Technology Integration For Students with Dyslexia

1. Technology Integration For Students with Dyslexia Exploring the State Plan

2. Workshop Goals • To understand the research supporting the use of technology in the classroom • To develop confidence in decision-making practices which promote student success • To gain knowledge of the classroom technologies that are useful and practical • To understand the features of the technology rubric and flowchart

3. “Is it reasonable to think that technology can become the great equalizer teachers have sought over the last century?” Julie Wood, 2004 Wood, Julie M. Literacy Online: New Tools for Struggling Readers and Writers. Portsmouth, NH: Heinemann, 2004

4. Preparing for Our Journey Marc Prensky www.marcprensky.com

5. The Technology Plan Just as a map shows explorers how to reach their destinations, our teaching practices are our students’ map to academic success.

6. State Technology Plan’s History • SB 866 was signed into law on June 17, 2011, by Gov. Perry. • TEC §38.0031 requires the Texas Education Agency to establish a committee to develop a plan for integrating technology into the classroom and to provide this plan to school districts.

7. Technology Map • Section 1: An Overview • Section 2: Useful Technologies • Section 3: Methodology • References

8. Steering Committee • DorinaBennett, Socorro ISD • Jennifer Brock, Region 4 ESC • Suzanne Carreker, Ph.D., Neuhaus Education Center • Virginia Gonzalez, Region 10 ESC • Christian Hill, San Angelo ISD

9. Steering Committee • Jayne Knighton, Region 10 ESC • Sandy Maddox, Ph.D., Region 10 ESC • Tricia Quisenberry, Scottish Rite Hospital • Dora Rodriguez, Pharr San Juan Alamo ISD • Brenda Taylor, Texas A&M University • Mary Wines, Midwestern State University

10. An Overview of Benefits of Technology for Students with Dyslexia

11. “Technology provides a bridge between students’ current skills and the tasks they must perform. The goal is to support students in skills not yet mastered by providing access to instructional/assistive technology in conjunction with learning strategies and targeted reading instruction.” • Hecker & Engstrom, 2005

12. Destination One Using Technology to • Assist with Reading • Assist the Writing Process • Support Study Skills

13. Log On To

14. Let’s Try It Working with a partner, use “Slatebox” to create a concept map of one of the following sections: • Assist with Reading • Assist the Writing Process • Support Study Skills *Be prepared to share.

15. Think About It “Educators need a thoughtful process for selecting the best technology for students as well as introducing it in a way that promotes success from the start.” Hecker & Engstrom, 2011

16. Think About It “As districts begin the task of evaluating technologies to meet the needs of diverse learners, a thoughtful process must be in place to ensure success.” Hecker & Engstrom, 2011

17. Evaluating Sample Technology

18. Recommended Resources Dave Edyburn’s annual reviews of best special education technology articles http://pantherfile.uwm.edu/edyburn/www/ http://people.uwm.edu/edyburn/what/index.html Closing the Gap http://www.closingthegap.com AT Benefits and Outcomes http://www.atia.org/i4a/pages/index.cfm?pageid=3305

19. Dave Edyburn’sWeb Page

20. Dave Edyburn’sRecommended Resource

21. www.closingthegap.com

22. http://www.atia.org/i4a/pages/index.cfm?pageid=3305

23. Remember Even though some accommodations may be appropriate for instructional use, they may not be appropriate or allowable on a statewide assessment. Any questions should be directed to test.accommodations@tea.state.tx.us

24. A Final Thought “Enabling students with dyslexia to use and even select their own beneficial tools of technology opens the doorway to continue success as lifelong learners.” Julie Wood, 2004 Wood, Julie M. Literacy Online: New Tools for Struggling Readers and Writers. Portsmouth, NH: Heinemann, 2004

25. Important Points to Remember

26. Using an Index Card • From Section One, write down something • that was learned, • that was confirmed, and • that needs clarification.

27. Destination Two Useful Technology to Support Students with Dyslexia

28. Let’s Try It All computers have customizable options and settings included in the standard features of the operating systems. • Locate the System Preferences on your Mac or the control panel in Windows. • Locate/Explore the customizable features . • Discuss the features within your group for 15 minutes.

29. Let’s Peruse • Digital Books • Text-to-Speech (TTS) • Speech-to-Text (STT)

31. Let’s Peruse • Concept Mapping • Vocabulary • Web 2.0 Tools

33. Let’s Peruse • Technology Available for Mobile Devices • Organizational Apps • Reading Apps • Teaching Apps • Writing Apps

35. Using an Index Card • From Section Two, write down something • that was learned, • that was confirmed, and • that needs clarification.

36. Destination Three A Methodology for Providing Technology for Students

37. Using an Index Card • From Section Three, write down something • that was learned, • that was confirmed, and • that needs clarification.

38. Workshop Goals • To understand the research supporting the use of technology in the classroom • To develop confidence in decision-making practices which promote student success • To gain knowledge of the classroom technologies that are useful and practical • To understand the features of the technology rubric and flowchart

39. Stay Informed @R10dyslexia Listerv Dyslexia Digest

40. Resources • Hecker, L. and Engstrom, E. U., (2005). Assistive Technology and Individuals with Dyslexia. Multisensory Teaching of Basic Language Skills, 3rd Edition, 657-683. • Puckett, K. and O’Bannon, B., (2012). Technology Applications for Students with Dyslexia. Essentials of Dyslexia Assessment and Intervention, 199-222. • Wood, J. M. Literacy Online: Tools for Struggling Readers and Writers. Portsmouth, NH:Heinemann, 2004. Print.

41. Region 1 Contacts

42. Property of Region 10 Education Service Center It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.