Assessment of: "Assistive Technologies for Reading" by Ted S. Hasselbring & Margaret E. Bausch

The article makes the argument that “Assistive technologies can act as a lifeline for students with learning disabilities”. There are technologies available today to assist students with reading, writing and decoding text. These technologies are not effective first and foremost with out quality instruction and guided use of the technology.

They make the following points in the article:

• Millions of students today cannot benefit fully from their education programs because of learning disabilities, even where the schools have top of the line technology.

• Approximately 44 percent of students with learning disabilities spend 80 percent or more of their school day in inclusive classrooms.

• Assistive technology is most often used in special education classrooms.

• There are programs, such as “Read & Write Gold” that reads aloud what is written on the screen as well as it’s ability to predict what words a student I writing, by the first couple letters they type. This program also reads back what is written which assists the student with editing their writing.

• Recent legislation amends the state’s textbook adoption law to provide preferential procurement status to textbook publishers that supply digital versions of their textbooks. Which allows students to have the texts read to them on the computer.

• One of the many problems that poor readers face is the lack of background knowledge. “READ: 180” has the learner watch a short video before reading the text that provides the background knowledge needed to make sense of the text.

• Some students may use “Read & Write Gold” when taking the state assessment.

• As teachers we must become more aware of the role technology plays in learning.

• Technology is not magic; it is simply a tool of education


I agree that technology, when used appropriately, can enhance learning and even be the tool to knowledge acquisition. For example, in a case with learners who have difficulty reading, the texts could be read to them, through the computer, with texts online. I wonder if students in Alaska could take their standardized tests using some of this assistive technology. I worry that we as an educational body are focusing so much on getting our students to pass standardized tests and creating technologies to help students achieve this and be “up to grade level” academically that we are losing site of the real issue. Not everyone should be held to the same standard and be required to pass standardized tests. What are we really preparing them for and once that are out of the academic setting, what will they do? Will the assistive technology be available for them outside the academic setting? The emphasis should and needs to be made on quality, relevant instruction and technology is only a tool to reinforce that and not replace it. As inclusive classrooms increase, access to training in the the use and application of assistive technology, for mainstream educators of inclusive classrooms should be made widely available and with pay incentives.