Voice-recognition commands, punctuation insertion, and error correction techniques for speech-to-text users. Develops independence in drafting and refining written work for students with physical or learning barriers.
A comprehensive graduate-level sequence focused on the pedagogical implementation of assistive writing technology. It shifts the focus from tool selection to instructional methodologies that scaffold digital organizers, dictation, and text-to-speech for student autonomy.
This graduate-level sequence prepares educators to evaluate and select assistive writing technologies using evidence-based frameworks like SETT. It covers the neurology of dysgraphia, technical analysis of speech-to-text and word prediction, and the legal requirements for IEP implementation.
This sequence prepares pre-service teachers to evaluate, select, and implement assistive technology (AT) tools specifically designed for students with dysgraphia and physical motor impairments. Students will move from understanding neurological barriers to designing comprehensive, data-driven AT implementation plans.
This sequence empowers 3rd-grade students to bypass physical writing barriers using assistive technology tools like speech-to-text, digital organizers, and word prediction. Students progress from basic dictation mechanics to publishing a fully edited personal narrative, fostering independence and confidence in their writing abilities.
A 5-lesson unit for 6th-grade students focused on mastering assistive writing technologies, including speech-to-text, word prediction, and digital graphic organizers, culminating in a personal narrative and a self-advocacy tech plan.
This sequence introduces 2nd-grade students to assistive writing technology, including speech-to-text, digital organizers, word prediction, and text-to-speech, to foster independence in writing.
A 5-lesson unit for 8th-grade students focusing on using digital tools to offload working memory and manage cognitive load. Students learn to use task managers, focus modes, sequential reminders, and assistive speech technologies to create a personalized digital workflow for school success.
A graduate-level sequence focused on modifying computing environments via text expansion, key remapping, and macros to enhance accessibility for individuals with motor impairments. Students progress from basic software configurations to designing bespoke automation profiles for complex client cases.
This sequence teaches 2nd grade students how to identify and correct errors made by speech recognition software, transforming raw dictation into polished writing. Students act as 'Text Detectives' to master error detection, homophone correction, and hybrid editing strategies.
A comprehensive sequence for 2nd-grade students to master speech-to-text dictation across Math, Science, and Social Studies, fostering independence and self-advocacy.
A comprehensive sequence designed for 2nd-grade students to master speech-to-text dictation commands, focusing on punctuation and basic formatting to create coherent written work using their voice.
This sequence explores the practical, ethical, and environmental considerations for implementing speech recognition technology in schools. Future educators will move beyond software mechanics to design implementation plans that address noise management, social stigma, data privacy, and UDL-based policy.
A rubric for peer evaluation of the capstone unit design. Criteria focus on theoretical integration, modeling quality, fading plans, and feasibility.
A comprehensive planning template for graduate students to design a 2-week writing unit that integrates assistive technology. Includes sections for student profiling, instructional scaffolding, and fading plans.
Slides for Lesson 5 focusing on the synthesis of previous lessons into a cohesive 2-week writing unit. Emphasizes pedagogy over tool selection and student autonomy.
A set of role-play/troubleshooting cards for common assistive technology glitches. Designed to help students practice independent problem-solving before seeking adult help.
A data collection/tracking tool for teachers to monitor student independence with assistive technology across four stages of support.
A teacher resource guide with templates and "power verbs" for drafting data-driven legal justifications for AT funding and services in the IEP.
Slides for Lesson 4 focusing on the transition from adult-prompted technology use to student independence. Introduces the 4-stage fading framework and data-driven monitoring.
Practice drafting goals that integrate writing tech (e.g., "Given word prediction, Student X will write..."). Students learn the specific formula for legally compliant AT goals.
Visual presentation for Lesson 5, covering legal requirements for AT in the IEP, writing SMART goals with AT, and common pitfalls in justification statements.
A practice activity for using Text-to-Speech to identify homophones and syntax errors. Includes a passage for comparative visual vs. auditory editing and a debrief section for pedagogical reflection.
Teacher guide for Lesson 4 on facilitating the SETT consultancy protocol, including intended inquiry points and the proposed technology hierarchy for the Zoe case study.
A student self-monitoring checklist for use with Text-to-Speech proofreading. Features visual cues for common errors like run-on sentences, missing words, and homophones.
A synthesis lesson where participants design a 2-week writing unit integrating assistive technology. Includes modeling, guided practice, and assessment of tech-integrated writing products.
Addresses the transition from adult-prompted technology use to student independence. Focuses on data-driven fading plans and teaching students to manage their own troubleshooting.
Teaches the 'Listen-Read' method for auditory editing using Text-to-Speech (TTS). Participants develop student checklists to catch syntax errors and omissions that visual reading might miss.
Focuses on 'dictation fluency' and the coaching techniques required for effective speech-to-text use. Covers 'think-alouds', short-burst drafting, and creating visual scaffolds for voice commands.
Explores how digital graphic organizers support executive function in the pre-writing stage. Graduate students learn to teach the conversion of mind-maps to linear outlines using drag-and-drop technology.
Master the legal and administrative requirements for documenting AT in the IEP. Draft SMART goals and data-driven justification statements for assistive devices.
Synthesize student profiles and environmental data using the SETT Framework to propose a hierarchy of assistive writing solutions. Includes a consultancy protocol for complex cases.
Investigate the logic of word prediction and text expansion tools. Learn to configure phonetic vs. frequency-based prediction and customize dictionaries for specific learner needs.
Perform a technical stress test of various speech-to-text engines to evaluate accuracy and cognitive prerequisites. Focuses on command sets and error pattern analysis.
Examine the cognitive and motor bottlenecks of dysgraphia and learn to match specific technological features to neurological deficits. Includes case study analysis and a 'breakdown' identification framework.
Synthesize learning by developing a comprehensive AT implementation plan for a complex case study, including advocacy and data collection strategies.
Develop instructional sequences that move students from basic technology acquisition to independent proficiency in classroom settings.
