Inclusive Classrooms in Action – Episode 1: Read&Write and Student Possibilities
AI Disclaimer: This script was created with support from ChatGPT. The tool was used to help generate ideas, structure content, and refine language. All final edits, creative decisions, and factual verifications were made by me.
I used Audiate to convert my text to AI voice over.
References
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Government of Canada. (n.d.). Universal Design for Learning (UDL). Retrieved November 10, 2025, from https://a11y.canada.ca/en/universal-design-for-learning-udl/
Evmenova, A. S., & Regan, K. (2019). Supporting the Writing Process with Technology for Students with Disabilities. Intervention in School and Clinic, 55(2), 78-85. https://doi.org/10.1177/1053451219837636
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Hulton, M. (N.D) – Google Read and Write Toolbar [anchor chart], TPT, https://www.teacherspayteachers.com/Product/Google-Read-and-Write-Toolbar-4989207
Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing, 25(3), 641-678. doi:https://doi.org/10.1007/s11145-010-9292-5
OpenAI. (2025). ChatGPT (GPT-5.1) [Large language model]. https://chat.openai.com/
Read&Write For Education—Reading, Literacy & Assistive Software. (n.d.). Texthelp. Retrieved November 9, 2025, from https://www.texthelp.com/products/read-and-write-education/
Samaniego López, M. V., Orrego Riofrío, M. C., Barriga-Fray, S. F., & Paz Viteri, B. S. (2025). Technologies in inclusive education: Solution or challenge? A systematic review. Education Sciences, 15(6), 715. https://doi.org/10.3390/educsci15060715