Showing results for accessible assistive technologies in Publications
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article
R. Jackson & J. Karger, 2015
This paper provides an introduction to the concept of audio-supported reading (ASR) for students with specific learning disabilities. Jackson (2012) defined ASR as a technology-based technique for reading in which individuals read digital text in conjunction with listening to the text in an audio format such as text-to-speech (TTS).
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article
R. Jackson & V. Hendricks, 2014
Currently, students with vision challenges are learning to read through the medium of either large print or braille, following or coinciding with a Learning Media Assessment (LMA). They are also learning to use universally designed or assistive technologies, which may or may not be infused with their school’s technology curriculum. …
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article
R. Jackson, 2014
The purpose of this document is to identify a few simple technology tools (hardware and software) that will allow students, parents, and teachers to try out ASR first hand to determine if ASR’s presumed advantages are useful to, and thus appropriate for, particular learners with visual impairments.
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article
R. Jackson & I. Presley, 2012
The purpose of this paper is to define and elucidate the practice of audio-supported reading (ASR) as a powerful means of accessing and making productive use of text.
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report
AIM Postsecondary Commission, 2011
This report is based on the shared experiences and perspectives of the 19 stakeholder representatives who make up the AIM Postsecondary Commission. These Commissioners speak with one voice in stating that barriers that would deny students with disabilities their rights to full and complete access to their educational experience are unacceptable in a society that values achievement through education.