Page 48 - SEN113 SEN Magazine July-August 2021-V3

48 “Often manifesting as a language processing difficulty.” As education progresses and complex language skills are increasingly required, such as grammar acuity, reading extensive textbook materials and literature, and writing long- form pieces, these struggles become even more challenging. Of the many people in the UK suffering from dyslexia, between 800,000 and 1.3 million are young people in primary and secondary education. In the education setting, dyslexia is treated using specific techniques that engage a variety of senses to facilitate comprehension and processing: vision, touch and hearing. For example, a student may be encouraged to listen to a recorded lesson while using a finger to trace the letters of words spoken. The impact of dyslexia can extend far beyond the classroom. Often manifesting as a language processing difficulty, those with dyslexia frequently face challenges of expressing thoughts clearly or understanding meaning when others speak. The added pressure of learning with dyslexia can lead to high levels of academic stress on students, which can discourage them from continuing with their education. According to the British Dyslexia Association, over 80% of people with dyslexia leave school without diagnosis and therefore with a lack of support. Further evidence by the Association shows that early diagnosis, and the necessary support, can positively influence a pupil’s career opportunities in life. Proven impacts with assistive technology In recent years, academic research has shown that assistive technology can improve the reading and spelling of students, amongst other skills, helping them to reach their full potential. Increasing a child’s self-reliance and sense of independence, assistive technology can aid students to experience success by working unaided. Students today have access to traditional supportive technologies, including abbreviation expanders, alternative keyboards, audio books, electronic maths worksheets, graphic organisers, optical character recognition, portable word processors, and variable- speed tape recorders, among many other tools. Now, new developments in artificial intelligence (AI) and machine learning are now being integrated into education settings and have the potential to significantly enhance personal learning. The ongoing evolution of AI driven technologies has enabled the development of artificial vision technologies, which is particularly relevant for assisting dyslexia and related conditions. Scrambled letters, blurred words, moving text and letter reversals require tedious concentration for students, especially with long-form texts that become more common as education progresses. As a result of the effort required, students with dyslexia may find themselves fatigued, nauseous and experiencing headaches on a regular basis. Until recently, the only tools developed specifically for reading and comprehension difficulties were found on computers, which are not ideal when moving between teaching locations and completing home learning. Accessibility is more important than ever To make assistive technologies truly accessible to those with reading and comprehension challenges, products need to be designed with the user firmly in mind. To support independent learning, comprehension and communication, assistive technologies must meet the needs of students of today, spanning from primary and secondary to further and higher education. Thankfully, recent advancements are making this objective a reality. Developers are now innovating discreet wearable and handheld devices that accompany students in any setting, inconspicuously reading any printed material or digital screens. For the first time, texts within books, and on computer and smartphone screens, are accessible to those with language processing difficulties. These technologies are constantly evolving to become even “smarter,” incorporating Natural Language Understanding (NLU) technology – and even voice- activated features to allow the user to quickly retrieve and identify specific information they need from a piece of text. Adapting to the ongoing challenges of COVID-19, particularly accessible learning for students with dyslexia and related conditions, must be a priority for educators. As we look hopefully towards the rest of the year with less academic disruption, educators and parents have a responsibility to focus on making positive, meaningful changes. Incorporating advanced, innovative assistive technologies to support students with learning challenges provides them with the best opportunity of success. SEN113 senmagazine.co.uk Dyslexia About the author Tsachi Moshinsky is the UK Director at OrCam Technologies. orcam.com/en @OrCamUK @OrCamUK Orcam