Making+Text+Accessible


 * **Making Text Accessible to Struggling Students** ||
 * Monday, 6/28/2010, 11:00am–12:00pm, CCC 108/110

//Dave Edyburn, Univ. of Wisconsin - Milwaukee// **edyburn@uwm.edu**; @http://www.uwm.edu/~edyburn/

Discover tools and strategies you can use to modify text to improve the curriculum accessibility for struggling students. Recommended by ISTE's SETSIG || Objectives Advance the art and science of teaching through research, development, professional learning offerings, etc. Purpose and Objectives The purpose of this workshop is to introduce participants to tools that can be used to modify text in order to improve the accessibility of the curriculum. Outcomes With the right tools and a few skills, participants will be able to (1) make tiered texts that offer students the information they need in multiple levels of difficulty and complexity so they can access the version that is right for them; (2) create an audio version of any text document in order to support struggling readers, and; (3) create multilingual versions of instructional materials in order to support English Language Learners. The following outline summarizes the activities and time allocations. 1. Welcome (5 minutes) The presenter will welcome participants and summarize the problem: Students with below-grade-level reading skills do not have the independent reading skills necessary to read and comprehend textbook reading assignments. The goal is to design a solution that will allow students with disabilities and other students with reading scores in the bottom quartile to gain access to grade level instructional content. 2. Obtaining Digital Text (10 minutes) Participants will access a companion web page that will contain links to all resources. Initial activities will focus on reviewing resource organizations that provide digital text for students: NIMAC http://nimac.us Bookshare http://www.bookshare.org In addition, participants will explore issues of scanning existing textbooks and using optical character recognition (OCR) software (e.g., http://www.free-ocr.com). 3. Tools for Analyzing Text (5 minutes) In this section, we seek to understand the properties of the text in sample documents. A sample text document will be provided for participants to learn how to use the following tools: Word Count in Microsoft Word Access under Tools menu Readability in Microsoft Word Access upon completion of spell checking (Turn on via Preferences) Text Content Analyser (word frequency and statistics) http://www.usingenglish.com/resources/text-statistics.php Lexile Analyzer (requires registration/license) http://www.lexile.com/ 4. Tools for Changing the Difficulty Level of Text (10 minutes) In some cases it may be necessary to modify the text for struggling readers. Three strategies involve creating a summary of the information and/or using locating a version of the text written using principles of Simple English. Cognitive Rescaling http://www.uwm.edu/~edyburn/Cognitiverescaling.pdf 42explore http://42explore.com Simple Wikipedia http://simple.wikipedia.org 5. Tools for Converting Text to Audio (10 minutes) When text is available in a digital format, it can be used to create audio files that students can use to listen to the information if they are unable to read the text. Two approaches will be described and the merits of each will be discussed by the participants as a large group. How-to Create Digitized Speech USB Microphone Audacity (free, open source; cross platform) http://audacity.sourceforge.net How-to Create Synthesized Speech Natural Reader (Windows, free) http://www.naturalreaders.com/ VozMe (Web-based, free) http://vozme.com/index.php?lang=en SpokenText (Web-based, free) http://spokentext.net/ 6. Tools for Creating Multilingual Text (5 minutes) Translation tools serve an important function when additional supports are not readily available. I believe they represent a good first start and offer a content placeholder while we secure the appropriate language translation services to ensure that our instructional materials are high-quality in all the languages our students need. Google Language Tools http://www.google.com/language_tools Speakonia http://www.cfs-technologies.com/home/?id=1.4 Summary and Concluding Discussion (5 minutes) With the right tools and a few skills, participants will be able to (1) make tiered texts that offer students the information they need in multiple levels of difficulty and complexity so they can access the version that is right for them; (2) create an audio version of any text document in order to support struggling readers, and; (3) create multilingual versions of instructional materials in order to support English Language Learners. The session will conclude with questions and answers and discussion about the application of these tools for creating web pages that integrate tiered texts for diverse learners. Format The presenter has presented in BYOL format several times at NECC and at other state-level conferences. He guides the group through the session using his presentation machine but circulates throughout the room during the periods of individual exploration to assist those with questions or struggling with making things work. In addition, he asks participants to serve as peer helpers with those nearby. Software/Hardware All products have been selected for their use cross platform. Advice will be shared regarding products that may be suitable for Macintosh, PC, or netbook only use. Allington, R.L. (2002). You canâ€™t learn much from books you canâ€™t read. Educational Leadership, 60(3), 16-19. Edyburn, D.L. (2003). Learning from text. Special Education Technology Practice, 5(2), 16-27. Edyburn, D.L. (2002). Cognitive rescaling strategies: Interventions that alter the cognitive accessibility of text. Closing the Gap, April/May, 1, 10-11, 21. Edyburn, D.L. (2006). Cognitive prostheses for students with mild disabilities: Is this what assistive technology looks like? Journal of Special Education Technology, 21(4), 62-65. Hoover, J.J., & Patton, J.R. (2008). The role of the special educator in a multitiered instructional system. Intervention in School and Clinic, 43, 195-202. The presenter is a teacher educator and researcher in the field of special education technology. He has extensive experience in training preservice and inservice teachers how to use technology tools with struggling students. He has written extensively about applications of technology to support struggling readers. ||
 * Purpose & Objectives**
 * Purpose & Objectives**
 * Outline for BYOL (s)**
 * Supporting Research**
 * Presenter Background**