{"id":2716,"date":"2017-02-28T11:37:52","date_gmt":"2017-02-28T17:37:52","guid":{"rendered":"http:\/\/at3center.org\/?page_id=2716"},"modified":"2020-07-12T10:51:15","modified_gmt":"2020-07-12T15:51:15","slug":"reading","status":"publish","type":"page","link":"https:\/\/exploreat.net\/at-discovery\/reading\/","title":{"rendered":"Reading"},"content":{"rendered":"\n\t

What is Assistive Technology for reading support?<\/strong> Assistive technology that provides reading support includes devices and software that help an individual read text (books, textbooks, websites) in a variety of ways beyond reading traditional text.\u00a0 AT for reading includes the use of hardware such as laptops, tablets, or dedicated devices for e-text or audio text.\u00a0 AT for reading also includes software that will convert printed text to digital text and read it aloud with a synthesized voice. AT reading support software is sometimes called literacy suite software.\u00a0 Text-to-speech is the term to describe software that reads aloud digital text.<\/p>\n

\"PreKWhen do I need to use AT for reading?<\/strong> Depending on the needs of the individual, AT for reading support may be used in any environment where the individual needs to read traditional printed text such as a book, textbook, newspaper, community event program, or website content. Other individuals may switch between reading traditional text to using AT to play or read the text aloud. Alternating between these methods is useful when the individual may need to take a break from reading traditionally printed text.<\/p>\n

Who needs AT to help with reading?<\/strong> Individuals may struggle with reading traditionally printed materials due to a physical limitation, visual impairment, or cognitive need such as dyslexia. A physical disability may prevent a person from holding a book or turning the pages. For individuals who are blind or have low vision, traditional printed text is difficult to read. Individuals may have an identified disability such as dyslexia and cannot decode text or comprehend the sentence structure. Still others may be \u201cunidentified\u201d struggling readers. Individuals with language learning disabilities often struggle with making meaningful connections with printed text, as do individuals who are English Language Learners (ELLs) and individuals with cognitive disabilities.<\/p>\n

Why?<\/strong> Having a print disability is a fairly common need, but using assistive technology to interact with printed text opens a whole new world to many struggling readers.<\/p>\n\t

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Resources for Reading (part of Learning, Cognition & Development)
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\n\t\tAT3 Center Videos on Reading\n\t<\/h4>\n\t

Below, you’ll find videos explaining assistive technology directly related to Reading. You can click the first graphic to play the two pictured OR… click one of the 4 links to play it individually.<\/p>\n\"Slantboard\"<\/a>\n\"Reading-C-Pen<\/a>\n\"Reading-Page<\/a>\n\t

You can see ALL of AT3 Center’s AT Videos by clicking here.<\/a><\/p>\n

\n\t\tEasterSeals Crossroads –
INDATAProject TechTip Videos\n\t<\/h4>\n\t

Easter Seals Crossroads has been providing assistive technology solutions in Indiana since 1979. In 2007, Easter Seals Crossroads partnered with the State of Indiana, Bureau of Rehabilitative Services to establish the Indiana Assistive Technology Act (INDATA) Project. The INDATA Project offers excellent videos and Podcasts that provide timely updates on new assistive technology.<\/p>\n

Here’s INDATA’s YouTube video playlist for Tech Tips for Learning Disabilities and Dyslexia<\/a> (which includes many videos on Reading topics).<\/em><\/p>\n

INDATA also offers three Podcasts that you can listen to, or subscribe to, on this page.<\/a> At the top right of any of these pages you can search for a specific disability category.<\/p>\n

The AT3Center.net<\/a> wishes to thank the INDATA Project for their expertise and excellence in advancing access and awareness of assistive technology.<\/p>\n\t

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Information on this page addresses Assistive Technology for people with reading disabilities in…<\/p>\nEDUCATION<\/a><\/strong> \u00a0\u00a0| \u00a0EMPLOYMENT<\/a> \u00a0| \u00a0COMMUNITY\u00a0LIVING<\/a>
\n<\/strong>(click the titles above to jump to the content area)<\/em>\n

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EDUCATION<\/strong><\/p>\n\t\t\t\t\"AT\n\t

Talking Points for Reading Assistive Technology in Education<\/p>\n

Many students struggle with reading. One estimate is that about 10 million children have difficulties learning to read. Individuals with reading issues often mix up the letters and words they’re trying to identify. The good news is that 90 to 95 percent of children with reading difficulties can overcome their difficulties with remediation and AT support.<\/p>\n

Children aged 0-3 may have pre-literacy supports written in to their child’s Individualized Family Service Plan (IFSP)<\/a>. Students transitioning into the community or employment settings upon high school graduation\u00a0will need to transition with the assistive technology they are used to. The Individualized Plan for Employment (IPE) is developed through collaboration with the Department of Rehabilitation Services (DRS) using a Vocational Rehabilitation (VR) Counselor.\u00a0Please see the Employment section below.<\/p>\n

For children transitioning into the public school at age 3 – <\/strong>To ensure successful AT transitions for children turning 3 years old, it is important for any AT the child is currently using or may need to use in school, whether written into the child’s Individual Family Service Plan (IFSP) or not, be incorporated into the child’s Individualized Education Program (IEP). You’ll find this information in the Community section below.<\/a><\/p>\n

For students transitioning into the community or employment settings upon high school graduation<\/strong> – To ensure successful AT transitions for students aging out of school services, it is important for any AT the student is currently using or may need to pursue employment outcomes, whether written into the child’s Individualized Education Program (IEP) or not, be incorporated into the student’s Individualized Plan for Employment (IPE). IPEs are developed through collaboration with the state vocational rehabilitation agency using a Vocational Rehabilitation (VR) Counselor. You’ll find this information in the Employment section below.<\/a><\/p>\n

Situations where a child might need assistive technology for reading:<\/p>\n

\n\t\tSchool Environment\n\t<\/h3>\n\t