Reading

Points to Consider

Student:

• Does the student have physical challenges that interfere with access to print materials?
• What is the student's ability to process, comprehend and use language?
• Is your student's reading instruction appropriate for their level of access and achievement?
• What is the student's ability to comprehend audio text?

Environment:

• Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student?
• Are digital versions of classroom texts or reading assignments available within the environment?
• Does the student's current technology have accessibility features that might assist with the accessibility of text?

Task:

• In what areas of reading does your student need additional support with accessing the curriculum? Consider: curriculum texts, worksheets, test/quizzes, websites, slide decks, etc.
• What activities have the team prioritized for increased access?
• Are these tasks printed or digital text?

Tool:

• What tools are available to support access to hands-on or printed versions of text (worksheets, workbooks, articles, etc.)
• What tools are available to support access to digital versions of text?
• What types of training might be required for this student when determining a tool?
• Trial new tools from the AT Lending Library, based on the identification of priority tasks and activities.

The items highlighted below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using universal/inclusive supports can lead to purposeful and individualized learning accommodations. 

TTS Text to Speech:

Audiobook collection at Kent District Library

Visit our robust AT Trial Lending Library and use the search terms “atreading” or "atliteracy" to see a full list of available resources. We have items like C-Pen Reader Pens, Ergo-Rite Reading Boards and more.