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IDEA definition of Assistive technology device

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IDEA definition of Assistive technology device

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The term “assistive technology device” means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

(Exception: The term does not include a medical device that is surgically implanted, or the replacement of such device.)

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Allows the individual to scan text in print mediums and convert it into voice. Some versions include an in-built dictionary that will display the definition of a word and read it aloud.

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Hot Dots Literacy Center Cards - Set 1
From Smart Tarts Learning

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The "Smart Tarts" in your class will think this center activity is SMOKIN' HOT! Use the "Make Your Own Hot Dots Stickers" and "Hot Dots Pen" {link below} to create an interactive and fun center. Place a "Hot Dot" on the correct answer and "Cold Dots" on all incorrect answers. Students will look at each picture and place the pen next to the matching word. The "Hot Dots Pen" will let them know if they got it correct or not. Your kiddos won't realize how much they are learning b/c they are having so much. :)

Need A Hot Dots Pen & Make Your Own Dots?
Hot Dots Pen
Make Your Own Hot Dots

Check Out These Other Smart Tarts Learning Creations:
Compound Word Cards
Scoopin' Up The Math Skills Ice Cream Center
Grab & Dot Center - Set 1

It is because of your referrals that I can continue growing Smart Tarts Learning! Check Smart Tarts Learning often for new and exciting printables. I am thankful for your feedback, pins and comments! Have fun playing this activity with your "Smart Tarts!" http://smarttartslearning.blogspot.com

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Hot Dots Literacy Center Cards - Set 1 {to use with Hot Dots Interactive Pen}

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Hot Dots Literacy Center Cards - Set 1 From Smart Tarts Learning -------------------------------------------------------------------------------- The "Smart Tarts" in your class will think this center activity is SMOKIN' HOT! Use the "Make Your Own Hot Dots Stickers" and "Hot Dots Pen" {link below}...

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This pen can be used with any Hot Dots lesson

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FREE delivery Friday, July 1 if you spend $25 on items shipped by Amazon

Or fastest delivery Tuesday, June 28. Order within 5 hrs 41 mins

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Educational Insights Hot Dots Light-Up Interactive Pen, Single Pen, Interactive Learning, Compatible with Any Hot Dots Set

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Buy Educational Insights Hot Dots Light-Up Interactive Pen, Single Pen, Interactive Learning, Compatible with Any Hot Dots Set: Everything Else - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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Multiplication Fact Fluency Hot Dots Pen Activity example

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Multiplication Fact Fluency Hot Dots Pen Activity example

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When it comes to math, our students need to have a growth mindset attitude! Learning your multiplication facts takes time and effort!

Here's a great way to help your students practice their facts using the Hot Dot Pens and Hot Dot Stickers that you might already have in your classroom!

Here are simple directions:
1. You will need the Hot Dot Pens and Hot Dot Stickers. You can purchase them at most educational stores or online. Each sheet contains 4 flashcards. Cut out each flashcard. Next, laminate the flashcards. There are 2 versions (with triangle and without triangle).

2. For each laminated flashcard, place 1 'correct' answer dot next to the correct product. Then, place 1 'incorrect' answer dot next to each incorrect product.

3. Hole punch 1 hole in the top left corner of each flashcard.

4. Using a binder ring, arrange the flashcards how you would like and close the binder ring to secure the flashcards together.

5. The cards are ready for use. Have students use the pens to practice multiplication facts. Store the cards and pens in a bin.

These cards (0-12 facts) can be used year after year! Your students can practice multiplication facts and get immediate feedback using the pens!

Texas Teachers:
This activity is aligned to TEKS 3.4F.
Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts

Teachers in Common Core states:
This activity is aligned to 3.OA.C.7.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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Make Your Own Multiplication Fact Fluency Cards using Hot Dots Pens

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When it comes to math, our students need to have a growth mindset attitude! Learning your multiplication facts takes time and effort! Here's a great way to help your students practice their facts using the Hot Dot Pens and Hot Dot Stickers that you might already have in your classroom!

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Where can I buy an electronic reading pen?

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Where can I buy an electronic reading pen?

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There are many to choose from on Amazon.com. Personally I prefer Leap Frog because they have an assortment of leveled readers so that the students have plenty of resources to choose from as their reading level increases. This pen is very affordable at $30.

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Product Description

LeapReader is the premiere learn-to-read-and-write system that helps your child learn to read and write by sounding out words and guiding letter strokes interactively.* LeapReader engages kids in imaginative stories with lively character voices while building vocabulary skills and growing reading comprehension skills. Interactive handwriting guidance helps children learn to write stroke-by-stroke on mess-free, no ink LeapFrog Learning Paper.* Plus LeapReader helps develop listening comprehension skills on-the-go with a growing library of 100+ audio books and more featuring classic and popular children's books that encourage a love of reading. Sampler book included. All other books, games, audio books and handwriting workbooks are sold separately. *Features available in select books only. Recommended for ages 4-8 years old. The LeapReader works with LeapReader and Tag books*, a library of 150+ books, games and more. (Sold separately.) *Select Tag books. Features: Learning how to read becomes a magical journey with LeapReader as stories spring to life with lively character voices, exciting sound effects and fun activities that help strengthen vocabulary skills and reading comprehension. Learn how to form letters and numbers stroke-by-stroke with interactive guidance on mess-free, no ink LeapFrog Learning Paper. As kids get more advanced, they can progress to writing words and equations. (Sampler book included. Handwriting workbooks are sold separately.) Testimonial: “LeapReader helps children build the confidence to learn to read at their own pace with rich audio support and reading comprehension activities. Plus, it helps kids learn to write by guiding letter strokes, encouraging the practice children need to build writing fluency." —LeapFrog Learning Team

Amazon.com

LeapReader is Award-Winning and Teacher Recommended!

Award List: 2013 Oppenheim Toy Portfolio Platinum Award
2013 Oppenheim Toy Portfolio SNAP Award
Fall 2013 The National Parenting Center Seal of Approval
Dr. Toy Best Picks of 2013
98.7% of teachers said they would recommend LeapReader books as a way to help young children build skills that are important for school success†. 99.7% of teachers surveyed said they would recommend LeapReader’s library of books to other parents†.
LeapReader holds audio for 40+ books

Help Your Child Learn to Read & Write

LeapReader is the complete learn-to-read-and-write system that helps your child learn to read and write by sounding out words and guiding letter strokes interactively.** LeapReader engages kids in imaginative stories with lively character voices while building vocabulary and reading comprehension skills.

The Learning Difference

Children learn to read and write better when they learn to read and write together. LeapReader is the complete learn-to-read-and-write solution that combines three essential literacy skills: reading, writing and listening. By practicing them together, children can grow the skills they need help them become confident, independent readers.

Learn to Read

Build important early reading fundamentals like phonics, vocabulary and reading comprehension. Bring stories to life with lively character voices and fun sound effects as LeapReader sounds words out letter by letter.** The LeapReader library offers a wide range of interactive books, flash cards and more that make learning to read exciting. Titles include Disney-Pixar's Monsters University book in 3D, which takes children into Mike and Sulley's monster world to help them build comprehension and vocabulary skills; LeapFrog's Leap and the Lost Dinosaur book lets kids practice reading skills while they explore science and archaeology; to LeapFrog's Get Ready for Kindergarten multi-subject interactive book designed to introduce more than 40 kindergarten readiness skills with engaging art and fun audio effects.

Learn to Write

Interactive handwriting guidance helps children learn to write stroke-by-stroke, as their writing magically appears on special LeapFrog Learning Paper.** Practice writing letters and numbers, words and equations, and solve math problems and puzzles. New interactive writing workbooks in the LeapReader library such as Learn to Write Letters with Mr. Pencil integrate reading and writing in a fun, seamless experience. As children build phonics skills, they can also learn to write letters and numbers using the correct sequence of strokes, while they receive interactive guidance and positive reinforcement. These new workbooks feature revolutionary LeapFrog Learning Paper which contains ink embedded within the page for a mess-free writing solution.

Learn through Listening

LeapReader helps develop listening comprehension and vocabulary skills on-the-go with a growing library of 100+ audio books and more featuring classic and popular children's books that encourage a love of reading. Sing along with fun learning songs anytime, anywhere and enjoy fun trivia challenges. Popular audio books available in the LeapFrog App Center for LeapReader include Clifford the Big Red Dog and the Magic Treehouse series to music albums such as LeapFrog Learning Rhythms and KIDZ BOP 24.

150+ books and more!

The LeapReader library includes 150+ books, audio books, flash cards, maps, learn-to-write sets, music albums and trivia challenges and lets parents easily personalize their child's learning journey by choosing titles based on their reading level, favorite characters or learning style. Many Tag books are compatible with LeapReader and many LeapReader books are also compatible with Tag. For a list of compatible titles, visit the LeapFrog corporate website.

Our Educator-Approved*** Learning Library

The LeapReader library lets parents easily navigate their child's learning journey and choose titles based on their child's reading level†.
**Features available in select books only.
†Based on a 2013 survey conducted by LeapFrog and Scholastic Parent & Child Magazine of 304 U.S. Kindergarten teachers who received LeapReader Learning Systems and LeapReader Library content for non-classroom examination through LeapFrog’s LeapReader Teacher Insights Study.
***The LeapFrog educator team approves all LeapFrog content
Early Reading Series
Build core phonics skills Read and Write Series
Learn to read & write Read on Your Own Series
Grow vocabulary & comprehension skills Learn through Reading Series
Explore through maps,
puzzles & more Listening Series: Audio books,
music & trivia challenges
Age Range 4-8 Years Core Curriculum Reading & Writing Skills Includes USB rechargeable battery     Learning Features Builds reading comprehension skills Offers interactive writing guidance Sounds out words & reads sentences* Plays learning songs with the built-in audio player     Learning Library Library snapshot 150+ titles   Books   Maps   Flash Cards   Book Sets   Writing Workbooks   Magic Writing Paper   Audio Books   Music Albums   Trivia Challenges Content included with purchase Sampler book and 3 audio titles On-board memory 256 MB Maximum storage capacity of content
titles on device* Over 40     Compatibility Works with Tag library Works with most Tag books* Works with LeapReader library Works with LeapReader Read &
Write Series of writing books Works with the LeapReader library of
audio books, music and trivia challenges   Other Specs AC Adapter Available for purchase Headphone Jack Online Parent Portal USB Port *For a list of compatible titles, visit the LeapFrog corporate website.
**Actual storage capacity on the Tag and LeapReader devices may vary depending on the content downloaded.<

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LeapFrog LeapReader Reading and Writing System, Green

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LeapReader is the premiere learn-to-read-and-write system that helps your child learn to read and write by sounding out words and guiding letter strokes interactively.* LeapReader engages kids in imaginative stories with lively character voices while building vocabulary skills and growing reading...

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Assistive technologies include, but are not limited to, the following:

Some of the concerns raised by teachers, parents and children about the use of AT include: the cost of purchasing multiple software titles; the need to switch from one application to another; and, the lack of integration between the applications recommended and those used by the school. Companies such as Microsoft and Apple have responded to these concerns and have embedded a variety of different AT tools into their products.

The use of multimedia and electronic information allows children with reading disabilities to improve their comprehension of a topic or idea without being dependent on their reading ability
Examples of effective AT options for the student with a learning disability:

The use of multimedia and electronic information allows students with reading disabilities to improve their comprehension of a topic or idea without being dependent on their reading ability;

Computers and word processors can reduce the burden of editing and re-writing assignments, making the writing process faster and allowing students to work more independently;

A photo taken with any device that has a camera may be used instead of copying information from a whiteboard. This information can be stored digitally and in some cases converted to text;

An MP3 recorder on any device can record ideas and help overcome short term memory difficulties

When should Assistive Technology be introduced?

Some children will find it very beneficial to use assistive technology and educational software to support the early development of literacy skills and letter-sound awareness. Other children will find that their need for AT does not emerge until much later in their education.

Matching the child's needs with the use of assistive technology should happen when the need arises.

Early on in Primary school, children are more likely to benefit from the use of educational software and online learning programs to help support reading and spelling development. Children at this level are also likely to benefit from the multisensory nature of iPads, tablets and the interactive whiteboard.

In Upper Primary and Secondary school, the use of AT may be extended to the provision of assistive technology to accommodate for the difficulties that the student may be experiencing. Software such as Text to Speech allows for better comprehension of information and independent learning, whilst software to support the writing process can be introduced to assist with the high demand on writing in the later years of school.

Technology to assist with organisation, study skills, time management and memory can be introduced at any stage.

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What are some examples of assistive technology?

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Assistive technologies include, but are not limited to, the following: Allows any electronic text that can be highlighted to be read aloud by a computer or mobile device. Allows the individual to scan text in print mediums and convert it into voice.

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An electronic reading pen can be used for a variety of subjects to assist those with learning disabilities, especially students that struggle with dyslexia. This technology is appropriate for Kindergarten through 5th grade. An electronic reading pen can also be used to support English Language Learners.

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An excerpt from Orcam.com on the history of reading pens

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An excerpt from Orcam.com on the history of reading pens

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In the mid-1900s, education started to become available to a larger percentage of the general population. As more and more children became a part of the public education system, reading, writing, math, and scientific studies were becoming common knowledge.

However, as more and more students were being taught by professional teachers in large classrooms, they couldn’t help but notice, that some of the students were not capable of properly learning how to differentiate between letters and numbers.

Over time, these students began to be known as students with learning and reading difficulties, which the most common one among them, is Dyslexia. Today, almost twenty percent of students are diagnosed as students with reading difficulties such as dyslexia.

These students require a different teaching method, using tools and devices which were designed specifically for the purpose of teaching students with reading difficulties how to read on their own. One of the most popular tools that are being used is a pen that reads to you.

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Assistive Technology for Students with Learning Disabilities

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Assistive Technology for Students with Learning Disabilities

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Add to favorites
Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

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Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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LeapReader Allows a Child to Learn to Read and Write at Their Own Pace | LeapFrog

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Reading Pen Assistive Technology: Independent Reading for Dyslexia

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Reading Pen Assistive Technology: Independent Reading for Dyslexia

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Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.

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This is definitely on the higher price end of the spectrum. It also has more functions than just reading back what has been scanned.

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5.0 out of 5 stars The BEST investment of my 2020 purchases
Reviewed in the United States on November 26, 2020

My advice, skip the new C-pen that can only scan text.This worth every penny.Reading and annotating on the computer doesn't help me with concentration. E-readers can only do so much with PDF annotation, plus the refreshing rate and the small screen can be annoying. Paper is my only option as it allows me to be completely isolated from the internet and entirely focus on the text in front of me. But I need to take notes? This is when this gem comes in. I can highlight all the essential facts and send the texts to my computer. Then I drag and drop those texts into a mind mapping tool to synthesize themes and connections between research articles. No more wasting time typing texts into the computer.If you cannot tell already, I love to annotate my readings. This includes books rented from the library. With this C-pen, I can highlight and save all the selected quotes to my computer after completing a book. There is no way I can do such a thing with an ordinary highlighter. If I wanted to annotate, I must buy the book.The best thing about this device is its accuracy in scanning texts. I read other reviews on Amazon and expected the scanning function might be challenging to work with. This model is fast and accurate, nothing like the negative reviews mentioned. I would say up to ~97% accuracy.The dictionary function is beneficial in learning new words. I didn't realize how much I needed it until I use it.The battery lasts a very long time on a single charge. I finished a 300 pages book and still 80%. Very practical.Will I repurchase this device?100% Yes! This is the best investment for my education career. I wish I found this fantastic tool sooner.

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Reviewed in the United States on November 26, 2020

My advice, skip the new C-pen that can only scan text.
This worth every penny.
Reading and annotating on the computer doesn't help me with concentration. E-readers can only do so much with PDF annotation, plus the refreshing rate and the small screen can be annoying. Paper is my only option as it allows me to be completely isolated from the internet and entirely focus on the text in front of me. But I need to take notes? This is when this gem comes in. I can highlight all the essential facts and send the texts to my computer. Then I drag and drop those texts into a mind mapping tool to synthesize themes and connections between research articles. No more wasting time typing texts into the computer.
If you cannot tell already, I love to annotate my readings. This includes books rented from the library. With this C-pen, I can highlight and save all the selected quotes to my computer after completing a book. There is no way I can do such a thing with an ordinary highlighter. If I wanted to annotate, I must buy the book.
The best thing about this device is its accuracy in scanning texts. I read other reviews on Amazon and expected the scanning function might be challenging to work with. This model is fast and accurate, nothing like the negative reviews mentioned. I would say up to ~97% accuracy.
The dictionary function is beneficial in learning new words. I didn't realize how much I needed it until I use it.
The battery lasts a very long time on a single charge. I finished a 300 pages book and still 80%. Very practical.
Will I repurchase this device?
100% Yes! This is the best investment for my education career. I wish I found this fantastic tool sooner.

5.0 out of 5 stars The BEST investment of my 2020 purchases
Reviewed in the United States on November 26, 2020

My advice, skip the new C-pen that can only scan text.
This worth every penny.
Reading and annotating on the computer doesn't help me with concentration. E-readers can only do so much with PDF annotation, plus the refreshing rate and the small screen can be annoying. Paper is my only option as it allows me to be completely isolated from the internet and entirely focus on the text in front of me. But I need to take notes? This is when this gem comes in. I can highlight all the essential facts and send the texts to my computer. Then I drag and drop those texts into a mind mapping tool to synthesize themes and connections between research articles. No more wasting time typing texts into the computer.
If you cannot tell already, I love to annotate my readings. This includes books rented from the library. With this C-pen, I can highlight and save all the selected quotes to my computer after completing a book. There is no way I can do such a thing with an ordinary highlighter. If I wanted to annotate, I must buy the book.
The best thing about this device is its accuracy in scanning texts. I read other reviews on Amazon and expected the scanning function might be challenging to work with. This model is fast and accurate, nothing like the negative reviews mentioned. I would say up to ~97% accuracy.
The dictionary function is beneficial in learning new words. I didn't realize how much I needed it until I use it.
The battery lasts a very long time on a single charge. I finished a 300 pages book and still 80%. Very practical.
Will I repurchase this device?
100% Yes! This is the best investment for my education career. I wish I found this fantastic tool sooner.

Images in this review

Reviewed in the United States on December 27, 2017

Product arrived promptly, and worked out of the box. I returned it, however, because it didn't suit my purpose. I figured that a review of what it did well, and what was less good in my context might help.
Essentially, I noted two potential problems, only one of which was a problem for me. First, this would have been for my college-age, mildly dyslexic daughter. She can read well enough to enjoy fiction, but it's definitely a mental effort for her, and as such, the process of reading a textbook is less effective than it should be, since a chunk of her brain power is taken up with reading, and therefore less brain is available for comprehension of the material. So, we tried this. It worked, recognizing the letters and words of a book with high accuracy. However, the reading voice is stilted. It's better than Steven Hawking's famous synthesized speech, but it definitely lacks the natural inflection that makes normal speech readily comprehensible. On balance, my daughter found that it was more cognitive effort to understand the device's speech (while simultaneously controlling the sweeping of individual lines of text accurately) than it was to make the effort to keep track of the words and "take charge" of her dyslexia. If you're in a similar situation, I suspect that the only way this evaluation can be made is by trying it out; each person's struggle with dyslexia will, of course, be a very personal, very individual, level of effort, and as the balance changes, so would the value for that individual.

The other potential problem for some users would be that the device requires a decent degree of manual dexterity (which in turn requires mental focus) to track the line of words. My daughter has absolutely no problem in this respect, but when I tried it out myself (my brain function, dexterity, and reading skills, are definitely unimpaired) even I noticed that some focus on line-tracking was necessarily part of the act of using it. It can be likened to trying to draw a reasonably accurate pencil line along one line of text, never straying outside the boundary of that line (or it will start reading the wrong words from the line above or below). For some folks, that level of dexterity will be unreasonably draining (or outright un-achievable, I suppose). My guess is that if you have the intended user draw pencil lines on the lines of words in a book, you'll get some idea of whether this is a problem, non-issue, or flat out non-starter.

The stilted reading style is exacerbated more than a little by having it read the lines as it scans them. The result is usually that it reads one line, then pauses while you're lining up to read the next line (and the user must be capable of determining which line to scan next, of course!) This pause could be avoided if you simply scan an entire chunk of text into memory (which it appears it can do), and have the device read it afterwards. On this topic, however, I suspect that it would be more efficient to use a flatbed scanner, OCR software in a computer, and then let the text to speech feature of your computer read the document.

I should add that there was no issue whatever with my return, shipping in both directions being taken care of by Amazon, or the seller. I'm a Prime member, which might have influenced that, but the general policy was such that returning it was not a problem.

Reviewed in the United States on September 1, 2016

I bought this pen for my 11 year old daughter. We have never used a reading pen before, so I can't speak for any of the other pens on the market, but this pen appears to be the smallest and easiest to handle. I have also listened to some of the other voices, and I think this one sounds more like natural speech. We live in the US and the pen has a British accent, but she likes the way it sounds so we haven't tried to Americanize it, although it may be possible. It is surprisingly easy to handle and can be moved quickly across the page. My daughter sometimes has problems with catching some of the line above or below the line she is reading which makes it say nonsense, but it just takes a little practice. It can read most fonts ( and occasionally even handwriting) as long as the size fits in the "window" thing at the end of the pen. It helps if you look at the words through the clear plastic end as you scan across the line. We have really only used the pen for reading, although it has a dictionary, ability to store text, and a voice recorder. It only took a few minutes to figure out how to use it. I like this pen and am glad we got it.

Reviewed in the United States on May 9, 2019

My daughter has been struggling, so hard, to learn to read. She's Autistic/ADHD/dyslexic, and reading is a struggle. So many days/nights have been tears and throwing books at the wall, with "I'll never get it". This pen has given a child who's actual reading level is "Go, dog, go" the opportunity to 'read' books at her emotional level (which is more "American Girl"). This is giving her the desire and confidence to work on her fluency and phonics, because she WANTS to be able to do it herself now. Before, she was just giving up. Tools like this can really give a child an opening into a new world.
This pen is relatively easy to use, the learning curve is pretty small. Yes, it makes mistakes (most artificial intelligence does) but like all text to speech it's fairly easy to figure out from context what it meant.

Reviewed in the United States on August 8, 2017

I bought this for my husband who is a complete dyslexic. He's struggled his whole life finding a way to read something "on the fly" and this works for him. He can just scan it and it reads to him! It's the miracle he's been waiting for his whole life. Now he feels he can function at work and in the written world like everyone else.

Top reviews from other countries

5.0 out of 5 stars Great gadget for Dyslexics!!!

Reviewed in the United Kingdom on May 16, 2016

I brought the C-Pen Reader for my dyslexic son to use during his first year at secondary school. He was a little unsure at first weather or not to take it into a classroom environment where he'd be using it surrounded by his peers. However, once he'd worked out how easy the controls are to use and how discreet it is, it's now a permanent and essential piece of equipment in his school bag.
As the other reviewers have stated, it will read single words along with full sentences and if forgotten, it'll hold previous scanned words in its memory. It comes with a protective case and headphones, although if he wishes not to use them, he can adjust the sound of the 'female voice/reader' so not to interfere with lessons. It is very comfortable to hold and the colour allows it to camouflage itself amongst other essentials and it will fit neatly into a pencil case. I've also looked on-line and seen that he could download other languages to its memory (although please check with the website first as how easy this is I don't know as his is still in English).
The only downsize for me was the price when I was considering buying it but now after taking the plunge and seeing how it's helped him transition from primary school, it's well worth every penny I paid. The purchase has given him piece of mind and he now has his C-Pen to rely upon instead of the awkward embarrassment or time consuming technic of stopping to ask friends or teachers what the text in books or work sheets say.

1.0 out of 5 stars Don’t bother

Reviewed in the United Kingdom on July 1, 2019

Terrible product. Very slow to use. We couldn’t get it to pick up text properly so asked a teacher who was used to using one. She said you need to hold it at a certain angle and scan it slowly so it can pick up all the words. We did this and it was barely passable for the amount of money it costs. It only reads certain fonts; forget it with handwriting as it won’t read it. It won’t read much of the text in revision guides either. It ended up taking about 25 minutes to do one typed A4 page of text and even then some of the words were incorrect. I gave up and simply read the text out loud to my child; completely removing the need for this c pen. I had hoped it would harbour independence but I cannot have my child listening to text that’s read wrong.
Simply didn’t work properly so we returned.

2.0 out of 5 stars Only works with a limited number of fonts, and…

Reviewed in the United Kingdom on September 17, 2018

… Very specific kinds of books/information.
I wanted this for my son who loves comics and storybooks but still can't read very well, unfortunately this turns text into gibberish unless it is One of a few set of fonts and pretty much textbook style passages of information.

I didn't give this one a star, because it does work in certain situations, it's just I think the technology needs to develop more before this will be truly useful.

Also a problem in scanning if you don't keep it exactly straight over the words, if you've got dexterity problems, even slight dexterity problems, this could cause issues with scanning and performance.

In short, call me when you develop this further, it might then be what I thought I was buying…

3.0 out of 5 stars This is a good product just dont expect natural reading of text.

Reviewed in the United Kingdom on February 14, 2021

We were recommended one of these by an educational psychologist to help with our daughter’s mild dyslexia. Testing it we found it to be a good product, but the spoken text is far from natural and not suitable for our needs which was to help our daughter with her reading for pleasure.
The main issue is that it did not meet our expectations for natural sounding playback and makes lots of annoying errors such as mistaking "I" for "1" etc. This made listening to it reading text disjointed and just not pleasurable. In hindsight it is clear that we were expecting too much from this device and for someone who has real trouble reading this could be a lifesaver. Just not the right product for us.

5.0 out of 5 stars A must for helping with dyslexia!

Reviewed in the United Kingdom on September 10, 2018

Bought for a 25 year old with dyslexia. It’s proving to be a very useful tool for reading recipes, newspapers, books. Well worth the money. It’s used every day and is making reading so much easier. Highly recommended.

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The ReaderPen from C-Pen is major technological breakthrough for anyone learning English and is a life-saver for those who suffer from reading difficulties such as dyslexia. This portable text scanner is a pocket-sized device that reads text out aloud with an English human-like digital voice. The...