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Quality Instruction for students on the use of
Assistive Technology must be a
priority.
Research shows that one out of
every five children -tem million in America alone
suffer from dyslexia, These children fall into the
catagory of "Learning Disabled" or "Reading
Disabled". Although assistive technology is
available in the school setting for students
who''''s IEP includes assistive technology, the
setting within the regular classroom does not
support its use. Teachers do not have the skills,
knowledge, or time to support the use of
computers, laptops, Alphasmarts, spellcheckers
etc., by one or two students in the regular
education class.
Therefore, dyslexic students
are left to either figure it out on their own, and
miss instruction while doing so, or through
frustration give up and do not reep the benifits
of the technology. Appropriate technology
instruction, practice time, and organization
skills must become a priority in the technology
plan in order for students to succeed with its
use.
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