How High School Students With Dyslexia Use Assistive Technology; A Teacher's Perspective

High school teachers of students with dyslexia face unique instructional challenges. Students’ with dyslexia experience levels of difficulty in reading and writing tasks that have now transmigrated into the digital realm. These teachers are working to collaborate with and teach students that are dyslexic, using technology tools. The purpose of this qualitative case study was to gain an understanding of how these teachers are using technology to support the learning of students with dyslexia. Two research questions guided this study: How do the teachers of high school students with dyslexia perceive the use of digital technology to assist in the learning process? What are the experiences of teachers who use digital technology to teach high school students with dyslexia? The sample was a purposeful sample consisting of 8 high school teacher participants. Participants taught a variety of subjects including English, mathematics, history, and science at a charter school in western North Carolina. The data collection instruments were face to face interviews, observations, and member checking sessions. The typological analysis model was used to analyze data collected from interviews and observations. The constant comparative strategy was used during analysis to effectively determine commonalities among these data. These strategies ensured data were being analyzed beyond the surface level. The key findings of this study were that participants view digital classroom technology favorably and are using technology frequently as a teaching tool for all students. The teachers expressed the need for professional development and training sessions to more fully develop technology skills as a way to specifically engage with students with dyslexia and their learning needs.