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Our students are using text-to-speech software to access reading materials at their own pace. This has been particularly helpful for our English language learners and students with reading difficulties. Students can adjust reading speed and choose from different voices.

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Science class created these amazing concept maps. Students can choose to create them with posters or using digitals tools on Powerpoint.

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student concept maps about photosynthesis

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Mrs. Smith's English class uses digital choice boards to allow students to demonstrate their understanding of literature in various ways. Options include creating videos, writing traditional essays, designing comic strips, or recording podcasts.

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Speech-to-Text Tools in High School History

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Speech-to-Text Tools in High School History

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Students in Dr. Brown's history class can now submit assignments using speech-to-text tools. This has been a game-changer for students who struggle with writing but excel in verbal expression.

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Ms. Rodriguez has transformed her math classroom using gamification principles. Students earn badges and points while practicing math skills at their own pace. The competitive yet supportive environment has significantly increased engagement!

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Flexible Seating Options in Special Education

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Flexible Seating Options in Special Education

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The special education department has implemented flexible seating options including standing desks, wobble stools, and calm-down corners. Students can choose where they work best, leading to improved focus and participation.

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In print materials, the display of information is fixed and permanent. Digital materials allow the display of the same information to be flexible and customizable. For example, a call-out box of background information may be displayed in a different location, enlarged, emphasized by the use of color, or deleted entirely. Such flexibility provides options for increasing the perceptual clarity and salience of information for a diversity of learners and allowing for preference adjustments for others. While these customizations can be more difficult with print materials, these are features that can be available through digital materials. It is important to note that digital does not mean the content is accessible, as many digital materials are equally inaccessible because the accessibility features were not included during content development. Educators and learners should work together to attain the best match of features to learning needs.

Offer information in accessible formats so the following perceptual features can be customized:

Font, size of text, character and line spacing, character width, background color, and text colors

Size of images, graphs, tables, and other visual content

Contrast between background and images

Color used for information or emphasis

Volume or rate of speech or sound

Speed or timing of video, animation, sound, simulations, etc.

Layout of visual or other elements

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Support opportunities to customize the display of information

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Use accessible materials with settings that can be adjusted based on needs and preferences.

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Clarify vocabulary, symbols, and language structures

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Construct meaning from words, symbols, and numbers using different representations.

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Build connections to prior understandings and experiences.

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Clarify Vocabulary