![]() ![]() However, Kurzweil 3000 isn’t cheap, and not everyone can afford the investment. The platform is great for students of all levels, making it an excellent learning companion. Kurzweil 3000 is a comprehensive tool packed with accessibility and literacy tools. In this article, we’ll cover some alternatives that might be more suitable for your needs. However, the platform isn’t for everyone. ![]() The platform can be an excellent choice for those who don’t want their disorder to stop them from pursuing a quality education. Kurzweil 3000 offers various assistive technology tools to help those with learning disabilities like ADHD or dyslexia. Portuguese (Brazil) (Português (Brasil)).How to Win Friends and Influence People.The 7 Habits of Highly Effective People.The Chronicles of Narnia Complete Audio Collection.How to get celebrity voices with text to speech.Everything you need to know about text to speech on TikTok.Alternatives to Google Cloud Text to Speech.Text to speech tools to address ADHD challenges.How text to speech helps an Individualized Education Program.Text to speech for Disabled Students Allowance.Attention Deficit Hyperactivity Disorder (ADHD) is a persistent and pervasive neurological disorder affecting approximately 5% of students 1. The symptoms include inattention and/or hyperactivity/impulsivity which may result in academic underachievement or failure 2, 3, 4. ![]() Interventions that may promote academic achievement among students with ADHD include assistive technologies (ATs). 1-2).ĪTs do not replace accommodations or interventions implemented to support students with ADHD, rather they compliment them.ĪTs is defined as “any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” 5 (pp. (2016) and Evans, Langberg, Egan & Molitor (2014) highlight common accommodations and supports for students with ADHD, these include allowing for movement in the classroom, facilitating methods to ensure students are kept busy, limiting distractions, using reminders, re-formatting tasks perceived to be difficult, extending time allotted for tests and assignments, reducing the length of assignments, and providing teacher or peer prepared notes 6, 7. (2015) reviewed non-pharmacological interventions for students with ADHD and identified two domains of interventions: reward and punishment (e.g., contingency management) and skills training and self-management. Skills training and self-management involves facilitating motivational beliefs (e.g., the notion that working hard and putting forth effort will lead to academic success) 8. On the other hand, academic and study skills training involves learning and practicing strategies that promote academic success in specific areas such as, reading or writing. Importantly, many of the interventions and supports provided to students with ADHD that do not explicitly call for an AT can be supported by ATs and vice versa. For instance, academic and study skills are supported using ATs. ![]() Therefore, having open discussion about their use is essential, particularly in the current technology driven era. ![]()
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