Page 8 - Kelsey Hall and Diana Petschauer FLIP HTML5 Plug in

cation to higher education and/or future employment.
Learning to evaluate the usefulness of technology to support skill acquisition and access to the curriculum is not always easy. Sometimes it can be a bit of a night- mare, as no one technology tool does it all! Practice playing with a variety of tools, learning strengths and limitations by re- viewing the questions outlined above, and integrating appropriate tools into practice becomes easier over time, as well as adds a dynamic layer to instruction. It can be di cult to have skill and knowl- edge in all specialty areas, which speaks to the importance of contacting a quali- ed assistive technology professional in the absence of an educator knowledge- able about using, training and integrating technology tools with students, families and sta . Building a bridge between tech- nology and intervention creates a lasting relationship that is signi cant to learner success!
ResouRces
The following resources provide access to additional supports for instructors,
family members and/or individuals with dyslexia. The “Technology and Interven- tion Matrix” below outlines an exhaustive list of tools (applications, software, inter- vention programs, websites and more) to use when putting together literacy inter- vention plans.
• International Dyslexia Association
• Evaluating Professionals Fact Sheet
• National Center for Learning
Disabilities
• National Reading Panel Report (2000) • Individuals with Disabilities Education
Act
• AT for Education, LLC Events and
Trainings
• Technology Tools Intervention Matrix • Accessible Educational Materials -
CAST
• Fry Words
• Dolch Words
RefeReNces
De nition of Dyslexia. (2002). Re- trieved February 1, 2017, from http://eida. org/de nition-of-dyslexia/.
Gillingham, A., & Stillman, B. W. (2004). The Gillingham manual: Remedial train-
ing for students with speci c disability in reading, spelling, and penmanship. Cam- bridge, Mass.: Educators Publ. Service.
Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., Wilkin- son-Flicker, S., Barmer, A., and Dunlop Velez, E. (2015). The Condition of Educa- tion 2015 (NCES 2015-144). U.S. Depart- ment of Education, National Center for Education Statistics. Washington, DC. Re- trieved February 1, 2017 from http://nces. ed.gov/pubsearch.
National Reading Panel. (2000). Re- trieved February 1, 2017, from https:// www.nichd.nih.gov/research/supported/ Pages/nrp.aspx.
Shaywitz, S. (2003). Overcoming dys- lexia: A new and complete science-based program for reading problems at any lev- el. New York: Knopf.
Vukovic, R. K., & Siegel, L. S. (2006). The double-de cit hypothesis: A comprehen- sive analysis of the evidence. Journal of Learning Disabilities, 39(1), 25-47.
App / Developer
Addresses this Need/Accommodation
iOS
as of 6/1/16
Google
as of 6/1/16
Comments/ Features
Voice Dream Reader/Voice Dream LLC
Access to Grade Level Text & Vocabulary, Text to Speech/Audio Comprehension, Fluency, Decoding. AEM. Multi-sensory.
$9.99 Also Android
N/A
Connect to Bookshare, Google Drive & Dropbox, Access to Textbooks, Handouts, Learning Materials. Custom Fonts, Colors, Text to Speech, Highlighting, Signi cant Reading Support.
ClaroPDF Pro
Access to Handouts/ speech, annotation,
Worksheets, text to
written expression
support, comprehension, multi-sensory.
$6.99
N/A
Connect to Google Drive or Take Photo and OCR, text to speech, highlighting, type with word prediction, dictate, hand write with stylus.
Notability By Ginger Labs
Working Memory,
Notes with synced audio, retention, repetition, inde- pendence, comprehension, processing,
multi-sensory.
$5.99
N/A
Color Coding, Audio Recording with time stamp, Add pictures and text, add links.
30 www.closingthegap.com/solutions/articles | April / May, 2017 ClosingTheGap © 2017 Closing The Gap, Inc. All rights reserved.
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