When reading is hard

SLAV Nov, 2016 Conference: Engaging Teens with Reading

Download the paper I wrote for this conference.

I was asked if I could please post a copy of my presentation slides and video tutorials, from the session I ran at the November SLAV (School Library Association of Victoria) conference. This year the conference was held at the State Library of Victoria (great venue!) and was focused on engaging teens with reading.

My session focused on (1) free browser-based assistive technologies, and (2) inexpensive measures that can be taken towards increasing access and equity for teens with reading difficulties.

Download my slides and videos below:

  1. Download a copy of my presentation slides (PDF format)
  2. Video 1: Free browser-based TTS and OCR tools for people with reading difficulties
  3. Video 2: Free screen overlay tools for Dyslexics and those with Irlen Syndrome

Description of my session:

Title:‘When reading is hard: school libraries and access and equity for teens with learning disabilities’

Blurb: “Continual advancements in technology, scientific research, and learning theory, have made access and equity for teens with learning disabilities less of a problem than it was ten years ago. There is still, however, a divide between these students and their non-affected peers.

Librarians are pioneers of access and equity, and are well placed to lead the way in providing alternative routes of access for students who either cannot read easily, or cannot read at all. Some assistive technologies are expensive, and not all ‘students in need’ are funded. Furthermore, our complex and sometimes inhibiting copyright laws make access and equity for special needs students a ‘nightmare’. Sometimes, providing access means thinking outside the box, forming alliances with useful people, and rummaging through the labyrinth of non-for-profit services out there which aim to assist.

This workshop will provide some real-world examples of how to enhance access and equity for teens with learning difficulties that impact their ability to read easily. Some results will be shared from our school’s work in this area (from years 7 – 9).”