Tutoring Technology and Perseverance

I recently attended a conference on assistive technology and really appreciated the mindset of the presenters who emphasized anything allowing a student to access learning is an assistive technology. This includes software and tablets of course, but also simple methods such as the organization of notes on paper (the 2 column method) or good old flashcards.
They reiterated the analogy of glasses being an assistive technology for some. Not everyone needs them, but those that do can hardly learn without them. And so it is with voice to speech software for writing, mind map apps for organization, or timers for studying.  Some of these tools are only required prior to remediation, but many of the technologies make sense in the long-term,  not only for students with dyslexia, but also those with ADHD or Autism.

The magic in this conference was the statement that “technology is not the whole story”. Tutoring needs to  go hand in hand with perseverance and these assistive technologies to create success.
One interesting question/answer exchange between a resource teacher and the technology specialist was the value of having someone scribe for a student instead of them writing for themselves. This was asked as an ‘either/ or’ question, and responded to as a BOTH/AND answer. This is an -extremely- important truth for all teaching staff  and parents to hear. Both scribing and attempted writing have their place. “What is the goal of the class/lesson?” was the actual response to the question. Are they learning how to write or spell? Then yes they should try it themselves. Writing is a form of kinesthetic learning and should be incorporated into their skill set. Is the goal to learn about geography or science?  Learning can only take place if the student can concentrate on internalizing the subject matter and not be overwhelmed by all the reading and spelling.
The idea of heavy on assistive technology while the student is being tutored in the Orton- Gillingham system needs to become the norm.  Students should be seen as “graduating” from some of the assistance as their remediation progresses.   It does need to be recognized that assistive technologies will continued to be used to some degree, even for students in a University level classroom.  This is not a measure of intelligence, but just a reality of the pace of our world and the needs of the dyslexic student.
Speaking of university, one student also commented that this entire regime of tutoring and technology still required one key ingredient….perseverance. Dyslexia is a huge struggle for kids to overcome in today’s school system, and they will need the support of the school, their parents (one or both of whom may also be dyslexic) and their friends to succeed. It takes a village to raise a child, but with some intensive screening and training at the front end and a strong support system on the home and school front, the dyslexic student will require fewer and fewer resources, ultimately becoming an independent student experiencing greater success by the time they enter the workforce. In the end isn’t this the whole goal of school, and something we want for all our children?