Determining and delivery of supports needed for struggling readers Determining and delivery of supports needed for struggling readers
on classroom assessments, DRA progress monitoring, Words their Way, Fundations, fluency solutions and guided reading records, etc. In general, students are identified as candidates for text to speech tools (TTS) when a gap is noted between their achievement and grade level expectations. A print-based reading disability can impact a student’s ability to decode and read text fluently as well as understand text that they are unable to decode. These students have difficulty in gaining information from print- based materials thus the print text is often a barrier in accessing the curriculum, thus both consideration for a text to speech tool and any accessible educational materials (AEM) is necessary. It is also important to note any student who has a human reader accommodation. For example, a 4th grade student who is currently having a paraprofessional read text aloud. In this case, accommodations are already being provided, however the team may want to explore expanding the student’s independent ability to access text. STEP 2: While all students have access to TTS tools, specific students identified as having a print-based disability must then have their individualized needs identified and need for accessible educational materials (AEM) outlined. A person-centered framework for assistive technology consideration such as the SETT Framework (Zambala, 1990) can guide the team in considering the individual needs of the student and their environment in relation to the selection of tools. This framework specifically focuses on guiding the team in determining student needs along with the needs for the environment, needs for specific tasks as well as important features that are needed in a tool. Next, if further information is necessary to determine the most effective support for a student the Protocol for Accommodations in Reading (PAR) or Universal Protocol for Accommodations in Reading (UPAR) by DeCoste and Wilson (2012) published by Don Johnston can be used. As DeCoste and Wilson (2012) note, the PAR and UPar provide a systematic way to compare reading across different accommodations (text to speech, human reader, student reader) in order to gain data to determine whether a reading accommodation is needed, what format of accommodation is best for the individual student and/or whether it is providing benefit. This tool can be helpful in determining the most appropriate reading accommodation for individual students, and I often acquire valuable information for writing the student’s individual AT plan when I use it. Once the team has clearly identified the need, text to speech tools that match the necessary features needed are acquired. There are a multitude of of options available for the delivery of text to speech tools. Some of these options include: • Text to speech on the device itself: Windows, Apple, Google & Kindle all have built-in accessibility settings on the device or within the operating system itself, which include text to speech. • Support tools providing text to speech: Read&Write,
The process for determining the need for supports for struggling readers is twofold. Text to speech (TTS) tools may be helpful for many they are necessary for some. Students who struggle with print based learning are identified for TTS accommodations when a gap is noted between their achievement and grade level expectations. These students experience difficulty in gaining information from print based materials thus the printed text is the barrier therefore in addition to TTS, accessible educational materials (AEM) are needed. The process for determining the need for supports for struggling readers is twofold. Text to speech (TTS) tools may be helpful for many they are necessary for some. Students who struggle with print based learning are identified for TTS accommodations when a gap is noted between their achievement and grade level expectations. These students experience difficulty in gaining information from print based materials thus the printed text is the barrier therefore in addition to TTS, accessible educational materials (AEM) are needed.
TTS
AEM
TTS
AEM
Classroom based assessments, district Classroom based assessments, district assessment data, progress monitoring data are used to define the need. assessment data, progress monitoring data are used to define the need. SETT framework scaffold can help the team determine the students specific needs and help define the tool specifications SETT framework scaffold can help the team determine the students specific needs and help define the tool specifications Aquire tts tool. Use information gathered from feature match to determine options for trial. Aquire tts tool. Use information gathered from feature match to determine options for trial. Training and customization of the tool (adjust rate, text size, background) Training and customization of the tool (adjust rate, text size, background) Develop a plan for use and train student as well as anyone who may support them including family.
Is the format (print based text) the barrier? If so, then AEM needs must also be addressed.
Is the format (print based text) the barrier? If so, then AEM needs must also be addressed. Look at materials used across the curriculum and determine what accessible formats are needed Look at materials used across the curriculum and determine what accessible formats are needed
Aquire accessible formats and enroll in Bookshare/Learning Ally.
Aquire accessible formats and enroll in Bookshare/Learning Ally. Training and customization. Each AMP has different options for customization and use. Training and customization. Each AMP has different options for customization and use. Develop a plan for aquisition of materials. Consider all aspects of curriculum long/short term. Develop a plan for aquisition of materials. Consider all aspects of curriculum long/short term. Continue to evaluate barriers for access within the curriculum and throughout the student’s day.
Develop a plan for use and train student as well as anyone who may support them including family. Collect data and review effectiveness of TTS tool. Implement a trial of a different tool if needed.
Continue to evaluate barriers for access within the curriculum and throughout the student’s day. Define and document plan in student’s IEP.
Collect data and review effectiveness of TTS tool. Implement a trial of a different tool if needed. Define and document plan in student’s IEP.
Define and document plan in student’s IEP.
Define and document plan in student’s IEP.
Janet M. Kennedy, 2024
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