Teachers do not need to become experts in these tools, but knowing they exist, and what they are for, helps a teacher respond confidently when a student is already using one, or asks whether one is permitted.
|
Technology |
How and when it helps |
|
Speech-to-text software (e.g. Dragon Professional, built-in Windows/macOS voice typing) |
Provides an alternative to handwriting or typing for notes and assessments. |
|
Text-to-speech tools (e.g. Immersive Reader, Read Aloud) |
Reduces the physical demand of extended reading. |
|
Document conversion tools (e.g. SensusAccess) |
Converts materials into alternative accessible formats as needed. |
|
Personal response / clicker systems |
Allow all students, including those who find raising a hand difficult, to participate equally in class questions. |
|
Adjustable-height desks and workstations |
Allow a wheelchair user to work at an appropriate height without transferring or straining. |
Sources: Keele University, Supporting Students with Mobility Difficulties; University of Cambridge Accessibility and Disability Services, exam access arrangements; research on the educational and emotional needs of students with Duchenne muscular dystrophy; Tashkent State University of Economics, campus accessibility provision (Uzbekistan Good Practice Guide, 2024).