This is a book by Gordon Porter, Déirdre Smith, Vianne Timmons, Brian Kelly and Diane Richler on inclusive education that leaves you with hope and ideas for action. It takes a very difficult and highly charged topic and demonstrates that it is possible to see both the trees and the forest. Michael Fullan, Professor Emeritus, OISE, University of Toronto
Give disabled children a choice, amend RTE: NACTwoCircles.netBy Amit Agnihotri, IANS, New Delhi : The Sonia Gandhi-led National Advisory Council (NAC) wants the human resource development (HRD) ministry to amend the right to education (RTE) law to...
I was recently asked by a parent to write about my definition of a quality education for teaching children with special needs. The specifics of a quality education vary for children with different disabilities and even for varying levels of needs within a disability category. I will do my best to answer this question in a general way based on my experience and my philosophy. Please feel free to write comments or start a conversation in the comments section regarding certain disability categories
Since 1994, after the introduction of compulsory education in South Africa, the number of children attending school has risen sharply. However, structural problems in the education system have resulted in many poorly ...
Jason Gibson makes some important points about how to meet the need of ALL learners. First and foremost, know your learners before you decide on an instructional strategy and the technology you may use. How do you do this? Use the UDL Class Learning Profile.
"I wanted to share a foundational principle for meeting the needs of ALL learners. Before you select the technology, you must identify the strategy. Before you select the strategy, you have to know where your learners are in regards to the content/skill you are teaching! Knowing this will allow you to make the best instructional (including when, what, and how with technology) decision for each learner. Haring, et al., 1978 was one of the earliest to dive into these stages and it has moved forward with a few minor changes through the years. Here they are (drumroll please!): Acquisition, Fluency, Maintenance, and Generalization."
Apart from physical access, students need cognitive access to the general curriculum in order to succeed. ... Course Topics. Accommodations & Differentiated Instruction. About the Brain PACKAGE · Accommodating All Learners · Bulletin ...
Kathy Schrock's Guide to all the Bloomin' versions in one place! Each of the images has clickable hotspots and includes suggestions for Google, iPad, Android, and Web 2.0 applications to support each of the levels of Bloom's Revised Taxonomy.
What is the difference between Universal Design for Learning (UDL) and Differentiated Instruction (DI)? In this explanation it appears that UDL often empowers the learner than relying on the modifications by the teacher.
"The significant differences between UDL and DI tend to dwell within the world of the how and when in addressing the diversity of the student and classroom. DI is the modification of the curriculum in order to properly educate the student with his/her specific learning needs or preferences. UDL contrasts this because it addresses the diversity of the student at the construction of the curriculum. UDL also integrates the methods for DI within the lesson or curriculum allowing the student the ability to become more educationally aware so that they are in command of their own education rather than having to rely on the possible crutch of the modifications made by the educator."
"Our brain's recognition system helps us gather information and categorize it through what we see, hear, and read. When we recognize letters, words, or a particular writing style, we are using this part of our brain. So how do we help students learn with this part of our brain? When we present information in different ways, we stimulate our student's senses and their learning experience."
Matt Bergman includes a set of online tools that supports UDL Principle 1 that aligns to the related guidelines.
Thank you Matt for this great resource on multiple means of representation!
Graduate student SLPs are a fairly diverse group, but one thing that is common to almost all of them is that they are on a very limited budget. Although many of the AAC apps are reasonably priced, even that can be a lot for a struggling student.
Digital Image and Graphic Resources for Accessible Materials...a nice project looking at the increasingly important options for making images and diagrams in online content more accessible to blind and partially sighted users. Includes useful summary of different ebook tools and their ability to handle Alt Texts etc - http://diagramcenter.org/research/ebook-software.html
Are you looking for a rubric that would help evaluate educational apps? This article shares a number of rubrics looking at various aspects related to apps such as relevance, customization, thinking skills, engagement, sharing and more. Questions are posed that will make you consider what you want to do with the app, to see if it will meet the intended purpose and the needs of the student.
I just came across this low-tech communication book called Speakbook and thought it was really clever...It allows you to communicate with the assistance of a communication partner using only...
It is lots of colorful, jazzy pictures in books and on classroom walls that show many different ethnic groups, women, with gender-neutral stories, and with child-directed activities that only require teacher “facilitation.” Children rule the ....