Electronic Books (e-book)

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Electronic text spoken out loud by a computer, tablet, or smartphone. Often the original is in XHTML so that requisite software or devices can produce the text in the format needed by the student, such as braille, text-to-speech (TTS), auditory, etc.

  • Academic
    • Reading

High Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Find potential contacts within your LEA and at your ESC for support.

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Find potential contacts within your LEA and at your ESC for support.

  • Reading Specialist: A reading specialist is an educator with advanced training in teaching reading and literacy skills. They work with students who have difficulties in reading, providing targeted instruction and interventions. They also support classroom teachers by developing effective reading programs, assessing student progress, and implementing evidence-based strategies to improve reading outcomes.
  • Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.
  • Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.

What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

Reading

In what activities, classes, or environments will the student utilize this tool?

An electronic book (e-book) can serve as a powerful assistive technology tool for students in various ways: 

  • Text-to-speech (TTS) functionality: Many e-book readers offer TTS capabilities, allowing students to listen to the content instead of or alongside reading. This feature can assist students with visual impairments or learning disabilities such as dyslexia. 
  • Adjustable font size and style: E-books typically allow users to customize the font size, style, and spacing according to their preferences. This flexibility is beneficial for students with visual impairments or those who find it easier to read with specific font styles. 
  • Highlighting and note-taking: E-books often provide tools for highlighting text and taking notes directly within the book. Students can use these features to annotate important information, which can be particularly helpful for students with learning disabilities or those who benefit from active reading strategies. 
  • Search functionality: E-books usually come with search functionality, allowing students to quickly locate specific information within the text. This feature can be advantageous for students with cognitive disabilities or those who struggle with information retrieval. 
  • Portability and accessibility: E-books can be accessed on various devices such as tablets, smartphones, or e-readers, making them highly portable. This accessibility enables students to carry their entire library with them, facilitating learning anytime and anywhere. 
  • Integration with assistive technologies: E-books can be integrated with other assistive technologies, such as screen readers or speech recognition software, to further enhance accessibility for students with disabilities. 
  • Interactive multimedia features: Some e-books incorporate multimedia elements such as videos, audio clips, or interactive quizzes. These features can engage students with different learning styles and preferences, enhancing their understanding and retention of the material.

Resources and Training

CFR 300.324(a)(2)(v) requires the Admission Review and Dismissal (ARD) committee to consider whether a child needs assistive technology devices and services in the development, review, and revision of their IEP. This resource is intended to serve as a repository of the most commonly used AT resources to assist users with understanding the purpose of each AT tool, aspects of use for consideration within IEP development for students, and additional AT implementation resources.

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