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I’ve noticed that when students work on activities requiring that they read something aloud, there are always several words the students are unfamiliar with. Sometimes a single word can change the entire meaning of a sentence, so it’s important that students are able to understand all the words.
The text-to-speak feature seems very helpful for students who have difficulty reading certain passages. This feature can also be helpful for all students when learning new vocabulary words. The ability to change the display of text also seems helpful if students want to change the contrast, text size, or fonts to make reading easier.

When in the classroom, you could have students complete activities on computers or other accessible devices with the ability to change the display or read words aloud instead of traditional pen and paper.

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For students who are visually impaired, I would use magnifiers, and change the font to make it larger for students to see.  The read aloud options would also work well.

JoAnna

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There are a lot of struggling readers in 8th grade, especially in the section of ICTS I had this year. For this purpose, finding audio versions of text to read to the student while they read along was crucial.  Getepic.com is a great resource for teachers of elementary and middle school students because it has high-interest ebooks that can be read aloud to them AND are linked to define all words--so that if you hover over one, it provides a student-friendly definition.

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A- I've had students that have had some sort of visual impairment. It can be very hard to see especially when they forget their glasses or are in the process of getting some and these adjustments could help them daily.
B- Display size and font size and select to speak
C- The teacher or parent could adjust display and font size to help aid the student. They could also change the setting so that the child can select a text and have it read aloud to them. -Cassy Lopez

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The accessibility feature I use most often for my students is the text-to-speech and speech-to- text.  Being a special education teacher, many of my students have difficulty reading at grade level.  They have access to personal I-pads and can have most text read to them or read by the teacher.  If they are needing to write a response, they can speak into the their I-pads and have their words typed for them.  They do need to go back and re-read what was typed though.  A lot of times, what they say is not always what is typed.  I always encourage them to listen to what they wrote before submitting.  Many of my students qualify for a calculators and have access to one on their I-pads for Math. - Cynthia Valverde

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The accessibility feature I use most often for my students is the text-to-speech and speech-to- text.  Being a special education teacher, many of my students have difficulty reading at grade level.  They have access to personal I-pads and can have most text read to them or read by the teacher.  If they are needing to write a response, they can speak into the their I-pads and have their words typed for them.  They do need to go back and re-read what was typed though.  A lot of times, what they say is not always what is typed.  I always encourage them to listen to what they wrote before submitting.  Many of my students qualify for a calculators and have access to one on their I-pads for Math. - Cynthia Valverde

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(marisa Candelas ) What I see a lot in classroom is that a lot of my students have trouble with their English since they are ELL students. As I see this I think of them and how these two tools can help them with that. Since we have chromebooks in my classroom I read the tools that can be used for them. The two tools that I think would be beneficial for my students would be , visual aids and spoken feedback. I think these two features would really benefit my students who struggle with understanding the English language. They can use these tools to help them visualize what they hear and also have them read text or instructions  that is difficult for them to read. I have not implemented these in my classroom yet but I think these would be great to introduce this upcoming school year. 

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(marisa Candelas ) What I see a lot in classroom is that a lot of my students have trouble with their English since they are ELL students. As I see this I think of them and how these two tools can help them with that. Since we have chromebooks in my classroom I read the tools that can be used for them. The two tools that I think would be beneficial for my students would be , visual aids and spoken feedback. I think these two features would really benefit my students who struggle with understanding the English language. They can use these tools to help them visualize what they hear and also have them read text or instructions  that is difficult for them to read. I have not implemented these in my classroom yet but I think these would be great to introduce this upcoming school year. 

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A. I had a student with dyslexia this year. She had difficulty with copying things from the board, her own writing and reading. B. Some accessibility features would be the speech to text feature to provide support with a student transcribing online. Another example would be The spoken content feature to read aloud content from online. C. For this student, we provided her with extended time to copy notes and assistance with copying. We also utilized the talk to text feature when typing online. We also utilized books that read aloud to her on her reading level to support her in her reading.

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Dyslexia, language processing, and auditory issues are disabilities that I've had in my classroom.  Since  we use iPads in the classroom, I like the iPad features: Spoken content and Headphone Accommodation.  Headphone accommodation allows the student to adjust the sound to make it more crisp and clear. Spoken content can help with auditory issues. 

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Dyslexia, language processing, and auditory issues are disabilities that I've had in my classroom.  Since  we use iPads in the classroom, I like the iPad features: Spoken content and Headphone Accommodation.  Headphone accommodation allows the student to adjust the sound to make it more crisp and clear. Spoken content can help with auditory issues. 

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B)

Apple hearing aids/headphone accommodations would allow the student opportunity to engage audibly in the classroom in ways that would otherwise be challenging due to the exceptionality.

Apple’s Live Listen feature allows one to have better conversations in loud places. Live Listen uses a microphone to pick up what a particular person would be saying.

C)

A student with hearing loss would benefit from having access to aids/accommodative headphones in the classroom.

Live Listen would be an amazing feature in the music classroom. Certain parts of the lesson come with moments of individualized practice all happening at the same time. If a student who is hearing impaired could have access to Live Listen, then it will help facilitate conversation when speaking with colleagues and the instructor.

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I had a handful of students in my class who had dyslexia, and when it was testing time I really liked that the MAP test and school city had the option of read to speech. I believe that made a difference for them and they didn't feel overwhelmed because they couldn't read the long passages.

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A) Student in my class often have difficulty reading. They come to me not being able to recall their letters and corresponding sound. Which affects their reading ability.
B) I think using spoken feedback on their chromebooks could allow them to have some of the words they do not know read to them. Another one would be to use the enlarge text feature for ipads. I've had students not be able to see text because it is small of simply because of the font being used.
C) I love using the Ipads in my classroom as a station since I only have 4 and I could easily have the text enlarged to benefit all students and if not certain students can be trained to use it. Also the spoken feedback would benefit all students because they struggle with learning English.

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A disability that I have seen in a few students. Forms of impairment vary but essentially providing a tool to enunciate the words would be very beneficial. Also a tool that changes the speed of the reading could help with sound recognition. The spoken feedback feature, in addition to the acapela text-to-speech feature would be important to have accessible. Acapela feature would be beneficial for the English learners in my classroom.

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A. This past year I had a student with dysgraphia and several with dyslexia.  B. For my dyslexia students, it is so helpful to have the text-to-speech feature available on Leveled Readers and various assessments.  This makes my job a little easier since I don't have to read everything for them. (I do always make sure the programs are working and if they are not I sit with them and read through everything.)   

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A. This past year I had a student with dysgraphia and several with dyslexia.  B. For my dyslexia students, it is so helpful to have the text-to-speech feature available on Leveled Readers and various assessments.  This makes my job a little easier since I don't have to read everything for them. (I do always make sure the programs are working and if they are not I sit with them and read through everything.)   

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B. The Select-to-Speak feature on Chrome has helped my student with dysgraphia as well as one of my SPED students who has delayed writing skills.  For these students to be able to speak their response and the program types out their words, is a game changer.  Students feel successful rather than frustrated by what they cannot do.
C I have already implemented both of these features in my classroom. One that I would like to try to use more would be the visual aids and increasing/decreasing browser size for easier reading.

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I have several students with Dyslexia, and some attention issues. Any sort of text to speech feature, as well as magnifiers really help make a difference to my students' learning. I have recommended screen readers to some of my students.

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A) I have had students in my classroom who had trouble recalling the alphabet and it's sounds. Which affected the students reading ability.
B) One tool I could have used with this student is
C)

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I have several students who have ADHD and who are dyslexic. I also had one who was autistic. I anticipate that I will have a similar demographic next year as well.

It will be helpful for the students to be able to ctrl + and make the text bigger, or use tools to magnify the text. Using text-to-speech could also come in handy so that students are vocally receiving the text.

This is something that can be implemented while students use their Chromebooks to do different activities.

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I frequently work with Dyslexic students, both identified and unidentified.

I have found that speech-to-text is essential for these students to demonstrate their knowledge, especially on assessments. Additionally, strips or bookmarks work great so they can keep their place when reading.

I have used both of these features consistently so that my students don't need constant 1-1 help from me and feel much more independent.

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A) Though my students are on the younger side and are just beginning to read, I already know of three students who struggle with dyslexia.
B) 2 Accessibility features that would be most important for my students would be utilizing text-to-speech (audio) and altering text sizes in books. I would love to implement Kindle Fires into my classroom even though I love the young ones being able to feel and flip through pages on in a book.
C) I would like to add some Kindles into my classroom that they can use during our reading time.

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A) I have several students in my class who are autistic, B) IPhone has several features which are beneficial to my autistic students who like to have all of the information very directly given to them and who also like various formats of receiving their information (visual and auditory). On the iphone you can enlarge the font for larger viewing, do text to speech, and also ask siri when they have questions that I cannot immediately answer. On the chromebook, you can do speech to text or text to speech which allows them to choose how they prefer to answer questions and record answers. C) I would implement these for various assignments and make my students more aware of these features as they are working so they have more autonomy and options.

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I'd use the speech-to-text for children who are on the left end of the curve; those with learning differences.
The ability to enlarge the fonts to make it less overwhelming for weak readers.

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A learning disability that I frequently encounter in my classroom is dyslexia.  Two accessibility features that would be most important for these students would be text-to-speech and the ability to increase the size of their browsers/texts. These are features that could benefit many of my students, so I could model how to activate these features on their Chromebooks at the beginning of the year. I've done this on an individual basis, but I think it would be beneficial to do a whole class model next year.

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I have students in 7th / 8th grade that are struggling readers due, in part, to a variety of learning disabilities.  I think the Chromebook spoken feedback feature could be helpful for these students as well as all struggling readers as a supplemental tool.  I think this would be useful if students are completing a longer writing assignment, after typing 1 or 2 paragraphs it will allow them to keep up with other students as far as timing while still practicing their reading and writing.  I think the screenreader tool would be helpful for the same reasons.  I plan to implement these tools in small group with timers.  The timers will be used so students have an allotted time to read or write and will then get a little
"break" with the speak or type feature.