Product Overview
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Frequently Asked Questions
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In the United States, 4 out of 10 students struggle with reading,
writing, and learning. Some have special needs, including visual
and learning disabilities, while others are English language learners
or come from economically disadvantaged regions. With the AspireREADER™,
educators may equip struggling students with a tool to use within
the classroom and at home that improves learning outcomes by providing
unique listening, viewing, and learning opportunities. When accessing
digital talking books, webpages, and word processing, students
select the features that best meet their learning styles and create
individualized profiles to match their personal needs in order
to keep pace with peers. At the same time, students of all abilities
may benefit from the user-friendly experience of the AspireREADER™
and ultimately enjoy new innovative learning styles.
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Try a free 30-day trial and learn how AspireREADER™
helps stuggling students improve learning outcomes.
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| Highlights |
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Digital Talking Books
When bundled with AspireREADER™, digital talking books enable struggling
students to successfully read and extract meaning from books. |
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Accessible Webpages
Discover how struggling students can use the AspireREADER™to browse the Internet in order to research answer for homework assignments or find sources for term papers. |
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Accessible
Word Processing
With interactive reading and writing tools, AspireREADER™ allows
struggling students to create and read rich text documents through
an accessible word processor.
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| Student Data |
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"Many
students do not fit the mold of the “typical” student. They include
those with identified disabilities, those who are classified as gifted
and talented, and those who are “at risk” for developing problems.
It has been estimated that 11% of school age children…are classified as disabled (USDept of Ed, 1999).
Another 10% to 20% experience learning and behavioral problems but not significantly enough to classify as disabled under the federal special education law.
Still another group of students exhibit various characteristics that
often result in school problems (Morgan, 1994a). Adding all these
students together, plus gifted students and those who obviously need
assistance, but do not fit into any distinct group, results in approximately
half of all students in public schools. "
Source: Teaching Students with Special Needs in Inclusive Settings,
by Smith,Polloway,Patton, and Dowdy.3rd Edition (2001) Allyn &
Bacon p.4-5 |
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