Students at Sterling Middle School crafted an educational experience for the Specialized Instructional Facilitators – Assistive Technology (SIF-ATs) teaching them all about how they use Minecraft EDU to support their learning. The 45 minute experience started with a brief slide show presentation presented by two students. Then students paired with each facilitator to guide them through navigating the environment, managing inventory, and building structures in a virtual world. Using what they learned, the SIF-ATs joined together to take the image displayed below as a Thank You which was sent to the student educators for helping to make a meaningful contribution to the world!
Rewordify.com is a website that simplifies English text. Copy and paste the text to simplify into the website and it will define all of the difficult words! Here is some text from The National Archives describing the Marshall Plan:
“As the war-torn nations of Europe faced famine and economic crisis in the wake of World War II, the United States proposed to rebuild the continent in the interest of political stability and a healthy world economy. On June 5, 1947, in a commencement address at Harvard University, Secretary of State George C. Marshall first called for American assistance in restoring the economic infrastructure of Europe. Western Europe responded favorably, and the Truman administration proposed legislation. The resulting Economic Cooperation Act of 1948 restored European agricultural and industrial productivity. Credited with preventing famine and political chaos, the plan later earned General Marshall a Nobel Peace Prize.”
A strategy to help individuals learn language using augmentative/alternative communication (AAC) is to provide Partner Augmented Input (also known as Aided Language Stimulation). This means the communication partners model language by using the same form of AAC as the student with whom they are communicating. This short video explains the idea.
When participating in literacy experiences, like reading a book together, it can be difficult to model every word in the story. Focusing the modeling on words which are used most frequently is a way to target meaningful vocabulary. However, for a communication partner who is just learning about AAC, it can still be difficult to know which words to model.
Highlighting frequently used words in the text, providing an alternative version with words highlighted, or adapting the book to paste in the highlighted text are strategies that can help. Highlighter tape over text or sticky notes near text can illustrate which words to model.
Sticky notes placed on pages of a storybook to help communication partners know which words to model using augmentative/alternative communication (AAC)
In today’s digital world, information is provided via text, images, icons, buttons, links, and more. Students use a variety of electronic devices to access their curriculum, including LCPS-provided Chromebooks and iPads, as well as personal computers, tablets, and smartphones. Text to speech and screen reader features, applications, and extensions can help students with varying abilities more readily access information.
Text to speech tools convert digital text into audio on computers, tablets, and smartphones. These tools read aloud text, including image descriptions (Alt-Tags), on webpages, Schoology courses, Microsoft Office applications, Google Workspace applications, PDFs, emails, and more.
There are many text to speech tools available, depending on the type of device the student is using. Some are free and built into the device’s operating system. Some third-party text to speech applications can be added to the device, either for free or for a fee.
When reading the text aloud, many text to speech applications also highlight the words and sentences as they are being read, providing visual cues in addition to the audio. The reading speed and voices can often be customized.
LCPS students and staff have access to Texthelp’s Read&Write for Google Chrome extensions to use with Google Workspace apps, Microsoft Office apps, PDFs, Schoology modules, and Chrome browser websites.The Read&Write for Google Chrome, OrbitNote, and Screenshot Reader extensions all include text to speech features.
iOS devices, including iPads and iPhones, have built-in text to speech features called Speak Selection and Speak Screen. The video below titled How to Use Text to Speech on iPhone or iPad describes how to access these features.
Screen readers provide much more extensive information than text to speech applications. In addition to reading text aloud and descriptions of images provided in the alternative text (Alt-Tags), screen readers also read aloud content or convert to Braille various screen elements including menu titles, headings, buttons, icons, links, folder and file names, and more. Screen readers enable students to use the computer’s operating system and navigate through websites, documents, forms, and other digital content using keyboard shortcuts.
Screen readers are built into many operating systems, including Windows’ Narrator, iOS’ VoiceOver, Android’s TalkBack, and Chrome’s ChromeVox. Some third-party screen readers can also be added or downloaded to the device, either for free or for a fee.
Check out the following videos that demonstrate how to use some built-in or free screen readers.
Using ChromeVox on a Chromebook
Using VoiceOver on iOS devices
Using Narrator for Windows
Using NVDA for Windows
There are many other text to speech and screen reader tools available. Start exploring to learn more!
