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Hello, my name is Clara Verdugo

I chose Dyslexia as my topic because it hits close to home, and I fear that there isn't enough talk about it. The article I chose talks about assistive technologies to support students with dyslexia and how teachers and parents can learn how to help students with dyslexia and reading disabilities.

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Students with dyslexia read less well than their peers, despite having equivalent IQ and educational chances to learn to read. This can be difficult for teachers since students with dyslexia frequently grasp material beyond their reading ability. The article discusses numerous software programs for people with dyslexia. There are not just text-to-speech functions, but also speech-to-text and word predictions, which enable users to read and write more effortlessly. Especially now that technology is ubiquitous, it is easy to choose easier styles of reading and writing for anyone with a certain impairment.

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The biggest key practice talked about in this article would be the use of technology and the advances they have today to be able to make reading and writing easier for people with dyslexia. There are many applications and helpful tools that can make sure students are reading and writing correctly in school, and also can help teach them slowly. It might not be as effective, of course, because it's done for the student, but it does help them understand the mistakes they may need to fix.

The second key practice talked about in this article is spell-checking when using technology. This helps students with dyslexia because even if they did try writing, it can be quickly fixed with spell check. I have had my own experiences with this and how helpful it could be in school, especially when trying to get good grades or be taken seriously.

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We know that AT is not an effective replacement for dyslexic people learning how to read and write but it's a major help in their everyday lives. This does not only help my students but it helps me as well, dyslexia is a big part of my life and I understand how confusing and frustrating it can be in real life. Every day there are words, numbers, and letters that we all find confusing and need to be able to read/understand because of jobs, schooling, extracurriculars, etc. As a teacher, we want the best for our students and to increase their success rates to be the best version of themselves. By integrating these technologies, teachers can create an inclusive learning environment where dyslexic students can thrive alongside their peers, building confidence and improving academic outcomes.

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In life, technology and software help dyslexics overcome daily problems and increase their independence. Text-to-speech programs, for example, assist dyslexic individuals in reading documents, emails, or web content, allowing them to have efficient access to information. Speech-to-text apps help users create written communication, such as emails or reports, by allowing them to dictate their ideas verbally. Organizational apps and digital reminders assist dyslexic individuals in managing calendars and chores, minimizing challenges with time management and memory. These strategies help dyslexic people achieve in school, job, and personal lives, boosting confidence and leveling the playing field.

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There are numerous ways in which our textbook relates to the article, as both aim to find ways to help students succeed despite their disabilities. The textbook reads, "That fact is especially troublesome because reading is so important to performance in most academic domains and to adjustment to most school activities"(Turnaball, 2019). Adjustments to the classroom are important not only to control the learning environment but also to encourage students to increase their learning. Assisting students looks different every day, "This type of AT is most useful for students with dyslexia who have the ability to orally tell a story or answer a comprehension question"(Dawson, 2019). There is no specific expertise for successful students; every day can look different, and AT can work one day and the next it doesn't.

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Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

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Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

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Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

# data[].attributes.body
Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

# data[].attributes.body
Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

# data[].attributes.body
Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with Dyslexia. Links to an external site. Teaching Exceptional Children, 51(3), 226–239. https://doi.org/10.1177/0040059918794027

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References

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Assistive Technologies to Support Students With Dyslexia - Kara Dawson, Pavlo Antonenko, Holly Lane, Jiawen Zhu, 2019

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References Bausch, M. E., Ault, M. J., Hasselbring, T. S. (2015). Assistive technology in schools: Lessons learned from the National Assistive Technology Research Institute. In Edyburn, D. (Ed.), Efficacy of assistive technology interventions (pp. 13-50). Bingley, UK: Emerald. doi:10.1108/s2056-769320150000001002 | Google Scholar Crossref Dawson, K., Antonenko, P. P., Sahay, S., Lombardino, L.

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Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

# data[].attributes.body
Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

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Exceptional Lives: Special Education in Today's School Textbook:

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]

# data[].attributes.body
Exceptional Lives: Special Education in Today's School Textbook:

Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (n.d.). Exceptional Lives: Special Education in Today’s Schools, 9/e. Retrieved from https://platform.virdocs.com/read/2228220/56/#/4/2[P7001015762000000000000000001CDF]/4[P7001015762000000000000000001CE2]/6[P7001015762000000000000000001CE8]/6[P7001015762000000000000000001CEB]