ReadTheWords.com - Text-To-Speech

Famous Persons with Learning Disabilities Quote


"I, myself, was always recognized... as the "slow one" in the family. It was quite true, and I knew it and accepted it. Writing and spelling were always terribly difficult for me. My letters were without originality. I was an extraordinarily bad speller."

See the reveal of the above quote at the end of this blog entry.

ReadTheWords.com

I am always on the lookout for good online Text to Speech Technology (TTS) to assist students with reading disabilities. I located ReadTheWords.com while searching on Go2Web20Web 20.net(a great directory for interactive websites). ReadtheWords.com is a free, web-based service that allows users to generate an audio file from almost any written material. The service offers many options to input text to be read including:

• Upload MS Word


• Upload Adobe PDF


• Upload HTML File


• Write Text Content


• Cut and Paste Text


• Input Website Address


• Input RSS Feeds URL
  

Listening options include:

• Listen to your reading online


• Download to ipod or other mp3 player


• Broadcast as a podcast


• Post on a website or blog

The program offers 15 voices to sample and select before creating the reading. The site boasts that their readers can generate 1 hours worth of reading in less than 1 minute. There is also an option where you can receive the reading via email. You can set up a free account in less than a minute with the promise that your registration information will not be shared.

Famous Person with Learning Disabilities Revealed:

"I, myself, was always recognized... as the "slow one" in the family. It was quite true, and I knew it and accepted it. Writing and spelling were always terribly difficult for me. My letters were without originality. I was an extraordinarily bad speller...

...and have remained so until this day."---Agatha Christie

Play online games based on Agatha Christie novels at Casual Game Guides:

And Then There Were None

Death on the Nile

Peril at End House

Assistive Technology Inclusion Unit Plan

Of Mice and Men:
Reading and Writing Unit

Created by Maggie Kate Moran

Content Area: English 9 & Special Education Collaboration.
Accommodations & Modifications are designed for a student with dyslexia who is reading at 3rd grade level.

Software: Co-Writer, Inspiration, Microsoft Word, WYNN Reader
Hardware: Computer with Internet Explorer, Printer, Scanner

Activities: Unit plan may cover several days up to two weeks.
* Students learn new vocabulary using the online vocabulary flashcards with audio at http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_words.htm
* Students read “Of Mice and Men”
* Students complete teacher made quizzes on each chapter.

Accommodation for diverse learner:
* Student uses Books on Tape/CD version for reading
* Student completes online gapfill exercises to fulfill quiz requirements for each chapter. See sample at http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_01_summaryquiz.htm
* Student completes a Character Chart

Modification for diverse learner:
* Student uses Inspiration software to complete a Character Map
* Students demonstrates acquisition of vocabulary and terms from the novel and banned book topic

Culminating Activity: Students write a 5-paragraph essay based on the teacher prompt “Should this book be banned?”

Modification for diverse learner:
* Student listens to NPR Tavis Smiley online audio interview on banned books located at http://www.npr.org/templates/story/story.php?storyId=1150426
* Student uses Inspiration software to brainstorm ideas for the assigned essay.

Pre-writing:
* Student uses Inspiration to create a character map.
* Student uses WYNN Reader to access the online Internet graphic organizer on TeAchnology website. By using the graphic organizer, the student will complete an outline for the essay

Writing:
* Student uses Co-Writer word prediction and spell-checking software. Post-writing:
* Student utilizes WYNN computer speech capabilities to assist in the proofing process

Preparation for Diverse Learner Accommodations and Modifications: Have software installed on the computers. Have a scanner with OCR capabilities to scan information from print sources. Have previously instructed the student on the use of the software before this lesson. Have 20 word topic dictionary on WYNN program of most important terms for the unit

Word Topic Dictionary:
* Novel specific topics: Great Depression, migrant workers, New Deal, banned books, First Amendment, censorship, offensive language, obscenity, Telecommunications Act

* Literature topics: plot, setting, symbol, theme, figurative/literal meaning, metaphor, foreshadow

Assessment: The unit will be assessed by observation, oral and written quizzes on reading and vocabulary, and a rubric for the essay based 6-trait writing. The rubric will be modified to reflect the student’s level of written language and will be based on the students writing goals in the Individual Education Plan (IEP)

Reflection on Assistive Technology Inclusion Unit Plan

The assistive technology (AT) changes required for inclusion of students with diverse learning needs would be identified by the special education case manager, occupational therapist or physical therapist through assessment and observation in both the regular education and special education setting. Research would be done by the special education or supportive services staff on available assistive technology and the computer technology staff would be enlisted for feedback and technical support. If the AT was low tech, inexpensive, or would likely benefit many students (such as in the case of a software program for building basic math or spelling skills) the request would be through the standard special education budget process. If the AT was student specific, high tech and costly, the issue would be addressed through the Individual Education Process (IEP) where the school district would have to approve the requisition. Once a purchase is made for sophisticated AT equipment or software, the case manager (or OT/PT if the student is receiving these support services) is responsible for knowing how to use the technology and training the student to use it. The computer technology staff is available for hardware and technical setup and troubleshooting, however, they distance themselves from the use and training of the equipment and software. This is understandable, because their time could easily be gobbled up by frustrated case managers who have a hard time reading manuals and using the help menu to learn a program. The school district is also willing to provide access to training for staff to utilize AT. In summary, assistive technology would be discussed with the computer technology staff, would be addressed in the student’s IEP meeting, and the school district would authorize the purchase with observation in the regular education setting and collaboration with the teacher. Along with making the AT changes, the special education case manager is usually the person to make accommodations for diverse learners; however this area tends to be more collaborative. The support staff is excellent and the communication is such that their recommendations are taken for serious consideration because of the time they spend in the classroom setting and working one-on-one with students. The accommodations that are made for a student with a severe reading and writing disability could also be used to benefit all students in the classroom. Books on Tape are an excellent way for students to listen while they read along to build reading fluency, develop a sense of expression while reading, and remain focused. By hearing the words read while reading the written word, the information is being delivered in two modes, audio and visual which is promoted as an effective instruction strategy by proponents of multi-sensory research and methods. Most students would also benefit from the auditory method for editing their writing. It is very difficult to be objective and edit one’s own work. When the computer reads the writing assignment, there is an element of “a step removed” and it is more likely the student will catch errors. With portable word processing options and ear buds, students can use the computer “read back” method to improve their editing capabilities. The majority of accommodations for this unit would be easily made by other special education staff. The online graphic organizers and books on tape are used as a standard by aides and teachers. The use of Inspiration and WYNN Reader would require training. The Information and Technology Literacy Standard (ITLS) have been listed in the Unit/Lesson Plan. The student will identify that media and technology will open up ability to focus on strengths instead of disability. The media and technology aspects of the ITLS standards include learning technology terms and capabilities from ranging from the standard (CD’s and tape recorders to innovative (word prediction software and text-to-speech reading software). The use of computers to create and present information is so important to level the playing field for students with learning disabilities, especially in the areas of reading and written language. The main advance is in the ITLS category for independent learning. Instead of relying on resource teacher and aides, the student is more likely to demonstrate self-motivation and increased responsibility for their learning. Reluctant or non-readers can develop confidence and greater competence which will lead to appreciation for literature and creative expression. My role as special education teacher gives me the opportunity to be in many classrooms. I have developed a strong, collaborative relationship with the majority of teachers on staff. The regular education staff teaching style (as it relates to differentiation) varies from ownership of all students to “your kids/my kids”. I will continue to work with the resistant staff by providing suggestions for accommodations and modifications in the regular education setting as warranted by the student’s Individual Education Plan.

Lesson Plans for Special Education using Technology

You Are the Producer in Your Life
A Transition Project using Muvee autoProducer

Created by Maggie Kate Moran

Grade Level: Special Education Middle School or High School

Subject Area: Resource/Transition/Careers

Project Description: This multimedia project is part of an Individual Education Plan (IEP) Awareness Unit for students in a Special Education Resource Class. This lesson will focus on Transition which is the process students use to think about and identify desired outcomes for life beyond high school. The project is designed with the intent to inspire students to bridge the gap from childhood to adulthood and dream for lifetime career and aspirations.

Learning Goal: Students will demonstrate use of multimedia to communicate their career goals and aspirations

Learning Objectives:
Students will demonstrate competency at using an automatic photo/video editing software Students will investigate and express personal goals and interests

Technology Standards:
A8.1 g. Scan, crop and save a graphic using a scanner, digital camera or other digital equipment
A8.1 i. Capture, edit and combine video segments using a multimedia computer with editing
A8.2 g. Use a graphics program to create or modify detail to an image or picture
A12.2 d. Identify common graphic, video and sound file formats
A8.4 b. design and produce a multimedia program

Materials: Photographs from birth to present Images that represent personal interests and career aspirations Music/audio samples such as CD, MP3, WAV

Computer/Multimedia Equipment Requirements: OS: Windows XP & Windows 2000 Recommended Hardware:1GHz Pentium III, AMD Athlon, or equivalent processor with MMX support 256MB RAM 16MB Video RAM equivalent processor with MMX support 256MB RAM 16MB Video RAM

Other requirements: Screen resolution of 1024 x 768 or higher

Required Software: Microsoft DirectX 9.0 or higher Muvee autoProducer 4.1 or greater (free trial available at http://www.muvee.com/) MP3 Creation plugins to convert Audio-CD tracks into MP3 format in Windows Media Player (WMP) for Windows XP.MP3. Creation plugins at can be downloaded fromCyberlink MP3 PowerEncoderIntervideo MP3 XPack CD –to MP3 Software such as Winamp or RealOne Player

Prior Knowledge/Instruction:
-Students have investigated career interests on CareerWays computer program to identify career interests and aspirations -Student have completed a Sketch-a-Tree activity from the Jane Goodall “Lessons of Hope” website http://www.lessonsforhope.org/teachers/teachersGuide.asp
“The tree illustrates the root structure that supports you, i.e., the important people who give you a foundation in life. The shoots or limbs will represent the hopes and dreams that you are branching out toward in your life.” -Goodall -

-Students have been instructed to bring photos (baby to present) and to locate images that represent hopes and dreams as identified in the Sketch-A-Tree activity

-Students have completed instruction in copyright and ethical use of computers pertaining to images and audio obtained for personal use

Location: Classroom and Computer Lab

Introduction: Students are introduced to the Muvee autoProducer by group demonstration of samples provided by the software and instructed to bring photos to produce their Muvee

Conducting the Lesson:
-Students are introduced to the basic steps of scanning photos to the correct format (jpeg), editing and saving images to their student file.

-Students are introduced to the basic steps of downloading music and transferring music files from nondigital to digital formats (MP3 or wav).

-Students are introduced to the basic steps of Muvee autoProducer -Add photos and images from student file -Add music from student file -Choose a style -Click “Make Muvee”.

-Students are introduced to the advanced features of Muvee autoProducer -Change the duration of Muvees -Shuffle the sequence of shots -Weave pictures into videos -Blend the original video soundtrack with the music -Personalize title and credits -Work with Magic Moment TM and other advanced features to highlight/exclude specific shots.

-Students are instructed on how to save and burn muvees to a DVD

Extensions: Produce video to be used in Muvee autoProducer; create micromuvee (less than 45 seconds duration) in a compressed email format (ASF or WMV)



Field Biologists Research: Then and Now
Lesson Plan using Handheld Technology

Created by Maggie Kate Moran

This lesson will be part of a unit study of biology where students will research various scientists/biologists in the past who have contributed to our knowledge of insect, plant and animal life.

Grade Level: Special Education, Middle School or High School
Subject Area: Biology

Lesson Overview: Students will gather and formulate information from various sources to determine techniques biologists in the past conducted field studies and compare with techniques and resources available today.

Learning Goal: Students will develop an understanding of science as a human endeavor by studying the nature and history of science.

Learning Objectives: Students will analyze the practices of field biologists throughout history and recognize the contributions made to the study of life sciences. Students will use paper, pencil, and palm handheld technology to collect information from observations of insects, plants and animals in the field including notes, graphs, sketches, and photos. The end product will consist of hand written/drawn field observation notes, graphs and sketches which will be compared to Palm handheld word processed notes and graphs, Sketchy drawings/animation, and Veo pictures.

Technology Standards:
A.8.1 Show that technology has allowed us to further the efforts of science and, in
turn, science has enabled us to develop better technology
A.8.2 Explain the need for and application of knowledge and skills from other
disciplines when engaging in technological activities
A.12.1 Contrast the increasing complexities of technology with its ease of use

Materials: drawing pads/notebooks, pencils, Palm handhelds with VEO camera

Software:
GoKnow's Handheld Learning Environment
http://www.goknow.com/Products/
Sketchy - Creating animations FreeWrite - Word processing
Minimum System Requirements:
Palm OS 3.5 - 5 (Palm OS 4.1 - 5 recommended).Windows 98 or higher, running Palm Desktop 4.0.1 or higher
Macintosh OS 9.x or OS X running Palm Desktop 4.1.114 KB memory needed for full installation.

VEO camera for handhelds
http://www.veo.com/products_pda.asp
Minimum System Requirements:
Microsoft™ 98/ME/2000/XP with Pentium™ 300 MHz (or higher)
200 MB Available Hard Disk Space
32 MB RAM or Better
Pocket PC Handheld with ActiveSync Cradle
800 x 600 Display with 16-Bit Color

Prior Knowledge/Instruction: This lesson will follow the research portion of the unit where students have researched field biologists, completed a research paper, and presented a PowerPoint which included samples of drawings and field notes of biologists and naturalists including Mendel, Darwin, Audubon, Lewis and Clark expedition, Muir, Ansel Adams, Jane Goodall...

Students will have received instruction and have basic to proficient skills using the Palm Handheld and software: FreeWrite, Sketchy & Veo

Location: Recommend taking students to school forest, area park, zoo or botanical garden.

Introduction: Prompt students to think about how the field studies of biologist have helped us in understanding individual organisms and their part in the environment. Explain to students that they will be experiencing the practice of field study as it was before the technology of cameras, video and audio recorders and comparing it to the practice while using technology that is available today.

Conducting the Lesson: Given a predetermined time frame, students will do field studies using notebooks for hand drawings and notes/data collection
Given a predetermined time frame, students will do field studies using Palm handheld technology for notes, sketches and photos

Assessment: Develop a rubric for the unit which would include their research papers and presentation on field biologists and the student field study project. The criteria for the unit could include Research Information, Spelling/Grammar, Bibliography Citations, and use of handheld applications including Sketchy, FreeWrite and Veo camera. Assign points and expectations to each criterion to determine what students should strive for.