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I have not personally tried this software but want to share the information that I received from an eSchool News email that I received. It may be worth a look!
The I CAN Learn®Program:
Is scientifically proven at-scale to close the Achievement Gap in Algebra proficiency
Improves student test scores on states high-stakes tests
Is proven as a cost effective means of improving student performance
Earned both the coveted “++” recognition and “Positive Effects” rating from the U.S. Department of Education’s What Works Clearinghouse
Meets ARRA Title 1 and IDEA Spending Guidelines
Meets all aspects of RTI Criteria
Over 14 years of scientifically based research prove the effectiveness of the I CAN Learn®Program. The program’s flexibility and scope fit well within the purview of the ARRA Title I and IDEA spending guidelines, especially for Summer School Algebra Readiness and online IEP aligned to state standards. The large lesson bank makes alignment with your core curriculum a breeze. As a longitudinal data system, the I CAN Learn®Program provides new opportunities for Title I schoolwide programs seeking online courseware as “Supplemental Learning Materials” for meeting mathematics requirements. The program also establishes fiscally sustainable extended learning opportunities for students in targeted assistance programs, as its “Online” configuration can be used anytime, day or night. This makes it an especially useful intervention for bringing students up to grade level. The self-paced feature makes it effective for students of all abilities, from remedial to gifted. Specific program configurations also meet the following aspects of RTI criteria: Universal Screening, Scientifically Based Intervention, Progress Monitoring, Data Driven Decision Making, and Professional Development.
To learn more visit us today at I Can Learn.com, or give us a call at 504.263.1380.
Tips and Advice to Help Students with Dyslexia Get the Most Out of the WWW.
E-bility.com published an article entitled, “Enabling the Internet for people with dyslexia”, in May of 2003 that describes many of the difficulties that people with dyslexia encounter when surfing the WWW. While a website may appear visually pleasing, many aspects of its design can make reading and understanding the content of the website difficult for students with reading difficulties.
The article not only describes the difficulties encountered, but also offers suggestions on how your computer settings can be altered to alleviate some of these difficulties. It offers step by step directions, information on assistive technology, and links to additional resources for people with learning disabilities. This information can be found at: http://www.ebility.com/articles/dyslexia.php#browser
A language based learning disability as defined by Landmark School (an internationally known private school serving students in grades 2-12 who have language based learning disabilities) is as follows: “Language-based learning disability (LBLD) refers to a spectrum of difficulties related to the understanding and use of both spoken and written language. LBLD results from biological differences in the way an individual’s brain functions. The number and severity of difficulties individuals with LBLD experience vary widely. For instance, one person may have difficulty sounding out words for reading or spelling, but no difficulty with oral expression or listening comprehension. Another person may experience difficulty with all three. Language skills are categorized into three interrelated areas — receptive language, oral and written expressive language, and decoding/encoding.” (http://www.landmarkoutreach.org/faqs.htm)
What is dyslexia? – When people think about how a dyslexic person is affected by their disability, they often think solely about struggles with spelling, more specifically, letter reversals. However, reading and writing letters in a wrong order is just one manifestation of dyslexia. People with dyslexia can experience problems with reading, spelling, writing, pronouncing words, or understanding what other people say. Some children with dyslexia can also suffer from social and emotional problems as the frustrations with their disability that they encounter daily take their toll.
Assistive Technology and Dyslexia: There are many types of assistive technology devices designed to help people with dyslexia. From phonics based reading programs and graphic organizers to portable word processors and software programs, what works best for one student may not be as effective for another. The age of a student and their willingness to use devices that might set them apart from other students can play a large role in the successful use of a device / piece of technology. It would be wonderful if all students with dyslexia had equal access to as many low-tech devices and high-tech devices designed to help them with their disability as possible; the greater the access, the greater the success of the student. However, motivation to learn, proper use of the devices by teacher and student, and willingness to try a variety of approaches, play a larger role in the success of a dyslexic student than just access to technology.
