Summary

This study explores how assistive technology (AT) can be used to read and write and if and how these supported students with dyslexia in their understanding and reading of the text, or assimilation, and later communication of its content. These treats are core in participating in the everyday classroom. Hence, assimilation and communication of texts can be understood as practices that allows for inclusion in social learning and classroom teaching and learning. Students' motivation, learning and the applications usability was studied by collecting data from special education teachers as they reflected on and described the reading and writing with support of applications for 59 students in grades 4, 8 and in high school. Most of the students in the earlier grade and less than half of the older ones chose to keep on using the applications after the intervention. Conclusions are that AT is useful for students text comprehension and production, that teacher's competence is core, and they need support in order to develop knowledge and their use of AT in their teaching practice.

Inclusion and Digitalisation: It is mainly digitalisation that is talked about in terms odf assistive technology and its applications for reading and writing. Inclusion is implicit but there since the development of and access to text assimilation, communication, comprehension and production is core in meaningful participation in the general classroom. 

Feasibility for this project: The article is interesting for the project as it portrays some of the aspects making AT work for students' motivation and learning and possibilities to take part in meaningful learning in the general classroom.