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Hello! My name is Ana Dreadin. I chose the topic Assistive Technologies to Support Students with Dyslexia because I believe technology can unlock learning for every student. This article by Dawson, Antonenko, Lane, and Zhu (2019) shows how tools like text-to-speech, speech-to-text, and word prediction software help students with dyslexia access content and express their ideas. These tools directly connect to High-Leverage Practice (HLP) 19 — Use assistive and instructional technologies — from McLeskey et al. (2017), which highlights how technology supports inclusion and independence for students with disabilities.

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What the Article Says (Dawson et al., 2019)

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What the Article Says (Dawson et al., 2019)

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The article explains how assistive technologies (AT) can mediate the challenges students with dyslexia face in reading, writing, and spelling. For example, text-to-speech software lets students listen to text while following along visually, improving fluency and comprehension. Speech-to-text and word prediction programs help students compose written work without the barrier of handwriting or spelling errors. Teachers must understand how to select and integrate AT based on students’ individual needs and preferences.

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

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Two HLPs from McLeskey et al. (2017) directly support assistive technology use:

HLP 16: Use Explicit Instruction. Teachers explicitly model how to use tools like text-to-speech and provide guided practice until students can use them independently.

HLP 19: Use Assistive and Instructional Technologies. Teachers select and implement AT tools to promote learning and independence, aligning with students’ IEP goals.

These practices ensure AT isn’t just added as an afterthought but is embedded in high-quality instruction that meets diverse needs.

Citation:
McLeskey, J. et al. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

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In an increasingly digital world, assistive technologies create access and equity. AT tools prepare students with dyslexia to participate fully in society — from academics to careers. Integrating AT reflects the principles of Universal Design for Learning (UDL), ensuring all learners benefit from multiple means of engagement, representation, and expression.

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This information helps promote inclusion by empowering teachers to adapt instruction for diverse learners. AT allows students with disabilities to access content alongside peers, ensuring participation and dignity. Using culturally responsive practices ensures tools and materials reflect students’ languages and experiences, fostering belonging.

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Learning about HLPs and assistive technology has changed how I view students with disabilities. I now understand that equitable instruction means proactively designing lessons that include everyone. In my future teaching, I’ll use explicit modeling, feedback, and AT tools to ensure all learners, including those with dyslexia, can access content and demonstrate their knowledge.

Prompts Answered:

Has my thinking changed? Yes, I now see technology as a bridge, not a crutch.

How does this relate to my career? I’ll integrate UDL and AT in lesson design.

How can I be more inclusive? By offering multiple ways for students to show what they know.

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Dawson et al. (2019) connect closely with McLeskey et al. (2017). Both emphasize the power of instructional design and technology to remove barriers. HLP 19 directly aligns with the use of AT for reading, writing, and spelling. The integration of these ideas reinforces the need for evidence-based instruction that adapts to students’ needs and leverages modern tools.

Citations:

Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching Exceptional Children, 51(3), 226–239.

McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., ... & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.

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

McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center.