Electronic Dictionary

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Supports the selection or identification of appropriate words and correction of spelling errors during the process of writing and proofreading. Some electronic dictionaries include Text-to-Speech (TTS) functions that read aloud and display the selected words onscreen, so the user can see and hear the words. Some electronic dictionaries include phonetic spelling correction. This type of tool benefits people who struggle with writing and spelling.

  • Academic
    • Spelling
    • Writing

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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  • Occupational Therapist (OT): An OT may be a member of the multidisciplinary team that evaluates or reevaluates students suspected of having a disability, including dysgraphia, and participates as an Admission, Review, and Dismissal (ARD) committee member in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP), drafting annual goals, and recommending assistive technology services and/or the related services of occupational therapy. An OT may provide services that are academic and/or functional in nature. Examples are graphomotor skills needed for handwriting; fine motor skills which include small, finely coordinated hand movements; visual perceptual skills which include the ability to understand and interpret what is seen; visual motor skills which include the ability to coordinate visual and motor skills; and/or self-care skills which include feeding, dressing, hygiene, and toileting skills for increasing independence in necessary life skills. The OT may be a member of the Local Education Agency (LEA) assistive technology (AT) team.
  • 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.

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

  • Fine motor skills
  • Reading
  • Auditory discrimination

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

An electronic dictionary can be a powerful assistive technology tool for students in various ways: 

  • Vocabulary expansion: Students can easily look up unfamiliar words while reading or studying, helping them expand their vocabulary and comprehension. 
  • Pronunciation: Many electronic dictionaries offer audio pronunciation features, which can be particularly helpful for students who struggle with pronunciation or have auditory learning preferences. 
  • Accessibility: Electronic dictionaries often have features like adjustable font sizes, screen readers, and text-to-speech capabilities, making them accessible to students with visual impairments or reading difficulties. 
  • Quick reference: Electronic dictionaries provide quick and convenient access to definitions, synonyms, antonyms, and examples, saving time and effort compared to traditional paper dictionaries. 
  • Study aids: Some electronic dictionaries come with additional study aids such as word games, flashcards, and word usage examples, which can make vocabulary acquisition more engaging and effective. 
  • Customization: Students can often customize electronic dictionaries according to their preferences, such as saving favorite words, creating personalized word lists, or adjusting settings for better usability. 
  • Offline access: While many electronic dictionaries require an internet connection, some also offer offline access, ensuring students can use them anytime, anywhere, even in locations with limited connectivity. By leveraging these features, students can enhance their language skills, improve their academic performance, and gain confidence in their ability to understand and use language effectively.

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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