Virtual Learning Network

For many students with dyslexia, reading text can be hard work.

Check out the video below to see what some of the students in your class may be experiencing.

Text-to-speech tools can be a huge support for many students with dyslexia. But they can also be part of tool kit for ALL students.

They are also a whole of life tool. For example, journalists often use them to proof their writing as it helps them pick up errors that they might miss with a quick visual scan or by reading their own writing aloud.

As an example of text-to-speech in action, check out the video below, where Kit Hard discusses and models: 

• how to apply the accessibility features on the iPad through the framework of Universal Design for Learning
• strategies for supporting all learners in the classroom using the iPad's build in text-to-speech settings".

Kit is a great person to follow on Twitter too. You can find him @Kithard.

We would love to hear from:

• What's your experience of using text-to-speech tools in your classroom? 
• What questions do you have about using text-to-speech?

For more information visit: 

• Dyslexia and Learning - Inclusive Ed website
• Making good in the classroom  - Dyslexia Foundation NZ
• Part II: Impact of the Missouri Text-to-Speech [high school] Pilot Program YouTube video

Dyslexia is common. Approximately one in 10 people experience dyslexia and it is prevalent in most cultures, irrespective of language. That means that in every secondary class there are likely to be students with dyslexia.

The video Jo's Non-Netbook is a bit old now, but for students with dyslexia it highlights some of the limitations of using printed text as a primary resource.

To combat barriers created by printed materials in work books and handouts, take a universal approach and consider offering all students access to accompanying digital material that is flexible and adjustable.

This will provide opportunities for all students to personalise materials to match their learning needs and preferences, enabling them to:

• enlarge the text and change the background colour to suit visual scanning preferences
• use online dictionaries to access definitions of unknown words to strengthen understanding
• listen to the text read aloud using of text-to-speech tools to increase access to the material
• add and collate online annotations and sticky notes to aid memory and recall
• bookmark material to support access at a later date
• easily share and collaborate using the material with peers and teachers over distance.

Visit the secondary section on the Dyslexia and Learning guide on Inclusive Education for more ideas underpinned by a UDL approach.

For many students with dyslexia, using visuals and graphics to support oral or written information can support understanding and increase independence.

In the video below, primary teacher, Linda Ojala reflects on how and why she uses visuals in the classroom. She also describes the impact it has.

Classroom approach – Using visual timetables from Ministry of Education on Vimeo.

By building the use of visuals and graphics into classroom practice, Linda puts into action the UDL principle of "multiple means of representation to support understanding". Instead of reserving the approach for a single student, she takes a universal approach, offering the visuals as an option to all students.

What ways do you use visuals and graphics in the classroom? What impact does it have?

Visit the Dyslexia and Learning guide on Inclusive Education for more ideas.

March 16-22 2015 is Dyslexia Advocacy week in Aotearoa New Zealand.

Having dyslexia – how teachers can help from Ministry of Education on Vimeo.

Here are two links to use in your emails/tweets/conversations and newsletters.

• Getting it right in the classroom and in the courts: Dyslexia Advocacy week March 16-22 2015

• Dyslexia and learning guide on the Inclusive Education website

• Having dyslexia - how teachers can help (student perspective) -  High school setting video

• Classroom approaches - dyslexia - High school setting video

• Classroom approaches - dyslexia - Primary school setting video

• Is my classroom dyslexia aware?.pdf - Graphic

• 2020's Learning Landscape: A Retrospective on Dyslexia - a Presidential Address, 71st IDA Annual Conference; Beijing, 2020 by David Rose and Ge Vue from CAST - Wonderful spoof multi-media research paper.

I am working on some material on how schools can more effectively support young people transition from school into study, the work force, life in general.

I am looking at how taking a UDL approach can help.

Q. As a parent and/or teacher, what do you think schools can do to help young people prepare for leaving school?

I am particularly interested in stories or ideas that focus on young people who could easily slip through the system without the support they need.

To get your thinking going, here's a student describing how her personalised transition is helping her realise her dreams.

My dreams and future plans – student with Down Syndrome from Ministry of Education on Vimeo.

Drop any thoughts or ideas in the comments below :-)

That's cool Karen. It will be great to hear that all BLENNZ staff have found there way there and are finding it a useful resource with class teachers. Big ups to Patrick Pink for his immense help and imagination.

inclusive.tki.org.nz the MoE's website to support teachers to more effectively meet the diverse needs of all students is live. 

And we are whooping because all parts of it, from website design, to content development, to philosophy are underpinned by a UDL approach.

Things worth knowing:

• Inclusive.tki.org.nz has been designed with a particular group of learners in mind: 
  • those who need or access extra support to be present, participating, learning and achieving AND 
  • are not supported by individual funding from the MoE (e.g. ORS or High Health funding).
• The big focus is on educating for diversity and making learning environments more inclusive for all learners.
• Knowing and valuing the learner and their context, and the inclusive, effective use of digital tools feature strongly everywhere across the site.

To get a heads up on the big picture check out:

• About inclusive education page
• Guides intro page

Otherwise, just dig in, share it around and let us know what you think :-)

Check out this stunning video by Ryan Lamour rapping about difference. Ryan lives with autism.

If anyone knows of any NZ based videos like this, please share them on :-)

Hey Anne thanks for posting this. Somehow I missed it when it came in. It would be great to keep adding student stories to this thread. Please pass on our thanks to Antony.

If Antony has any recommendations for teachers that have students with dyslexia in their classes, we'd really love to hear them. Same invitation extended to Michael too. I'm particularly interested in things we can do differently in our classrooms that might also be really beneficial for other students as well.

Cool Mary-Anne. Here's a few questions/thoughts to help us along as "a virtual team", just building on some of the ideas from Anne and Susan. 

One good place to start would be mapping where communication is working well, then you can see the edges of the learning. Also mapping the edges of the fine motor skills will help us too. You may have done this already, but if you can share a sense of that here it will help us pitch in. Just have to keep in mind maintaining the anonimity of the student, so just tailor how you share with that in mind.

In the land of assistive technologies, could you give us a heads up of any digital tools that the student is using successfully both independantly and with support?

Are there a couple of specific scenarios/situations you have in mind where you think the student could communicate what they want/need/think if only they could ......? Then we can offer some suggestions for the dot, dot, dot 

PS Anne, that edshelf collation tool looks really useful.