ADHD up with a willing, kind, and mature classmate can be a beneficial experience for both kids. A child's "study buddy" can give reminders, help them stay on task or refocus after being interrupted, and provide encouragement.

Working with another student can also help a child with ADHD improve their social skills and enhance the quality of their relationships with peers-both of which can be struggles for kids with ADHD.﻿﻿

A Word From Verywell

A successful school strategy for a child with ADHD must meet the triad of academic instruction, behavioral interventions, and classroom accommodations. While the regular implementation of these strategies can make a world of difference to a child with ADHD, they will also benefit the whole classroom environment.

Frequently Asked Questions

What are the most effective strategies for children with ADHD?

Behavioral ADHD strategies that can help include using positive reinforcement, sticking to consistent routines, reducing distractions, taking regular breaks, encouring physical activity, and providing regular feedback.

What are six strategies teachers could use to teach a child with ADHD and help them be successful?

Six teaching strategies that can be helpful when working with students who have ADHD include:

Focusing on short-term goals

Breaking projects down into smaller steps

Rewarding good behavior and work

Taking short breaks to help kids release energy

Communicating directions clearly and consistently

Providing tools and direction that help kids stay organized

By Keath Low
Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

# data[].attributes.attachment_link.title
8 Simple School Strategies for Students With ADHD

# data[].attributes.attachment_link.description
ADHD can create challenges for students. Learn ADHD strategies that parents and teachers can use to improve academic performance and overall school success.

# data[].attributes.body
- allow noise cancelling headphones and/or the opportunity to listen to music when working
- some students may find Calmer ear plugs helpful: https://www.flareaudio.com/products/calmer

# data[].attributes.body
- preferred seating (near the teacher and away from distractions or noisier areas of the room)
- when teaching, use visual cues like writing on the board or a powerpoint, emphasize key words and use sequencing when explaining (first, second, third)
- provide access to videos with captions https://support.google.com/youtube/answer/2734796?hl=en
- summary: https://childmind.org/article/help-for-kids-with-auditory-processing-disorder/
- give more time to learn and to process

# data[].attributes.body
Harvard Project Zero: ReVisioning

# data[].attributes.headline
01.07 UDL and Inclusive Practices in IB Schools Worldwide

# data[].attributes.subject
01.07 UDL and Inclusive Practices in IB Schools Worldwide

# data[].attributes.body
Harvard Project Zero: Claim, Support, Question

# data[].attributes.body
Optional Resource, as well as https://tatp.utoronto.ca/teaching-toolkit/effective-strategies/accessible-learning/#FAL6

# data[].attributes.attachment_link.provider_name
Centre for Teaching Support & Innovation

# data[].attributes.attachment_link.title
Universal Design for Learning - Centre for Teaching Support & Innovation

# data[].attributes.attachment_link.description
Several models of Universal Design are currently used in Higher Education. In CTSI, we promote the use of Universal Design for Learning (UDL), a framework that allows for multiple means … Universal Design for Learning Read More »

# data[].attributes.body
Reflect through Harvard Project Zero: Compass points

# data[].attributes.body
Optional Read on Accessible Educational Materials

# data[].attributes.attachment_link.title
AEM Center - National Center on Accessible Educational Materials at CAST

# data[].attributes.attachment_link.description
The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

# data[].attributes.body
Optional Interesting Read

# data[].attributes.attachment_link.description
Universal design for assessments (UDA) is a strategy for improving the accessibility of quizzes, tests and exams. The goal is to create assessments where students of all abilities can demonstrate what they have learned without being hampered by the format or the situation.

# data[].attributes.body
- Neurodiversity in the Classroom http://www.daneshnamehicsa.ir/userfiles/files/1/14-%20Neurodiversity%20in%20the%20classroom%20_%20strength-based%20strategies%20to%20help%20students%20with%20special%20needs%20succeed%20in%20school%20and%20life%20(2012,%20ASCD).pdf
- The Differentiated Classroom https://www.mccracken.kyschools.us/Downloads/CarolAnnTomlinson%20Differentiated_Classroom.pdf
- Online Resource Library https://haskinsglobal.org/resource-library/