A Silicon Bullet for Dyslexia
Introduction
Alternative Reading
Alternative Writing
Enrolling for Audio Text Books
Using Audio Text Books
Ordering Audio Text Books
IEP Goals: Computer Assisted Writing (CAW)
(Use this ONLY as a guideline: read it carefully, while examining your students needs)
(Use this ONLY as a guideline: read it carefully, while examining your students needs)
Student: "student's name"
School:
IEP COMMITTEE (MULTI-DISCIPLINARY TEAM) REPORT
AMENDMENT/ATTACHMENT TO IEP
SUMMARY OF FINDINGS:
"student's name" has (pick: average or above average) oral language and communication ability but has difficulty with (pick: reading, writing, and/or spelling) that poses a barrier to developing writing skills. "student name’s" pencil and paper writing is inadequate . And, he/she needs Computer Assisted Spelling/Writing to produce written language that is at least as good as his/her oral language. He/She needs this (and/or other AT accommodations) gain full access to writing instruction.
Mike Matvy explained the process of using a screen reader/voice feedback system for writing - making possible trial and error spelling and speed reading for composing and proofing. "student's name" will need to practice daily for 30 minutes under the supervision of a teacher {or parent} to learn how to produce written language that is as good or better than his/her oral language.
RECOMMENDATIONS for School Program:
(1) IEP remains effective
(2) Goals were added for written expression using alternative methods of writing
(3) Under the supervision of (the teacher or parent) "student's name" will complete daily practice sessions to learn this writing system.
GOAL SHEET FOR IEP AND TRANSITION ACTIVITIES
Area of Need: Written Expression
Implementer(s) Responsible: Teacher/Parent/Case Manager in consultation with AT Services
Annual Goal: Given a writing assignment, "student's name" will produce written language on grade-level, using alternative methods of writing.
Benchmarks/Short-Term Instructional Objectives:
Given a computer with screen reader, "student's name" will:
(1) use voice feedback for monitoring and improving spelling attempts.
(2) use the controls of the screen reader in combination with editing tools of a word processor to type and “read” with voice, simultaneously
(3) use screen reader for speed reading previously written passages for editing contents, grammar, and punctuation.
(4) use screen reader for reading spell check lists, dictionary programs, and other programs on the computer.
(5) write sentences (using screen reader) including compound, complex forms and vocabulary commensurate with his/her language ability.
(6.0) complete a __[define: a grade-level writing sample]_______ (i.e., 200 word paragraph - 600 word essay in 30-60 minutes) with correct punctuation, grammar, and spelling.
(6.1) (for middle school) complete a five paragraph essay complete with a thesis, topic sentences, and edited for capitalization, punctuation, and grammar (spelling). 70% accuracy 4 or 5.
Method of Evaluation Code: 4. Other (written work, reports from Assistive Technology Specialist observations)
“student’s name” will use assistive technology and other accommodations to produce grade level reading and writing work - Audio Books, Computer Assisted Writing, screen reader on computer, oral testing, etc.
Mike Matvy, EdS, NCSP, is the School Psychologist/Assistive Technology Specialist for the Knox County Schools, Knox County, TN
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Dictate and Edit
IEP: D&E at Home
IEP: Computer Assisted Writing
IEP: Scribe at Home
Paper: Bright Students with Dyslexia