“Currently, I have a group of teachers in a principals’ training program taking my Dyslexia for Teachers course. In answer to my question about whether their classroom was accessible, one teacher answered that she was sad to say that her classroom was not as accessible as it should have been. She is not alone. More often than not, classrooms aren’t fully accessible so students are left on their own to figure out how to complete assignments and tests. One point that this teacher made was text-to-speech support was only emphasized during testing, and not for routine classroom work involving worksheets or textbooks. Every classroom is likely to have students lost in a sea of text, perhaps afraid to speak up. WHAT TEXT CAN’T MY STUDENT […]
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