Close the Diversity and Inclusion Gap – Lock down Students’ Devices and Stay Focused in Class
Many classrooms all over the world are facing problems with disruptive classes. Students are playing games or watching Youtube instead of focusing on their education. Some of these students are most certainly having reading and writing difficulties. By using digital tools such as Trelson Assessment you lock down the students’ devices, which means that the students only have access to the web pages allowed by you. If the teacher in addition to locking down the computers adds the split view and text to speech functionality the students stay focused and get helped at the same time.When you lock down the devices and only let your students write during class you prevent cheating and increase learning. When you allow your students to work at home and also assess the assignments done at home you as a teachers contribute to increase the diversity gap. How do you know that the student learned? How do you know that the parent didn’t do the homework or assignment? Students with dyslexia often find that text-to-speech software provides significant support if they struggle with reading or digesting text on the computer screen. Hearing text being read aloud also helps dyslexic students proofread their written work. Let all your students create flow in their writing, then tell them to proofread by listening and reading at the same time. By setting up interactive exams and tasks, e.g. by adding Youtube videos and audio and creating an engaging exam and task experience you mirror your students’ lives and increase their motivation. With that higher results often follow. This can be done even though the device is locked. This workshop will hands-on show you how Trelson Assessment minimizes student distraction, improve their reading and writing skills, reduce the diversity and inclusion gap and help students focus on learning.
Speaker: Sara Bruun
Published in: World Congress on Special Needs Education (WCE-2022)
- Date of Conference: 14-16 November 2022
- DOI: 10.20533/WCSNE.2022.0002
- ISBN: 978-1-913572-53-2
- Conference Location: Virtual (London, UK)