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Purpose of Referral

The student was referred for an assistive technology (AT) consultation by his Individualized Education Plan (IEP) Team in order to determine if he would benefit from an AT option, Text-to-speech and auditory support features, to help him read texts and numbers. The purpose of this evaluation is to identify the students abilities and challenges to determine the most appropriate interventions.

Student Profile

The student attends the EH Middle School. He is in a self-contained classroom with five other students. He receives a total of 26.5 hours of specialized instruction per week and 30 minutes per month of speech therapy outside the classroom.

The student has a diagnosis of Autism and a deficit in visual memory that severely affects his ability to access printed materials. He is receiving specialized instruction, speech and language services, and occupational therapy to address his deficits in accessing printed materials. He is performing below his age level because of his print disability and speech difficulty.

Interventions to Date

The teacher uses Edmark software and online activities from www.readinga-z.com, but she has only a computer with Windows XP in the classroom. In the past, he used WizCom Reading Pen, but his teacher reported to this evaluator that DT did not like the WizCom Reading pen very much. In math, he uses a calculator and a number line to perform additions and subtractions, but he takes a long time to find the answers. Since there are not text-to-speech features on the current calculator, he is not able to read the numbers on the number line or on the display on the calculator. 

Observations and Impression

The consultations performed for the student on April 24, 2013 and May1, 2013 consisted of a review of his IEP, interviews with his teacher, and the trial of a few AT options with the student and his teacher. The teacher reported that her students attend a going group activity session in the morning, but the students in this classroom work separately on their own study activities afterword. The teacher informed the evaluator that this is because each students learning ability and level vary greatly. His teacher also informed the evaluator that the student can copy text and numbers, but he is not able to read them. For example, in math he uses a number line to perform calculations. However, he needs to count one by one to identify the position of the numbers on the line to get answers since he cannot read the numbers. During English lessons, he is not able to read, but he can comprehend well if the materials are presented with auditory support. The student has difficulty in pronouncing words, which may be unclear to persons who are not familiar with his speech. He replies with short sentences or a few words. We also discussed the Bookshare membership. The teacher informed the evaluator that she has started filling out an application to get a membership for the student.

The consultation was focused on identifying text-to-speech or auditory support options in reading, writing, and math. These features were examined and trialed in a parent meeting room during the second visit. On the first visit, the evaluator received the actual study materials from the teacher. During the consultation on May 1, the student tried the following AT options on the study material with his teacher: Read&Write Gold, Forte (a portable word processor from the Writer Learning System), Livescribe Pen (smart pen), talking calculator, talking dictionary, Read2Go (text reading app), and Dream Voice apps on an iPad.

Among these AT options, the student was not too excited about working on a Forte word processor, but he did well on the rest of the AT options. For example, once he was introduced to how the text-to-speech feature worked by using Read & Write Gold, he was able to use the feature independently on a few websites. The talking calculator reinforced him as to the number he was entering and he got the answers with the audio feedback. As a result, he was able to answer correctly when his teacher asked him a question. By using a Livescribe pen (smart pen), his teacher read a section of his study material and asked the student to write a word in the special notebook. After the recording, the student was able to review the recording a few times and replied with the correct answer to his teachers question.

Recommendations

A two-week trial with text-to-speech software and an auditory support device are recommended for the student. These include language literacy software with text-to-speech and study skills features on a computer and auditory support devices such as a talking calculator and a recording pen. It is recommended that he receives additional trials in using text to speech with the reading a-z materials (www.readinga-z.com) and creating customized classroom activities (e.g., a drawing associated to the text with audio support) to encourage the student to review the recorded sections independently.

To eliminate the distractions from other students activities, use of a headset is recommended when the student works on text-to-speech activities. The student should also be encouraged to repeat the audio output from software or device to reinforce his verbal skills and understanding of the studying contexts. The student would also benefit from the use of copying the text or numbers. It is recommended that the teacher test the text-to-speech Windows Accessibility feature on her XP while waiting for the availability of software. The goal of the trial is to see if these AT options can improve his emerging language skills and increase his participation in classroom activities.

In addition, it is recommended that the student obtain an individual Bookshare membership so that various books can be downloaded and used with the text-to-speech software.

During the trial with the language literacy software and audio supported devices, the data should be collected on the students system including the types of study materials, activities performed, performance outcomes, communicative intent, as well as anecdotal information on successful interactions and overall impact on IEP goals