Technology Integration For Students with

Dyslexia

Exploring the State Plan

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

“Is it reasonable to think that technology can become the great equalizer teachers have sought over the last century?”

Julie Wood, 2004Wood, Julie M. Literacy Online: New Tools for Struggling

Readers and Writers. Portsmouth, NH: Heinemann, 2004

Preparing for Our Journey

Marc Prensky www.marcprensky.com

The Technology Plan

Just as a map shows

explorers how to reach their destinations, our teaching practices are our students’

map to academic success.

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.

• Section 1: An Overview

• Section 2: Useful

Technologies

• Section 3: Methodology

• References

Technology Map

Steering Committee

• Dorina Bennett, Socorro ISD

• Jennifer Brock, Region 4 ESC

• Suzanne Carreker, Ph.D., Neuhaus

Education Center

• Virginia Gonzalez, Region 10 ESC

• Christian Hill, San Angelo ISD

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

An Overview of Benefits of Technology for Students

with Dyslexia

“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

Destination One

Using Technology to • Assist with Reading• Assist the Writing Process• Support Study Skills

Log On To

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.

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

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

Evaluating Sample Technology

Recommended Resources

Dave Edyburn’s annual reviews of best special education technology articleshttp://pantherfile.uwm.edu/edyburn/www/http://people.uwm.edu/edyburn/what/index.html

Closing the Gaphttp://www.closingthegap.com

AT Benefits and Outcomeshttp://www.atia.org/i4a/pages/index.cfm?pageid=3305

Dave Edyburn’s Web Page

Dave Edyburn’s Recommended Resource

www.closingthegap.com

http://www.atia.org/i4a/pages/index.cfm?

pageid=3305

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

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, 2004Wood, Julie M. Literacy Online: New Tools for Struggling Readers and Writers. Portsmouth, NH: Heinemann, 2004

Important Points to Remember

From Section One, write down something

• that was learned,

• that was confirmed, and

• that needs clarification.

Using an Index Card

Destination Two

Useful Technology to Support Students with Dyslexia

Let’s Try ItAll 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.

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

Let’s Peruse• Concept

Mapping• Vocabulary• Web 2.0 Tools

Let’s Peruse

• Technology Available for Mobile Devices

• Organizational Apps• Reading Apps• Teaching Apps• Writing Apps

Using an Index Card

From Section Two, write down something

• that was learned,

• that was confirmed, and

• that needs clarification.

A Methodology for Providing Technology

for Students

Destination Three

Using an Index Card

From Section Three, write down something

• that was learned,

• that was confirmed, and

• that needs clarification.

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

Stay Informed@R10dyslexia

Dyslexia Digest

Listerv

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.

Jo BarberELA/Dyslexia Specialist

jbarber@esc1.net956-984-6231

Marguerite HorneyAssistive Technology

Specialistmhorney@esc1.net

956-984-6264

Eunice GarzaELA Program Coordinator

egarza@esc1.net 956-984-6192

Region 1 Contacts

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.

Property of Region 10 Education Service Center