will focus on these two free websites: Clusive and Tar Heel Read- er. Clusive is a website where educators can upload text for stu- dents to read. The teacher can see the students' active reading time. The student can share their reactions to the readings, which the teacher is able to see, along with customizing knowl- edge questions for the students. The students can customize Clusive with the customizable reading tools, word look-up, and the reading level best suited for them. Tar Heel Reader allows teachers to create books from copied text. While this is a free website, the educator must email tar- heelreader@cs.unc.edu for the access code for writing books. There is no access code for the use of already created books. Tar Heel Reader has a vast collection of Flickr images and allows for the upload of personal images. Another great feature of this site is its switch accessibility, which allows students who use switch- es to activate the computer or turn the book's pages. (See Figure 5) Figure 1 visually shows how the tools fit within the Response to Intervention tiers. Moving from the bottom tier (Tier 1) to the top tier (Tier 3) in the Response to Intervention (RTI) model in- volves a progressive increase in the intensity and individualiza- tion of support based on the student's needs. Here is how the progression typically works: Tier 1 (Universal Instruction): All students receive high-qual- ity, research-based instruction in the general education class- room. Regular assessments and screenings identify students who struggle to progress at this level (IDEA, 2017). Tier 2 (Targeted Interventions): Students not adequately re- sponding to Tier 1 instruction receive additional support. This includes small-group interventions targeting specific skill defi- cits. Educators closely monitor students’ progress and adjust in- terventions as needed (IDEA, 2017). Tier 3 (Intensive Interventions): Students who continue to struggle despite Tier 2 interventions receive more intensive,
individualized support. Tier 3 intervention may involve one- on-one instruction or specialized interventions. The focus is on addressing significant learning or behavioral challenges (IDEA, 2017). The movement through these tiers is dynamic and data-driv- en, based on regularly monitoring student progress and re- sponse to interventions. The goal is to provide the right level of support at the right time to ensure each student's academic success. ACCESSIBILITY AND ARTIFICIAL INTELLIGENCE IN EDUCATION With just the simple commands of copy and paste, the possi- bilities of creating accessible reading content are endless. L ever- aging AI to support tiered reading in the classroom presents an innovative approach to personalized education. By harnessing artificial intelligence, educators can analyze students' reading abilities, track progress, and dynamically adjust instruction- al content. AI algorithms can identify students' strengths and challenges, allowing for the creation of tiered interventions catering to diverse learning needs. This technology facilitates real-time adaptation, providing targeted support for struggling readers while offering enriched materials for advanced learners. Integrating AI in tiered reading enhances efficiency, promotes engagement, and ensures a more tailored and inclusive educa- tional experience, ultimately optimizing academic outcomes for every student. Meanwhile, new and innovative technology, such as artifi- cial intelligence (AI), has caused many educators to become concerned about the quality and integrity of students’ work. Educators can not ignore AI’s effectiveness in fostering a more equitable learning experience for students with disabilities. AI and machine learning have transformed education by fostering personalized and accessible teaching and learning experiences. Reframing our beliefs about machine learning has opened op-
Figure 5- Tiered Supports Tools
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