This document discusses assistive technologies that can help students with dyslexia. It begins by defining dyslexia and explaining the different types. It then describes several technologies that can aid dyslexic learners, including spell checkers tailored for dyslexia, scanning pens that read text aloud, and the Wizcom Reading Pen which scans and converts text to voice. The document also discusses the NEO2 keyboard and iPad applications like the Nessy Learning Programme that provide interactive literacy tools. It concludes by emphasizing the potential benefits of technology to help dyslexic learners keep up, if only sufficient funding can provide access to these resources.
This document discusses various assistive technologies that can help students with dyslexia, including spell checkers, scanning pens, the Wizcom Readingpen, the Neo 2 keyboard, note-taking templates, iPad applications, and the Nessy Learning Programme. It provides examples of how teachers can utilize these technologies in the classroom to make the learning process easier for dyslexic students.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
The Norman Howard School uses various technologies to support and engage their students with learning disabilities. They have a wide array of resources available including classroom computers, computer labs, mobile laptop carts, and interactive whiteboards. Assistive technologies like text-to-speech, word prediction, and reading software help circumvent students' weaknesses. Technology is integrated throughout the curriculum, and students use tools like iPads, podcasting, and online games to research, create projects, and demonstrate their knowledge in a hands-on way. The goal is to capitalize on students' strengths and facilitate their learning and expression.
Dysgraphia is a learning disability that affects writing abilities through problems with spelling, poor handwriting, and difficulty getting thoughts onto paper. It can be caused by difficulties converting language sounds to written words or performing the motor skills needed for writing. Signs include illegible writing, unfinished words, inconsistent spacing, and slow copying. Treatment focuses on providing alternatives to writing, modifying tasks, and instruction to improve handwriting and writing skills.
This document discusses dyslexia and how technology can help students with dyslexia. It begins with defining dyslexia as a neurological difference that causes difficulties with word recognition, spelling, and decoding. It discusses the neurological aspects of dyslexia and recent legislation in New Jersey regarding dyslexia. Instructional practices and assistive technologies are presented, including apps, websites, fonts and software that can help students with reading, writing, organization and accessing content. The document provides an overview of dyslexia and strategies to support students through technology.
Learning disabilities are problems that affect the brain's ability to process or store information, making it difficult for students to learn as quickly as others. Common learning disabilities include dyslexia, affecting reading, writing and spelling; dyscalculia, affecting math skills; and dysgraphia, affecting writing abilities. Signs of learning disabilities vary by age but may include trouble with reading, writing, spelling, organizing ideas, math skills, and following instructions. While learning disabilities are lifelong, accommodations like structured learning, technology tools, and modifying assignments can help students succeed.
The document provides guidance for teachers on effective teaching strategies for low literacy achievers. It emphasizes the importance of knowing individual students, using assessment to inform instruction, explicitly teaching foundational skills like phonics and phonemic awareness, providing opportunities for repeated reading and writing practice, and selecting appropriate texts to build vocabulary and comprehension. Key instructional approaches include shared reading, guided reading, modeling strategies, and incorporating word work into literacy lessons.
This document discusses various assistive technologies that can help students with dyslexia, including spell checkers, scanning pens, the Wizcom Readingpen, the Neo 2 keyboard, note-taking templates, iPad applications, and the Nessy Learning Programme. It provides examples of how teachers can utilize these technologies in the classroom to make the learning process easier for dyslexic students.
How students present with a specific learning disability09002472
Children with dyslexia or specific learning disabilities appear bright in subjects not involving reading or writing. However, when asked to read or write, they are often years behind peers and try to avoid it. They may display bad behavior or do minimal work. Many view themselves as "dumb" and have low self-esteem.
The Norman Howard School uses various technologies to support and engage their students with learning disabilities. They have a wide array of resources available including classroom computers, computer labs, mobile laptop carts, and interactive whiteboards. Assistive technologies like text-to-speech, word prediction, and reading software help circumvent students' weaknesses. Technology is integrated throughout the curriculum, and students use tools like iPads, podcasting, and online games to research, create projects, and demonstrate their knowledge in a hands-on way. The goal is to capitalize on students' strengths and facilitate their learning and expression.
Dysgraphia is a learning disability that affects writing abilities through problems with spelling, poor handwriting, and difficulty getting thoughts onto paper. It can be caused by difficulties converting language sounds to written words or performing the motor skills needed for writing. Signs include illegible writing, unfinished words, inconsistent spacing, and slow copying. Treatment focuses on providing alternatives to writing, modifying tasks, and instruction to improve handwriting and writing skills.
This document discusses dyslexia and how technology can help students with dyslexia. It begins with defining dyslexia as a neurological difference that causes difficulties with word recognition, spelling, and decoding. It discusses the neurological aspects of dyslexia and recent legislation in New Jersey regarding dyslexia. Instructional practices and assistive technologies are presented, including apps, websites, fonts and software that can help students with reading, writing, organization and accessing content. The document provides an overview of dyslexia and strategies to support students through technology.
Learning disabilities are problems that affect the brain's ability to process or store information, making it difficult for students to learn as quickly as others. Common learning disabilities include dyslexia, affecting reading, writing and spelling; dyscalculia, affecting math skills; and dysgraphia, affecting writing abilities. Signs of learning disabilities vary by age but may include trouble with reading, writing, spelling, organizing ideas, math skills, and following instructions. While learning disabilities are lifelong, accommodations like structured learning, technology tools, and modifying assignments can help students succeed.
The document provides guidance for teachers on effective teaching strategies for low literacy achievers. It emphasizes the importance of knowing individual students, using assessment to inform instruction, explicitly teaching foundational skills like phonics and phonemic awareness, providing opportunities for repeated reading and writing practice, and selecting appropriate texts to build vocabulary and comprehension. Key instructional approaches include shared reading, guided reading, modeling strategies, and incorporating word work into literacy lessons.
This presentation brings to our awareness the reality that some students have disadvantages and disabilities where learning is concerned. Dyslexia is one such situation that affects students progress. Here in this power point presentation are featured some technological devices that can greatly assist in their learning in teacher's instruction. This was a collaborative effort amongst some fellow teachers and myself.
This workshop presents some interesting lessons and activities for students based on creative writing. It is for the higher grade level and promises to be not just learning but fun.
This document discusses various assistive technologies that can help students with dyslexia, including spell checkers, scanning pens, the Wizcom Readingpen, the Neo 2 keyboard, and iPad applications like the Nessy Learning Programme. It provides examples of how teachers can utilize these technologies, such as allowing students to use spell checkers for assignments or scanning pens to assist with reading comprehension exercises. The conclusion emphasizes that while many options exist, access and funding are still challenges, but these technologies can help dyslexic learners keep up when available.
Leonardo's ellipse, dyslexia and assistive technologiesEva Gyarmathy
Leonardo Da Vinci was, in his own estimation, an omo sanza lettere, an unlettered and uneducated man. His ignorance of Latin and grammar prevented him from communicating in writing with the learned men of his time.
He turned to the mathematics and visual language. Translation, transformation and the different codes play a great role in our changing world. You can understand it through mathematical analogy
This document provides an overview of dyslexia, including its definition, causes, symptoms, characteristics, types, problems associated with it, diagnosis, treatment, strategies for parents/supervisors, dyslexia services in India, famous people with dyslexia, prevalence, and conclusion. Dyslexia is a learning disability that affects reading, writing, spelling and sometimes speaking. It has various probable causes like hereditary factors, neurological differences in brain structure/functioning, problems with auditory processing, and brain injuries. Common symptoms include difficulties with spelling, writing numbers/letters backwards, math, following instructions, and reading comprehension.
Working with Students with Special Needsjurettat1019
This document discusses assistive technologies and teaching strategies for students with special needs, including ADHD, auditory disabilities, and mild learning disabilities. It provides characteristics and challenges for each type of special need, as well as recommendations for assistive technologies and instructional modifications teachers can use to help students in these categories be more successful. These include tools like voice recognition software, audio books, FM systems, and study guides or shortened assignments. The goal is for teachers to have resources that allow them to meet each student's individual needs through comprehensive instructional support.
The document discusses dyslexia, strategies for teaching dyslexic students, and policies in Texas regarding dyslexia. It provides:
(1) Characteristics of dyslexia like difficulties with phonological processing, visual perception, and auditory processing.
(2) Recommended teaching strategies for dyslexic students including multisensory instruction, visual memory techniques, structured writing instruction, and providing additional time on tests.
(3) Texas' definition of dyslexia and process for assessing students, which involves collecting student achievement data, teacher observations of literacy behaviors, and formal assessment by a diagnostician.
This presentation discusses technologies that can aid students with visual impairments and practical ways teachers can utilize these technologies. It defines visual impairment and outlines benefits of technology, including allowing students to attend to tasks, feel part of the classroom, and develop reading skills. Examples of technologies are text-to-speech software, braille displays, voice recognition software, and audio books. The presentation provides strategies for teachers to use technologies, such as using text-to-speech devices to listen to stories and type voice recordings to test comprehension.
High Incidence Learning Disabilities And Accomodations 97Kate Ahern
The document provides information about professional development training sessions for teachers on learning disorders. It includes an agenda for two training sessions that will cover various topics like specific learning disabilities, speech/language impairments, and instructional strategies. Participant goals include gaining knowledge of learning disorders and applying differentiated instructional approaches. The document also provides demographic data on students with disabilities in the school district and strategies teachers can use to support students with different types of learning disabilities or difficulties.
This document discusses assistive technology and strategies to help students with disabilities in reading, writing, auditory processing, and attention issues like ADHD. It defines assistive technology as any device or service that helps people with disabilities learn. Examples of assistive technology for different disabilities are described, such as audio books and text-to-speech software for reading issues, and graphic organizers and speech-to-text for writing problems. Non-technological strategies are also outlined, such as breaking down words, using models, and verbalizing lessons. The document provides resources to help students across different grade levels and categories of disabilities.
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
Special education: How to assist those with special needsLadyZion Brown
The document discusses special education and strategies for assisting students with special needs. It defines special education as specially designed instruction and related services to meet the unique needs of students whose needs cannot be met through regular instruction alone. It outlines categories of disabilities that qualify students for special education services under IDEA. It provides tips for working with students with special needs, such as using visual, auditory and tactile cues. It also discusses co-teaching methods, effective teaching strategies, assistive technology that can help students with disabilities, and strategies to enhance reading skills.
The document discusses special education, providing definitions and categories of eligibility. It outlines tips for working with students who have special needs, such as being consistent, using visual and auditory cues, and having backup plans. The document also discusses co-teaching methods, effective teaching strategies like mnemonics and hands-on learning, classroom management techniques, creating structured environments for students with ADD/ADHD, and assistive technologies that can help students with reading, writing, organization and other skills.
Dyslexia affects approximately 15-20% of the population. It is a neurological difference that causes difficulties with word recognition, spelling, and decoding abilities. Recent research has found disrupted brain connections and timing of auditory processing in areas related to speech sounds in those with dyslexia. New Jersey legislation now requires school districts to screen for dyslexia and provide 2 hours of annual professional development for teachers on dyslexia instructional strategies and accommodations. Technology such as text-to-speech, speech recognition, graphic organizers and reading support apps can help dyslexic students access content and demonstrate their knowledge. Assistive technology accommodations allow dyslexic students to overcome reading barriers and succeed.
Living with a learning disability can be difficult. Every learning disability is different and every child is different. With dysgraphia, it may always take extra time to write a paper, or to do math homework. But there are many technologies that can ease the transition to be better students
This document discusses reading difficulties, their causes, impacts, and strategies for remediation. It identifies three main types of reading difficulties: dyslexia, characterized by challenges with word recognition; hyperlexia, an early ability to read above age level; and phonological processing disorder, an inability to recognize sounds within words. Common causes include genetic factors, differences in brain structure, and environmental challenges. Left unaddressed, reading difficulties can negatively impact academic performance through low self-esteem, learning gaps, and reduced engagement. The document recommends intervention programs, multisensory approaches, individualized instruction, parent collaboration, phonics instruction, comprehension strategies, and assistive technology to support struggling readers.
How Can Assistive Technology Help Students with Disabilities?assistivetechguide
Assistive technology can help students with disabilities in several ways: it can present educational materials in audio or visual formats to help master grade-level content; it can improve writing skills through tools like speech recognition software and concept mapping; and it can aid reading skills by reading text digitally or at lower levels. Different types of assistive technology address individual strengths and needs, such as speech recognition software for good speakers or text-to-speech for strong comprehenders. Software also provides feedback, focus, organization, stress reduction, and expression support.
This presentation brings to our awareness the reality that some students have disadvantages and disabilities where learning is concerned. Dyslexia is one such situation that affects students progress. Here in this power point presentation are featured some technological devices that can greatly assist in their learning in teacher's instruction. This was a collaborative effort amongst some fellow teachers and myself.
This workshop presents some interesting lessons and activities for students based on creative writing. It is for the higher grade level and promises to be not just learning but fun.
This document discusses various assistive technologies that can help students with dyslexia, including spell checkers, scanning pens, the Wizcom Readingpen, the Neo 2 keyboard, and iPad applications like the Nessy Learning Programme. It provides examples of how teachers can utilize these technologies, such as allowing students to use spell checkers for assignments or scanning pens to assist with reading comprehension exercises. The conclusion emphasizes that while many options exist, access and funding are still challenges, but these technologies can help dyslexic learners keep up when available.
Leonardo's ellipse, dyslexia and assistive technologiesEva Gyarmathy
Leonardo Da Vinci was, in his own estimation, an omo sanza lettere, an unlettered and uneducated man. His ignorance of Latin and grammar prevented him from communicating in writing with the learned men of his time.
He turned to the mathematics and visual language. Translation, transformation and the different codes play a great role in our changing world. You can understand it through mathematical analogy
This document provides an overview of dyslexia, including its definition, causes, symptoms, characteristics, types, problems associated with it, diagnosis, treatment, strategies for parents/supervisors, dyslexia services in India, famous people with dyslexia, prevalence, and conclusion. Dyslexia is a learning disability that affects reading, writing, spelling and sometimes speaking. It has various probable causes like hereditary factors, neurological differences in brain structure/functioning, problems with auditory processing, and brain injuries. Common symptoms include difficulties with spelling, writing numbers/letters backwards, math, following instructions, and reading comprehension.
Working with Students with Special Needsjurettat1019
This document discusses assistive technologies and teaching strategies for students with special needs, including ADHD, auditory disabilities, and mild learning disabilities. It provides characteristics and challenges for each type of special need, as well as recommendations for assistive technologies and instructional modifications teachers can use to help students in these categories be more successful. These include tools like voice recognition software, audio books, FM systems, and study guides or shortened assignments. The goal is for teachers to have resources that allow them to meet each student's individual needs through comprehensive instructional support.
The document discusses dyslexia, strategies for teaching dyslexic students, and policies in Texas regarding dyslexia. It provides:
(1) Characteristics of dyslexia like difficulties with phonological processing, visual perception, and auditory processing.
(2) Recommended teaching strategies for dyslexic students including multisensory instruction, visual memory techniques, structured writing instruction, and providing additional time on tests.
(3) Texas' definition of dyslexia and process for assessing students, which involves collecting student achievement data, teacher observations of literacy behaviors, and formal assessment by a diagnostician.
This presentation discusses technologies that can aid students with visual impairments and practical ways teachers can utilize these technologies. It defines visual impairment and outlines benefits of technology, including allowing students to attend to tasks, feel part of the classroom, and develop reading skills. Examples of technologies are text-to-speech software, braille displays, voice recognition software, and audio books. The presentation provides strategies for teachers to use technologies, such as using text-to-speech devices to listen to stories and type voice recordings to test comprehension.
High Incidence Learning Disabilities And Accomodations 97Kate Ahern
The document provides information about professional development training sessions for teachers on learning disorders. It includes an agenda for two training sessions that will cover various topics like specific learning disabilities, speech/language impairments, and instructional strategies. Participant goals include gaining knowledge of learning disorders and applying differentiated instructional approaches. The document also provides demographic data on students with disabilities in the school district and strategies teachers can use to support students with different types of learning disabilities or difficulties.
This document discusses assistive technology and strategies to help students with disabilities in reading, writing, auditory processing, and attention issues like ADHD. It defines assistive technology as any device or service that helps people with disabilities learn. Examples of assistive technology for different disabilities are described, such as audio books and text-to-speech software for reading issues, and graphic organizers and speech-to-text for writing problems. Non-technological strategies are also outlined, such as breaking down words, using models, and verbalizing lessons. The document provides resources to help students across different grade levels and categories of disabilities.
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
Special education: How to assist those with special needsLadyZion Brown
The document discusses special education and strategies for assisting students with special needs. It defines special education as specially designed instruction and related services to meet the unique needs of students whose needs cannot be met through regular instruction alone. It outlines categories of disabilities that qualify students for special education services under IDEA. It provides tips for working with students with special needs, such as using visual, auditory and tactile cues. It also discusses co-teaching methods, effective teaching strategies, assistive technology that can help students with disabilities, and strategies to enhance reading skills.
The document discusses special education, providing definitions and categories of eligibility. It outlines tips for working with students who have special needs, such as being consistent, using visual and auditory cues, and having backup plans. The document also discusses co-teaching methods, effective teaching strategies like mnemonics and hands-on learning, classroom management techniques, creating structured environments for students with ADD/ADHD, and assistive technologies that can help students with reading, writing, organization and other skills.
Dyslexia affects approximately 15-20% of the population. It is a neurological difference that causes difficulties with word recognition, spelling, and decoding abilities. Recent research has found disrupted brain connections and timing of auditory processing in areas related to speech sounds in those with dyslexia. New Jersey legislation now requires school districts to screen for dyslexia and provide 2 hours of annual professional development for teachers on dyslexia instructional strategies and accommodations. Technology such as text-to-speech, speech recognition, graphic organizers and reading support apps can help dyslexic students access content and demonstrate their knowledge. Assistive technology accommodations allow dyslexic students to overcome reading barriers and succeed.
Living with a learning disability can be difficult. Every learning disability is different and every child is different. With dysgraphia, it may always take extra time to write a paper, or to do math homework. But there are many technologies that can ease the transition to be better students
This document discusses reading difficulties, their causes, impacts, and strategies for remediation. It identifies three main types of reading difficulties: dyslexia, characterized by challenges with word recognition; hyperlexia, an early ability to read above age level; and phonological processing disorder, an inability to recognize sounds within words. Common causes include genetic factors, differences in brain structure, and environmental challenges. Left unaddressed, reading difficulties can negatively impact academic performance through low self-esteem, learning gaps, and reduced engagement. The document recommends intervention programs, multisensory approaches, individualized instruction, parent collaboration, phonics instruction, comprehension strategies, and assistive technology to support struggling readers.
How Can Assistive Technology Help Students with Disabilities?assistivetechguide
Assistive technology can help students with disabilities in several ways: it can present educational materials in audio or visual formats to help master grade-level content; it can improve writing skills through tools like speech recognition software and concept mapping; and it can aid reading skills by reading text digitally or at lower levels. Different types of assistive technology address individual strengths and needs, such as speech recognition software for good speakers or text-to-speech for strong comprehenders. Software also provides feedback, focus, organization, stress reduction, and expression support.
The document provides strategies for supporting students learning English as an additional language in the classroom. Some strategies discussed include pairing English language learners with peer buddies, using pictures to supplement rules and instructions, providing dictionaries and encouraging vocabulary look-ups, using open-ended questions to encourage verbal reasoning, building in thinking time to allow more processing, and explicitly modeling speaking and listening skills. The document offers over 30 techniques for teachers to engage English language learners and ease their participation and understanding.
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
This document discusses how assistive technology can help students with disabilities achieve academic success by closing gaps. It provides examples of assistive technologies that can help with organization, time management, reading, writing, and learning across various subjects for students with disabilities like ADHD, auditory impairments, physical disabilities, or mild learning disabilities. The document emphasizes that assistive technology provides equal opportunities for all students to meet educational standards regardless of disability.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Introduction
In 1968, the World Federation of Neurologists
defined dyslexia as a disorder in
children, who, despite conventional classroom
experience, fail to attain the language skills of
reading, writing, and spelling commensurate with
their intellectual abilities.
3.
4. Simply put it is a learning disability that can hinder a
person's ability to read, write, spell, and sometimes
speak. Presently, dyslexia is the most common
learning disability in children and persists
throughout life. Its severity can vary from mild to
severe.
5. Trauma dyslexia usually occurs after some
form of brain trauma or injury to the area of
the brain that controls reading and writing.
Types of Dyslexia Primary dyslexia is a dysfunction of, rather
than damage to, the left side of the brain and
is genetic, occurring more frequently in boys
There are several than girls.
types of dyslexia that Secondary or developmental dyslexia is
can affect the child's felt to be caused by hormonal factors during
ability to spell as well the early stages of foetal development and
as read. diminishes with time.
Auditory dyslexia causes difficulty with
sounds of letters or groups of letters. The
sounds are perceived as jumbled or not heard
correctly.
Visual dyslexia is characterized by number
and letter reversals and the inability to write
symbols in the correct sequence.
Dyslexic Dysgraphia refers to the child's
difficulty holding and controlling a pencil so
that the correct markings can be made on the
paper.
6. Help!
When pupils with these problems are encountered in
the classroom (whether special education or
inclusion), frustration may be experienced by but the
teacher and pupil at some point in the instructional
process. Modern technologies can assist in making
the process of educating the dyslexic learner, a bit
easier.
7. Assistive Technologies
We have found that many such advances
exists, however we would just look at a few of them.
8. Spell Checkers for Dyslexic Persons
Spell checkers for dyslexic
persons can provide
suggestions to misspelled
words based on the context of
its sentence or the words
nearest to it. This type of spell
checker can therefore correct
a word although it may have
been spelled very differently
from the actual intended
word.
A text to speech feature also
lets the user hear what is
written in the document. This
lets the user make further
corrections on the text.
9. Practical ways on how teachers can utilize the
Spell Checkers for Dyslexic Persons
This can be used in the classroom by the dyslexic
student/s by helping them to spell words they cannot
spell. For example if they are given an assignment to
do on animals they can type in what they think the
word is and get the correct spelling of the word.
10. Scanning Pens
These are portable devices which
dyslexic people can use to listen
to text instead of reading it. The
user points the scanning pen on a
particular printed word and the
pen’s speech synthesizer then
speaks that word.
Scanning pens can also scan a
line of text and read it aloud.
Some of these devices have built-
in dictionaries that can speak the
definition of a scanned word.
Through this device, dyslexic
users can understand printed
text regardless of where they are.
11. Practical ways on how teachers can utilize the
Scanning Pens
These can be used in the classroom by the students
to help with their reading. For instance when they
are doing Language Arts as in Comprehension, this
will help them read the passage and the questions
and will further help them to answer the questions.
12. Wizcom Readingpen
The pen includes digital
dictionary, thesaurus, functions
and can:
Read whole words and phrases;
Spell words;
Give readers the definition of
words;
Provide synonyms for words;
This assistive technology device for and
dyslexia is a good resource to help With practice, most students
children and adults access reading with learning disabilities will be
materials they might not otherwise able to use the Readingpen with
be able to read. some practice and little
The Readingpen scans text and
assistance. This device is
converts it into voice output. With
recommended for students with
practice, this assistive technology
severe cognitive delays and
device works very well.
significant fine motor
weaknesses.
13. Practical ways on how teachers can utilize the
Wizcom Reading Pen
Allow students to repeat the words as they are being
sounded out by the pen.
Make it interactive by getting them to guess each
word and read out phrases wholly without the pen at
first, then after with the pen to figure out how correct
they were.
Use the pen as an asset for the whole class to figure
out meanings of words, thus leaving the dictionaries
in their bags on that day.
14. NEO2
The Neo 2 helps students
with special needs such
as dyslexia stay up to
speed with their peers.
Allows students to type
combination keystrokes
without pressing down at
the same time.
High contrast LCD
screen and variety or font
sizes, makes viewing
easier.
15. Practical ways on how teachers can utilize the
the Neo 2
Teachers may use this for the dyslexic student and
allow them to type instead of endure the difficult
task of writing.
Because their isn’t much text displayed on the screen
at a time, following what has been composed is much
easier than on a large piece of paper or on the
monitor of a computer.
16. iPad Applications for Special Needs
The iPad is an intuitive
touch screen tablet
computer.
It is very popular today and
has many benefits in
For those with vision difficulties special needs education
the iPad has a range of built in and for dyslexia as a result.
features which allow This technology addresses
background colour the problem of reading and
changes, magnification, font- writing and makes
selecting options easier for
changes and text to speech
those who have motor skill
applications which allow web- challenges.
pages and stories to be read
aloud.
17. Nessy Learning Programme is an interactive literacy development suite to encourage
positive, independent, learning for pupils of all ages
18. Features of the Nessy Programme
Integrated electronic record keeping with group monitoring
Users create their own profile and all progress is automatically saved
10 new games include titles such as Jig Sore, to build up phonemes, and
Chimp Fu, for syllable division
25 animated rules
120 lesson plans with strategies for learning
70 animated phonemes
Library of interactive mnemonics and word endings
40 interactive worksheets
Provided a teaching manual full of information about dyslexia and how to
use Nessy's resources
Interactive comic explains 'What's it like being dyslexic?'
The Fair - 9 games to maintain motivation
Lessons for Punctuation, Thinking Skills and Past Tense
Revision games linked to printable certificates
19. Using the Nessy Learning Programme
teachers can:
Give students tasks such as completing a stage
(seeing that it is a game) for home lesson.
Allow students to share the experience they felt while
going through the stages and ask them to recall some
of their favorite words.
Based on the game allow students to transfer all the
words they find are similar in sound or some other
category by grouping them in their exercise books.
20. Conclusion: Using technology to help the dyslexic
As we can see, much technology is available to the
dyslexic learner. The problem exists as to whether it
can be accessed. Funding for special needs
classrooms in many regions is a major problem.
If accessed the learner is able to keep up with the rest
of the class and work along with his/her unique
system to learn the content which is covered.
21. REFERENCES
Assistive Technologies for persons with Dyslexia. Retrieved from
http://www.evengrounds.com/blog/assistive-technologies-for-persons-
with-dyslexia
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content/images/pid204bg.jpeg
Retrieved from http://www.eurocosm.com/Application/images/C-
Pen/Cpen-20-lg.jpg
Assistive Technology for Dyslexia – Wizcom Readingpen. Retrieved form
http://learningdisabilities.about.com/od/readingstrategies/gr/readingpen.
htm
Net Educational Systems Ltd. http://www.nessylearningprogramme.co.uk/
Renaissance Learning (2011). http://www.renlearn.com/default.aspx
Tablet Computer.org. (2011). http://tabletcomputer.org/apple-ipad/ipad-
helps-special-children/