Celebrating National Reading Month: Literacy for All
March is National Reading Month—a time to celebrate the joy of literacy and encourage lifelong reading habits for everyone. For many of our learners, however, traditional print can pose a significant barrier. This month, we are focusing on how Assistive Technology (AT) serves as a vital bridge, breaking down those barriers and fostering true independence. Whether a student is using their eyes, their ears, or their fingers to "read," AT ensures that every learner has the power to access stories, information, and the world around them.
Table of Contents
- Upcoming Assistive Technology Professional Learning Events and Announcements
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From the Desk of Mike Hipple -Facilitated Communication
- AT News and Tips from Frank Devereaux
- Augmentative and Alternative Communication (AAC) Corner
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Assistive Technology Resources - Tool Finder
- Research on Reading and the Power of Assistive Technology
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From the Desk of Amy Snow-Wisconsin Talking Book and Braille Library 2026 Reading Challenge
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Feature Match: Reading and AEM
Upcoming Assistive Technology Professional Learning Events and Announcements
Mark your calendars for the upcoming AT Forward CoP meetings:
Wednesday March 4, 2026 (12:00pm-1:00pm) Feature Matching: Adaptive Daily Living Skills.
Kathy Sween (OT) and Kathy White (AT) will explore feature matching for adaptive daily living skills. Adaptive daily living skills are the essential, everyday tasks that allow an individual to live as independently as possible. By combining them with Assistive technology (AT) students can become empowered. This process of Feature Matching is not random; it requires a thoughtful, collaborative approach using the SETT Process and feature matching. By analyzing the student's specific needs and matching them to the functional features of an AT device, we ensure the tool is a true enabler of independence.
Click on this link to register in advance for this meeting.
Tuesday April 28, 2026 (12:00pm-1:00pm) Coaching for Sustainable Assistive Technology Impact
Paige Buckingham will explore the dynamic intersection of Assistive Technology (AT) and coaching. During this session, we will examine the distinctions between coaching, collaboration, and consultation and reflect on their roles in fostering collective efficacy within their teams. The session will also highlight ways to empower educators and staff to tell their AT success stories using meaningful data that communicates student impact and drives sustainable practices. Participants will walk away with actionable tools to build trust, spark engagement, and lead with purpose in their coaching roles. Presented by Paige Buckingham.
Click on this link to register in advance for this meeting
Wednesday May 6, 2026 (12:00pm-1:00pm) Accessible Gadgets for Gamers: Evaluating and Applying Video Game Accessibility in Therapeutic Settings
Erik Johnson presents how technology-based interventions are rapidly becoming a cornerstone of modern practice, as smartphones, tablets, assistive technology, and even video games offer powerful new ways to foster independence and engagement. This session will empower educators and therapists to integrate non-traditional, digital tools into their clinical practice, especially through the lens of accessible gaming. Attendees will explore how video games can be adapted to meet diverse needs, learn strategies for evaluating accessibility, and walk away with practical applications that enhance therapeutic outcomes through innovative technology.
Click on this link to register in advance for this meeting
Other Assistive Technology Professional Learning Events or Announcements
Waisman Center Partnership Program
The Waisman Center AAC-Partnership Program continues to offer collaboration for school teams supporting students who use AAC! The Partnership Program remains committed to building AAC capacity statewide. Teams looking for additional support in expanding access to AAC for individuals on their caseload should work with their SLP to place a referral to the AAC Partnership Program. The AAC Partnership offers support through a direct-service option, as well as remote-support via our virtual consultation services. To learn more about the AAC-Partnership Program, contact the team, or have your SLP place a referral, please visit our website (https://ucedd.waisman.wisc.edu/aac-partnership-program/). Please note that the deadline for making referrals for in-person support is fast approaching (March 10th). Access to the virtual-consultative service is available through the end of the school year.
The Waisman Center’s ECHO AAC program is rebooting this spring with 3 presentations from national leading experts in the field of AAC. Sessions will be held from 3:30-5:00. Dates for these virtual learning opportunities are March 25th, and April 22nd. We are in the process of finalizing speakers, check here for updated information: https://www.waisman.wisc.edu/about-project-echo/echo-aac/
From the Desk of Mike Hipple Facilitated Communication
Sometimes we get a TV episode on assistive technology. In April of 1995 Law and Order (one of my favorite TV shows) did an excellent episode about Facilitated Communication (FC). They did a great job showing what is that really and how they use it to communicate a person's thoughts, ideas, feelings, and their knowledge. They might call it something different than FC (RPM or Spelling To Communicate), but I believe that it is the same thing, someone else doing the communication and the work. I know that we have some families here in Wisconsin who use it or want to start using it, so they can know what their loved one is feeling and thinking. I feel for these families, because they are just trying to do the best for their child. They maybe went on Google to search for ideas on how to get children talking or saw something on social media about it. But sometimes professionals tell families about FC, here is when I get mad. I believe that as professionals, we know that we don't have one study to tell us that FC is appropriate to use with students. I would like to tell you about a case that I knew of. The student was in high school and they had a 4.0 GPA and they took the SAT and got a high grade. I got a chance to meet them and I was so proud of them before I knew them. Turns out they used FC, they had been using it since middle school. I remember feeling hurt, because I knew how hard I worked to finish high school and to start the Wisconsin AAC Network. My friends who were with me or knew about the meeting were hurt too because they knew how hard it is using a communication device. To families who are reading this, please do your own research on AAC and work with a variety of professionals. To professionals who are reading this, please look at your own professional organization to see if they say anything on using FC. On the episode of Law and Order the last line that the mother who her son used FC was this. "Can he live with you because you shut down his group home and I can't care for him myself". What a powerful line that is and I think about how his life might be different if he was using a device by himself.
What I have for you this month to check out are as follows: please enjoy the first quarter newsletter of the Wisconsin AAC Network. 2026 Winter Newsletter for WI AAC Network
ISAAC’s paper on FC that was done in 2014 Full article: ISAAC Position Statement on Facilitated Communication
Frank Devereaux is an Educational Technology Integration Specialist at CESA2. He is offering a free monthly technology / accessibility tip. He will share the latest AT news and accessibility tips, highlighting tools, strategies, and resources in educational technology to help support ALL learners. Here is the link for February’s' Tip including photos from his first trip to ATIA.
Augmentative and Alternative Communication (AAC) Corner
The Power of a Single Switch
The journey toward communication often begins with a single, powerful moment of agency. Whether it is a single-message device used to greet a peer or a simple switch that allows a student to participate in a classroom activity, these tools are far more than hardware; they are the keys to autonomy. By providing a student with a reliable way to say "more," "stop," or "my turn," we move beyond mere compliance and into the realm of true interaction. For a student with complex needs, the ability to control their environment through a single switch can be the spark that ignites a lifelong path toward more robust communication and social belonging.
Resources:
Resources to Share
At the recent ATIA Conference, a highlighted session was on the Tool Finder. This web search tool is a resource for streamlining accessibility from the Learn and Try Project. This interactive platform is designed to help users identify specific computer and device features that match their unique needs. By focusing on the functional requirements of the user—such as vision, hearing, or motor control—the Tool Finder simplifies the decision-making process, allowing educators and individuals to quickly locate and implement the right digital supports for success.
The platform guides users through a feature-matching workflow, helping them compare built-in accessibility settings across different operating systems like Windows, macOS, ChromeOS, and iOS. By selecting a specific barrier—such as "I have trouble seeing the screen" or "I have difficulty using a mouse"—the Tool Finder generates a list of relevant tools, such as screen magnifiers, high-contrast themes, or switch-control settings. This eliminates the guesswork for educational teams and ensures that the technology provided directly addresses the student's task demands and environmental needs.
Research on Reading and the Power of Assistive Technology
To truly close the achievement gap, we must ground our use of tools in evidence-based research. Understanding the "why" behind the technology allows us to implement strategies that are proven to improve outcomes for students with diverse learning needs. When we align research-driven literacy instruction with the right assistive tools, we move beyond simple access and begin to close the educational divide, ensuring that every student has an equitable opportunity to succeed alongside their peers. Below you will find two articles to assist you in your learning journey.
Text-to-Speech Technology: Enhancing Reading Comprehension for Students with Reading Difficulty
Effects of assistive technology for students with reading and writing disabilities
From the Desk of Amy Snow
Wisconsin Talking Book and Braille Library 2026 Reading Challenge
The Wisconsin Talking Book and Braille Library Winter Reading challenge 2026 is here! This year the challenge is Reading around the World: For this challenge you have to pick a book set in one of the countries listed, written by an author from one of the countries listed or about one of the countries listed. You must read 10 books to complete the challenge! Place a check by your choices. Return to WTBBL by March 31st, 2026.
We can send out the country list in braille/large print or by email. If you are interested in joining the challenge email us at wtbbl@milwaukee.gov or call us at 1-800-242-8822/414-286-3045.
Resources:
Page includes links on eligibility criteria, qualifications, and links to the application
Feature Match/Consideration Guide: Reading and AEM
When conducting an IEP and having the conversation about "whether the student needs assistive technology services or devices", consider asking these types of questions listed in the chart below.
Caveat: Please note that examples of specific tools or programs are for illustrative purposes only. This does not constitute an endorsement of any particular product or vendor and any listed app/website should be vetted prior to student use to ensure compliance with the district’s technology policy.
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Area of Student Concern- Reading on a Computer Screen
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Potential Solution Feature Match
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Are there accessible media producers of textbooks, novels, etc?
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Consider Bookshare, Learning Ally and APH Louis Database.
Consider reaching out to a teacher of the visually impaired for support with refreshable braille and considerations for large print and or braille reading.
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Are there accessible supports in place to assist with visually tracking text?
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Consider BookShare .
Consider text document format, so you can easily adjust the spacing between words, lines and paragraphs to allow for ease of reading.
Consider the font type, font color and thickness.
Consider changing the foreground and background colors for better contrast and ease of reading.
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Are there accessible supports in place to assist with looking at a white page?
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Consider a trial with various color backgrounds or inverse of colors.
It can assist a student with how they perceive and understand text. Link to color chart for web page design can assist teachers in understanding why color is important.
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Are there accessible supports in place to assist with hearing impairment that affects the ability to understand audio at different pitch frequencies?
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Bookshare, and programs like Everyway or IOS programs or apps that
have the abilities to change the pitch of the voice, speed of the voice and type of voice.
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Are there accessible supports in place to assist with difficulties listening to computerized text to speech?
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Consider trying a human read audio file. Learning Ally is designed to provide the user with human record speech. Bookshare is beginning to incorporate some audio files.
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Are there accessible supports in place to assist with difficulties turning pages in a book?
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Consider Bookshare or other programs where a single click switch can be used to turn the page, or use a touch tablet to allow for a simple swipe to turn the page. Design or set up a “recipe” that sends the task of turning the page to a tablet like device with a gesture, or single switch.
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Are there accessible supports in place to assist with difficulties with following speech either recorded or digitized at a “normal” rate.
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Consider Bookshare, and programs like Everyway, or which have the ability to change the rate at which text is read to a student.
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Are there accessible supports in place to assist with difficulties finding their place on the screen?
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Consider programs that track the text as it is read to the student.
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Are there resources in place to assist students and parents in understanding AEM?
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Consider:
AEM: A Parent’s Guide to Getting Started
Advocating for my AEM Workbook (Student Resource)
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Are there resources in place to assist teams with understanding AEM?
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Consider:
IEP Teams’ Guide to AEM
WI DPI AEM Decision Tree
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App or website should be vetted prior to student use to ensure compliance with the district's technology policy.
Created by Kathy White M.S. Ed / ATS CESA2 Wisconsin kathy.white@CESA2.org
What is AT Forward?
The Assistive Technology (AT) Forward Project works with self-advocates, educators, practitioners, caregivers, and families to increase student autonomy in utilizing Assistive Technology tools to support access, engagement, and progress in learning. The AT Forward Project provides a variety of free resources and learning opportunities, including Community of Practice (CoP) meetings, micro-credentialing, and monthly email updates. See all past recorded CoP meetings on the AT Forward CoP Video Resource Library. Please help us grow our AT community in Wisconsin and refer others to the AT Forward CoP, by visiting the AT Forward Registration page. From AT beginner to expert, the AT Forward CoP welcomes all knowledge level backgrounds!
Together we can and are moving AT Forward!!
If you have any questions or comments about the AT Forward Project, please contact Kathy White at Kathy.White@CESA2.org or Stacy Duffy at stacy.duffy@cesa2.org.
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