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Intermediate teachers are challenged with teaching students of all academic abilities in their inclusive classrooms. To address this problem, teachers are creating universally designed classrooms to provide equal access to learning experiences in all aspects of the curriculum. In this differentiated learning environment teachers eliminate barriers to learning by using assistive technology, specifically, textto-voice/word prediction software. The purpose of this mixed method research study was to explore and describe the perceptions and experiences of students and teachers in a school-based assistive technology improvement initiative in an Ontario K-8 school. Quantitative data was collected from eight Grade 8 learning disabled students: The Ontario Comprehension Assessment (OCA) was used to measure students’ performance. Following quantitative data analysis, semistructured interviews were conducted with the eight students and a focus group interview was conducted with the three grade 8 teachers who participated in the initiative. The data revealed a startling improvement in the measurement of students’ learning outcomes. When using the software, intermediate students are more able to effectively communicate their understanding

Using Text-to-Voice/Word Prediction Software to Enable Adolescent Learners