The authors, both Special Education instructors at eh University of Kentucky, carefully promote reading (and writing) assistive technologies for students with learning disabilities. They make the case that too often “regular” educators (as opposed to special education educators) do not know of readily available, easy to use technologies that can greatly assist students with learning disabilities. Such technologies can “break down barriers to full literacy in two ways: as a reading support” to help students “successfully access grade-level text as they read, and as a reading intervention, meaning that the technology helps students strengthen and improve their overall reading skills.”
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