For instance a teacher heads to the copier and scans in a 3 page document about the Civil War and sends it off to the student via Google Classroom. The student opens the document and attempts to use a text to speech tool however cannot select any text. This is due to the fact that the document was scanned as an image rather than using OCR. There are several tools that can then be used to help with this on the student end if this issue occurs however, the easiest and best option is to first make it accessible using OCR. If that is not possible, or if something is inadvertently missed, there are OCR applications that can be used to convert that text. Snapverter by Text, Help and Prizmo are two options that I have successfully used in the past. If an iPad is available, it is now possible to snap a photo of the text then activate the spoken content:speak selection button in the settings to which the student then simply must highlight the text on the page and select “speak” from the options box to have it immediately read aloud. PDF accessibility tools such as Text Help’s OrbitNote may be helpful for students who need more global literacy supports to access PDFs. OrbitNote will allow for the student to use other tools such as speech recognition or word prediction to compose text in addition to having it read aloud. Other global literacy support tools such as Read&Write and Snap&Read offer OCR on the fly wherein the student is able to highlight inaccessible text and have it converted in real time. Again, when surveying the curriculum and looking at the formats that are prevalent within it, tools may need to be sampled to see which one makes the most difference for the student to most easily and independently access their learning materials. Students benefit from having options based upon their individual needs in accessing academic content. If a student does not qualify for an AMP program or if the desired books cannot be located in the proper format, another option is available through a school or public library. Libraries offer digital reading materials that can be obtained through programs such as Libby, Hoopla or Overdrive or content can be purchased through online booksellers through programs such as Amazon (Audible) or Chirp Books. Other programs such as Tarheel Reader, Unite for Literacy and Epic are available for students who may have needed modified content in addition to accessible formats. STEP 4: As outlined in the recent Myths and Facts surrounding assistive technology devices and services guidance from the U.S. Department of Education (January, 2024), The IEP team will need to consider to what extent a student requires training or technical assistance to use the AT. Per the guidance related to Myth 5, the Department of Education notes that the IEP team needs to consider and potentially provide AT services, including training for the child, family, educational professionals or any other individuals who may provide support for the student. I have found that it is a common misconception that students automatically know how to use TTS or understand when and where is appropriate or necessary for them to use a TTS tool.
First and foremost, some level of training and support is typically provided to a student on an individual basis. As the district trainer and Assistive Technology Specialist for my school district, I also provide multiple training options for TTS including training for teachers, paraprofessionals, classrooms, individual students and their families. Training is also available for families and staff through our membership with Infinitec. The Infinitec classroom has many on-demand training resources as well as in-person training opportunities throughout the year that help grow the AT knowledge of teams. Over the past few years, I have found that many of the students quickly understand the mechanics of how to use TTS, they just need to understand when to use it, how to access it and how to trouble shoot if materials are not accessible. It is also important to note that training needs for students, families and staff may vary depending upon the audience. For example, when working with families, some are comfortable with learning through the digital resources alone. While other times, an entire family will come in and I will run through the process on an individual basis with them and then answer any questions that they may have in person. Here are some tips which may be helpful for training individual students: • practice opening documents and using tts tool • practice opening settings for the tool and learn to adjust • select a reading voice • adjust reading speed • determine highlighting (if available), continuous reading, selected reading or sentence reading • write a passage and use TTS tool for reading • use TTS tool on various assignments (don’t forget math!) • practice using TTS tool on websites Both Bookshare and Learning Ally have setting options that will need to be customized and adjusted for an individual learner including:
• select text size and color • select background color • adjust reading speed • select voice option
The use of TTS in testing is another consideration that the team must make. If a student requires the use of TTS in the classroom to access the curriculum then it must also be considered for testing. Per the Myths and Facts guidance related to Myth 8, the Department of Education notes that IEPs should include a statement on how AT devices can be utilized when participating in State testing and that the school team must understand how to use them. TTS options vary within standardized testing so this must be researched. Accommodation guidance information can be obtained within each State’s individual assessment manual. It is important to note
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