Author Archives: chris.bugaj

Text to Speech and Screen Reader Resources

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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. 

The video below titled Read&Write for Google Chrome™ – Text to Speech describes how to use some of Read&Write for Google Chrome’s 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!

Using Words in Different Ways To Teach What They Mean

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Green Light, Traffic Light, Signals, Signs, Go, SpeedRepetition with variety means teaching the same word repeatedly in various contexts and environments.

  • Time to GO outside.
  • I GO sit at the carpet.
  • Let’s watch the video, turn it on and make it GO.
  • We GO eat lunch.
  • The bus is here, time to GO.
  • It’s your turn, ready, set, GO.

A student can learn how to use a word through repeated exposure to that word being used in different ways and explicitly teaching the various ways to use it.

Which Types of Words Are Represented Using Autodraw?

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Google’s Autodraw is a free, web-based tool which utilizes picture prediction. Users sketch something and Autodraw attempts to predict what that drawing might represent. This tool can be helpful for developing artistic expression but it can serve another purpose as well. It can help illustrate the idea that some words can be more easily implemented using an image than others. Let’s look at some examples below. Which words in the list below create pictures in your mind? Which would be more difficult to draw?

  • Cookie
  • Snow
  • Truck
  • It
  • Do
  • Make 

You might easily envision a cookie, truck, and snow. Why? These words create a picture in our mind. When you attempt to draw them in Autodraw, they can be much more readily recognized by the tool than words that do not produce pictures. Use AutoDraw and try to draw some words. You’re invited to get creative and pick 2 nouns, 1 verb, and 1 preposition (i.e., cup, door, run, in). Which words did AutoDraw successfully predict pictures for? Which words did Autodraw not produce images for?

Screenshot of Autodraw

A cup drawn in Autodraw

When teaching language using augmentative/alternative communication, recognize that some words produce a picture in a learner’s mind while others do not. Learners will need to experience what some words mean in more ways than simply showing them a picture. They’ll need to learn what the words mean through actions, play, analogies, metaphors, stories, examples, and experiencing others use them repeatedly!

Using Multiple Images To Represent the Meaning of a Word

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Have you ever played Pictionary? In this classic game, one teammate draws a picture of a word while others attempt to guess what it is. The whole basis for the game is that, depending on the word one is being asked to draw, it can be tricky to represent a word with a picture. If we asked a room full of people to draw the word WORK, we get lots of different drawings. What would YOU draw to represent the word WORK? A construction sign? A hard hat? A desk with a computer on it? A hammer and nail?

If we ask people to guess the word being drawn by looking at only one picture, they will likely struggle. However, if we ask them to look at 3 or 4 pictures that build a pictoral representation of the word, players may have a better chance at figuring it out. This is exactly why sometimes people playing Pictionary draw multiple images in an effort to provide clues to their teammates!

What word are we trying to represent with the picture shown below? Is it car, drive, transportation, vehicle?

Automobile, Cayman, Coupe, Design, Driving, Expensive

When these other pictures are added, such as those below, does it give you a better idea of the word trying to be represented?

Motorcycle, Speed, Helmet, Motorcycle Rider, Motor Bike Hurry Up, Sport, Speed, Running, Stretching, ForwardCheetah, Wildcat, Fast, Speed, Spotted, Color, Wildlife

Did these images help you guess that the word we were going for was FAST?

When it comes to learning language using augmentative/alternative communication (AAC), some applications attempt to represent concepts using one to one correspondence, where one image represents one word. Other applications lean into the notion that multiple images sequences together can be used to represent one singular word. Which works best for the student(s) you support?

Immersive Reader in Minecraft EDU

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Minecraft EDU is a tool which provides learners with the ability to build in a sandbox environment. Learners can create anything using a robust library of building blocks. One aspect of Minecraft is creating signs for other participants to read. Participants can press the letter I on the keyboard to launch Immersive Reader which provides text to speech support for someone who might need to listen to the text displayed on the sign. This video provides a detailed description of how to use Immersive Reader in Minecraft. Have fun exploring a more inclusive virtual world using built-in tools like Immersive Reader!

Two signs in Minecraft. The first one reads This is a sign in Minecraft. Pressing I opens Immersive Reader. The second one reads Immersive Reader will read text aloud helping people decode.

Signs in Minecraft

Immersive Reader with the text Immersive Reader will read text aloud helping people decode!

The text on the sign in Minecraft displayed in Immersive Reader

Using The Zoom Controller on an iPad to Help Model Language on Augmentative/Alternative Communication

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When mirroring an iPad (broadcasting the iPad screen to a monitor) to model the use of language on touchscreen augmentative/alternative communication, the person watching the monitor can’t see your finger. The only thing that registers on the monitor is a brief flash of the icon being selected and the word appearing on the speak selection bar at the top of the application. The person watching the monitor won’t be able to track which icons are being pressing. The zoom controller can be used as a pointer to solve this problem. Learn how by watching this short video!

How to Change the Cursor on a Computer Running Windows 10 To Improve Usability

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There are browser extensions that can change mouse cursor color, size, and shape when using the Internet. However, these only work when you’re using an Internet browser. There are other options built into Windows that allow a user to change their cursor no matter what software is being used.

Changing the cursor appearance can help make it easier to see for you, the operator of the computer, and anyone to whom you are sharing your screen. It also comes in handy when making screen recordings.

To change the color and size of a cursor when using a computer running Window 10, click the Windows icon in the lower left-hand corner of the screen and go to Settings.

Settings in Windows

Then scroll to find Ease of Access.

Ease of Access

Then select Cursor and Pointer.

Ease of Access

From there, the slider can make the mouse arrow bigger. Another option is to select a new color for the mouse arrow and cursor, and make the cursor thicker and easier to see!

Cursor Settings

To learn how to do the same thing on a Chromebook, watch this video.

 

Using A Dry Erase Marker To Help Learn Where Words Are Located on Augmentative/Alternative Communication

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It might be difficult to remember where all the words are located when first learning  augmentative/alternative communication (AAC) even after you’ve practiced them. If using AAC with a touchscreen, a visual strategy you can use to help you remember what you want to say and where the words are located is to write on a transparent protective covering over the screen. If you use a fine point marker, you can add numbers to remind yourself about the order as well. The video below will show you how!

Repetition With Variety When Modeling Language Using Augmentative/Alternative Communication

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When modeling core vocabulary on augmentative/alternative communication (AAC), it is important to repeat the same word used in different ways and in different contexts. This shows the AAC user that the word isn’t just used to mean one action or thing in one specific situation, and helps them learn all of the meanings and uses of the word. For example, “turn” can mean physically spinning something in a circle (turn around) and can also mean it’s time for you to perform an action (it’s your turn). Communication partners can help those learning language using AAC by modeling the word in all the varied ways the word can be used.

This YouTube playlist features a number of videos featuring specific core words demonstrating how each word can be used in a variety of ways. Use these videos to introduce or reinforce the word you’re teaching.

 

Using a Digital Calendar to Maintain a To-Do List

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Digital calendars can be used to create a to-do list and prompt reminders. Putting appointments and due dates on a calendar is what it was made for! Using a calendar as a to-do list and for reminders provides one convenient location for keeping track of everything that needs to be done. Use the following handy tips to get started:

  • Set up to-do items and plan out stages of projects by marking events as an  “All Day Event”. This puts it on your calendar on a date you want it “due” without a specific time slot.
  • Have a big project? Breaking it down into smaller chunks makes it more manageable. “Due dates” can be set for each smaller chunk of the project so that you work on it all along instead of cramming everything into the day before!
  • Set notifications to remind you at a certain date and time which can help you remember that the event is coming up.
  • Set up a repeating appointment or event, such as setting a consistent weekly reminder to take the trash out on a specific morning.
  • Events can be set with a visual reminder, such as an emoji specific to the event, like using a waste basket 🗑️ for the reminder to take out the trash. 
  • Whole calendars and/or specific events can be shared with others. Parents and/or educators can work with a student to help them learn what types of actions should be events, what reminders might be necessary, and when those should be scheduled on the calendar. 

Use the following guides based on the digital calendar you are using:

Getting Started With Google Calendar

Get Started with the Outlook Calendar