Why use assistive technology

Assistive technology helps students read and write at their level of thinking. The Ontario Human Rights Commission calls for greater access to assistive technology for students who struggle to read.

The tools below are free or built in. Check that your board allows each tool before you use it.

Tool 1: Immersive Reader (Microsoft)

Immersive Reader is built into Microsoft Word and other Microsoft apps.

What it does:

• Reads text aloud and highlights each word.
• Line Focus shows one, three or five lines at a time.
• Breaks words into syllables.
• Adds space between letters, words and lines.
• Picture Dictionary shows an image for a word.
• Changes the page colour.

How to start in Word:

1. Open a document.
2. Select the View tab.
3. Select Immersive Reader.
4. Choose the settings the student needs.

Tool 2: Select to Speak (Chromebook)

Select to Speak reads selected text aloud.

How to turn it on:

1. Select the time in the bottom-right corner, or press Alt + Shift + S.
2. Open Settings, then Accessibility.
3. Under Text-to-Speech, turn on Select to Speak.

How to use it:

1. Hold the Search key.
2. Drag the pointer over the text.
3. Press Ctrl to stop.

Tool 3: Voice Typing (Google Docs)

Voice Typing turns speech into text.

How to start:

1. Check that the microphone works.
2. Open a document in Chrome, Edge or Safari.
3. Select Tools, then Voice typing.
4. Click the microphone and speak.
5. Click it again to stop.

Tool 4: Spoken Content (iPad)

Spoken Content reads text on screen aloud.

How to turn it on:

1. Open Settings.
2. Select Accessibility, then Spoken Content.
3. Turn on Speak Selection.
4. Turn on Speak Screen.

How to use it:

• Select text and tap Speak.
• Or swipe down with two fingers from the top to hear the whole screen.

Setup checklist

• Tool works on the student's device.
• Headphones are available.
• Student practised the tool once with an adult.
• Tool is listed in the student's plan.
• Family knows the tool is available at home.

Teaching tips

• Show the whole class, not just one student.
• Practise with easy text first.
• Set a slower reading speed to start.
• Check work done with speech-to-text for errors together.
• Ask the student what helps most.

Track use

Student: ________ Tools set up: ________ Date set up: ________ Student feedback after two weeks: ________ Keep, change or stop: ________

Remember

Technology supports learning. It does not replace reading instruction. Keep teaching sounds and letters alongside these tools.