When writing, learners may find they are using words that are spelled correctly, but not identified in the dictionary. Certain proper nouns, for instance, might not be in the dictionary used by Google Docs. Learners can add words to a personal dictionary using the Check It feature of Read&Write for Google Chrome. The Check It feature will underline words not in the dictionary. If the user would like to add the word to their personal dictionary, they select the word and choose “Add to Dictionary” from the drop down. For a tutorial, review the video Read&Write for Google Chrome – Check It Overview.
Author Archives: chris.bugaj
Add Subtitles to a Video Created in WeVideo Classroom
WeVideo Classroom is a video creation and editing tool available to any educator and student in Loudoun County Public Schools through LCPSGo. The Subtitle Generator feature invites users to automatically create subtitles from the speech in the video. This provides the opportunity for those experiencing the video to have a multimodal experience with text that matches the audio dialogue. To add subtitles to a video being created in WeVideo Classroom, follow the directions on the website titled Can I generate subtitles in WeVideo Classroom?
Use the Subtitles button at the bottom to automatically create subtitles.
Moving the Screen to Follow the Mouse Accessibility Feature of ChromeOS
The “Move Screen Continuously as Mouse Moves” option within the Full-Screen Magnifier feature of ChromeOS on a Chromebook is particularly beneficial for users of screen magnification to navigate more effectively. When enabled, it automatically moves the magnified area in the direction of the mouse cursor, creating a seamless and more intuitive navigation experience. This dynamic movement allows users to explore different parts of the screen without needing to constantly adjust the magnified area manually.
To access this feature, open the Settings on the ChromeOS device. Navigate to the ‘Advanced’ section and select ‘Accessibility.’ From there, choose ‘Manage Accessibility Features.’ Under the ‘Display and Magnification’ section, find the option for the Full-Screen Magnifier. Enable it, and then toggle on the ‘Move Screen Continuously as Mouse Moves’ feature. This unlocks a smoother and more accessible user interface, catering to those who use magnification to interact with their device effectively.
Art Is For Everyone at Kenneth Culbert Elementary School
Addison Bender is the Art teacher at Kenneth Culbert Elementary School. He works to create opportunities for learners with all different types of abilities to express themselves through art using various assistive technologies. Examples include paint brushes made from pool noodles, duct tape, and old mop heads, various handles affixed to molded melted crayons, and much, much, more. Mr. Bender shares some of his ideas in the video Art Is For Everyone. In what ways can you make art more accessible to every learner?
The National Educational Technology Plan of 2024
The U.S. Department of Education recently released the 2024 National Educational Technology Plan (NETP): A Call to Action for Closing the Digital Access, Design and Use Divides. It provides a vision for how the consideration and implementation of educational technology can transform teaching and learning to provide increased opportunities and access to all learners. The plan features numerous examples of how educators have adopted Universal Design for Learning and accessibility as an integral part of instruction, assessment, and culture to the benefit of each learner they support.
New Federal Guidance Regarding Assistive Technology
The Office of Special Education Programs (OSEP) and the Office of Educational Technology have recently released a set of guidance documents specific to Assistive Technology (AT). These resources, available at https://sites.ed.gov/idea/idea-files/at-guidance, are designed to promote the understanding and implementation of Assistive Technology in educational settings. The guidance documents delve into the nuances of consideration and implementation of assistive technology in a format that uses facts to dispel common myths and misconceptions. Enjoy reviewing these documents to clarify your own understanding of Assistive Technology and consider sharing this resource with other educators, families, and members of the community.
Swipe to Type Using the Onscreen Keyboard on a Chromebook
For some learners, it might be faster and easier to enter text into a keyboard by gliding over the keys rather than lifting and dropping a finger. Learners can access the Swipe to Type feature of the onscreen keyboard on a Chromebook to glide to type. To access the on screen keyboard use the following steps:
- Sign in to the Chromebook.
- At the bottom right, select the time.
- Select Settings
Accessibility.
- Under “Keyboard and text input,” turn on On-screen keyboard.
The keyboard will then appear on the screen. Then use the following steps
- Select the location where you want to type.
- Slide a finger or stylus across the letters of the word you want to type.
- Lift the finger or stylus when you finish the word. The space key does not need to be selected when a word is completed. Lifting the finger or stylus will automatically add a space.
Happy typing!
Inverting Colors on a Chromebook
Color inversion is a feature in the Display and Magnification Accessibility section of ChromeOS, designed to enhance the visual experience for users. This feature flips the colors of the display, turning light backgrounds to dark and dark text to light. It’s particularly beneficial for those with certain vision impairments, like light sensitivity or low vision, as it reduces glare and increases contrast, making it easier to read text and view images. Moreover, color inversion can be a boon for users working in low-light conditions or for prolonged periods, as it can reduce eye strain and improve overall comfort.
The feature is not just limited to aiding those with visual impairments. It also appeals to anyone preferring a darker interface for aesthetic or practical reasons. For instance, it’s ideal for users who find traditional bright screens disruptive in dark environments, such as individuals using the Chromebook at night. Additionally, some users simply find inverted colors less harsh, which can be helpful during extended use. ChromeOS’s color inversion feature exemplifies the operating system’s commitment to accessibility and user comfort, catering to a diverse range of needs and preferences.
To enable this feature click on the time located at the bottom-right corner of the screen to open the system menu. Then, select the gear icon to open the Settings menu. In Settings, navigate to the “Advanced” section and then click on “Accessibility.” Here, find the “Display and magnification” options. Within this menu, look for the “Color inversion” option and toggle it on.
What is Assistive Technology?
Christopher Bugaj, the Assistive Technology Specialist for Loudoun County Public Schools, explains the definition of Assistive Technology Device and Assistive Technology Service in this short video.
Lovettsville Elementary School’s Unity Squad Become Communication Partner Peers
Learners at Lovettsville Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by Specialized Instructional Facilitator – Assistive Technology, John Millar, and supported by an ensemble of other educators, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it means to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:
“It must be really hard if you can’t communicate with words. This helped the kids use THEIR voice. One day they’ll be better at talking, but for now, these devices really help them.” – Mario, 5th Grade
Mr. Millar demonstrates the Language Acquisition Through Motor Planning: Words For Life app
“I thought it was really fun. I had a great experience with the kids. I felt like it was good for someone in their school to be able to help them. I think they felt like they were happy to have older kids hang out with them.” – Mario, 5th Grade
Communication partners explore language on AAC together.
If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!