Help guide students with dyslexia through the labyrinth of textbooks

Help guide students with dyslexia through the labyrinth of textbooks

Help guide students with dyslexia through the labyrinth of textbooks

Technology was not intuitive or easy to use when I started high school, even when I had standard eight ability. In fourth grade, my teacher was no where to be found, and my very capable mom was left to navigate the school environment as the only teacher and principal to help me learn my math and English skills. After being placed in Special Education, I spent days moving through a labyrinth of multiple computer programs, from calculators to word processors to spreadsheets to 3D programs. As I struggled with basic learning, only my desperate desire to read a book or engage in some other fun, easy form of learning kept me going.

For people with dyslexia, these technological tools also helped to identify a path forward. Look no further than a DyslexiaTV video series, “Educating for Dyslexia: Technological Technology in Education.” With titles like “Learning Facilitates Access Through Textbook Coding,” “Programming the Power of a Textbook,” and “Writing a Word Processing File,” this series represents a great resource for educators and students with dyslexia looking for a new way to access textbooks and other resources in education.

With quick and easy explanations of the software and features, DyslexiaTV is a great choice for educators and students looking for new ways to learn about dyslexia and dyslexia technology. At a time when students are becoming more and more familiar with video and information communication technologies, these videos present a rich and effective method for in-classroom exploration.

These videos are also useful for parents who need to learn how technology can work as a learning tool for kids and teens with dyslexia. The animations offer a great explanation of how different programs can help dyslexic students make their math and reading progress.

Leave a Reply

Your email address will not be published. Required fields are marked *