Monthly Archives: January 2021

Same Content, Different Font

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Choice of font is an important factor in personalizing the learning experience. When reading text on paper, students are forced to access that text using the font that was predetermined by the publisher of that text. When text is made accessible, students can alter how the text is presented without changing any of the content. For example, two different students can experience the same content using different fonts. These preferences might help a student more easily access the text.

Some people with dyslexia have stated they prefer a font that is thicker on the bottom. Students (and educators!) can go to the Google Chrome Store to get the OpenDyslexic Font extension. Once added to Chrome, a user can select the icon in the extensions bar and toggle on the use of the OpenDyslexic font. For compatible websites, the text will convert from the default to the OpenDyslexic font. Any student in LCPS can be given the option to try this font to see if meshes with individual learner preferences.

Screenshot of the OpenDyslexic Font Extension

Screenshot of the OpenDyslexic Font Extension

Two screenshots of the same block of text from the LCPS Pupil Services home page. The image on the left is the default text. The image on the right shows the same content using the OpenDyslexic font.

Two screenshots of the same block of text from the LCPS Pupil Services home page. The image on the left is the default text. The image on the right shows the same content using the OpenDyslexic font.

Math Made Accessible

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Math can be made both digital and accessible using EquatIO, an extension for Google Chrome available to anyone in LCPS. Students and teachers can choose to insert mathematical equations and scientific notations into a Google Doc using a variety of modalities including typing, handwriting recognition, and voice dictation. The extension recognizes the input, converts it into the corresponding mathematical notation, and then inserts it into the Google Doc. The extension uses prediction as well so students can start a mathematical formula or notation and choose from a provided list of options. 

Speech Input feature of EquatIO

Speech Input feature of EquatIO

Once the math is inserted, Read&Write for Google Chrome can be used to listen back to the notation which helps students who might have difficulty processing the information using only a visual modality. The extension also offers a feature called Mathspace which allows users to insert different manipulatives such as shapes and images to create diagrams for math and science problems. To learn more about EquatIO and how it can be used to design inclusive educational experiences which help students learn how to make meaningful contributions to the world, check out this playlist of tutorials on YouTube.

Examples of some of the tools available for diagrams and other manipulatives available in the Mathspace portion of EquatIO.

Examples of some of the tools available for diagrams and other manipulatives available in the Mathspace portion of EquatIO.

LCPS Selected to be a CITES Knowledge Development District

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Loudoun County Public Schools was selected to serve as a Knowledge Development District for the Center on Inclusive Technology & Education Systems (CITES). CITES, a technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, is a collaborative effort between CAST and American Institutes for Research. The goal of CITES is to develop a framework to be used by U.S. school districts to build and sustain inclusive ecosystems that break down the barriers between assistive technology, educational technology, and information technology. The CITES Framework is being co-developed with a select group of districts and built on research and evidence-based practices that enhance educational opportunities for all students, including students with disabilities and their families. The work is grounded in promising practices experienced by districts that are making progress toward building an inclusive technology ecosystem.

Specifically, LCPS was recognized for contributions in many area(s), including all of the following:

  • Building a teaching force skilled in online, distance/remote, and/or blended instruction, especially for students with disabilities
  • Implementing a common set of technology competency expectations for all staff, which include the use of accessible digital materials and assistive technology
  • Selecting and evaluating high quality accessible educational materials
  • Aligning assessment accommodations and technologies with accommodations for teaching and learning.
  • Ensuring inclusive and accessible formative assessment practices.
  • Designing and/or implementing formative assessment practices that measure competencies across academic disciplines, as well as addressing critical non-academic competencies (e.g., collaboration, critical thinking).
The Center on Inclusive Technology & Education Systems at http://cites.cast.org

The Center on Inclusive Technology & Education Systems at http://cites.cast.org

Captions On For Literacy!

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Video is a common modality for educators to share, teach, and reinforce concepts. Captions exist to help individuals with hearing impairments experience the audio portion of the content. Evidence suggests that turning the captions on for video content can also help students, with or without hearing impairments, improve reading abilities. Pairing text with audio and visual content helps reinforce the meanings of words while simultaneously representing how they are spelled. 

Strategies can be used to encourage educators and parents to turn on the captions whenever students are experiencing video content. Consider crafting a “Captions On!” campaign for your learning space, grade level, or school promoting the idea that captions help improve literacy. Here are some potential action steps:

  • When choosing video content, encourage educators to only select video that has captions.
  • Invite parents to turn on captions at home whenever watching television or videos.
  • As students make meaningful contributions to the world by participating in authentic learning experiences, they might choose to create videos. When they do so, encourage students to consider an audience with diverse abilities by captioning their created video content.
  • Google Slides and Microsoft Powerpoint both have a live captioning option for when giving presentations. Encourage staff and students to turn on this feature to have the text displayed on the screen when using these tools to present in-person presentations.

Adopting and practicing a “captions on” mentality will help improve individual literacy skills while simultaneously working toward building a more inclusive and accessible future for all. 

Google Slide with captions on

Google Slide with captions on.

Learners at Algonkian Elementary Install Literacy Support Extensions

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LCPS returned to 100% distance learning on December 15th, 2020. Just prior, educators at Algonkian Elementary School worked to ensure that students installed the literacy support extensions of Read&Write for Google Chrome, Texthelp PDF Reader, and Texthelp Screenshot Reader. Thanks to the joint efforts of the Instructional Facilitator for Technology, Specialized Instructional Facilitator – Assistive Technology, and the Specialized Instructional Facilitator – Reading, learners also participated in experiences where they practiced how to use the tools to support their own learning. These extensions are available to anyone in LCPS! Install and use them today!

Way to go Algonkian learners and educators!

Learners in a classroom behind Chromebooks giving a thumbs up

Learners in a classroom behind Chromebooks giving a thumbs up