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Date: Mon, 3 Dec 2001 16:34:54 -0500 (EST)
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From: jn@tommy.demon.co.uk (John Nissen)
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:3802] RE: COmputer lab wish list
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Hello,
Have you tried WordAloud? It allows a non-judgemental approach, where
the student can progress at their own pace. The word-at-a-time display
aids concentration as well as the text-to-speech (which you mention).
While one is reading in 'collect' mode, which is without the speech, one
can click on a word to hear it, and the word is then added to a wordlist.
This is particularly useful for revision, and allows progress to be measured.
WordAloud is a low cost solution, so you can spend your money wisely ;-}
Cheers from Chiswick,
John
--
In message <sc0b5162.024@gwia.parkland.cc.il.us> nifl-ld@nifl.gov writes:
>You wrote:
>
>>Rather than recommend anything for your new computer lab, I would like to
>>raise some questions about support of students with disabilities.
>>I understand the students don't have to "have the paper" to see you and
>>receive services, but what happens in the classroom or in testing situations
>>for those who do not have the diagnosis to show an actual disability?
[snip]
>Those are really good questions and ones we're wrestling with. One of
>the nicer "side effects" of my position is that, because it's not under
>the wing of the disabilities department, people who are leery of labels
>(several of whom had them in K-12 and don't want to "be in special ed
>any more") will come to us. We also, of course, struggle with all the
>problems with getting good diagnostic testing done. But my position is in
>addition to, not replacement for, services for students with disabilities.
>
>I also perceive the lab as a way to make assistive technology less
>threatening both as a concept ("oh my, I must be seriously flawed to
>need to use this") and as technology ("how exactly *do* you use this
>stuff?") . One of my guys who didn't even want to
> talk testing ("15 years ago, in school, they had me in those special
>ed classes all through. I'm done with that. Ijust have trouble saying
>words.") -- well, we sat down with text-to-speech software and there he
>was, focused intently on the screen... all the right things happening.
>If this guy gets the chance to get up close and personal with the software,
>I think he's far more likely to put up with the testing process if that's
>what it would take for him to get access to it.
>
>So, are there unidentified students with LDs? Sure... we're working to
>get 'em identified and get them what they need. And like any school we
>have teachers who are more and less cooperative and understanding.
>FOrtunately it seems most of the developmental level teachers are at
>least willing to learn and work with us; their main goal is to get the
>students learning, not hold some arbitrary "bar" up and watch people try
>to get over it.
>
>And workplace transitions are another issue...
>
>but I'm still getting this computer lab and would like to spend the
>school's money wisely. This money wouldn't be spent on getting students
>tested for disabilities; it's already marked for this computer lab. My
>students with and without paperwork are almost all primarily in need of
>learning fundamental skills in reading, writing, math, time management,
>intelligent reasoning, ... gosh, that's enough :) I'd love any input
>for tools to help make that happen
--
Access the word, access the world! -- Try our WordAloud software!!
John Nissen, Cloudworld Ltd., Chiswick, London, UK
Tel: +44 (0) 845 458 3944 (local rate in the UK)
Fax: +44 (0) 20 8742 8715
Email: jn@cloudworld.co.uk
Web: http://www.cloudworld.co.uk and http://www.wordaloud.co.uk
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