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Inclusive Educational Practices-Creation of a Lesson Plan
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CC BY-NC-SA
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This module is part of a course on Inclusive Educational Practices that offers professional development for educators who aspire to provide a supportive learning environment for dyslexic and with learning difficulties learners.Students have different needs, interests, and abilities. In order to effectively teach them and provide them with rich learning experiences, lesson plans need to be as diverse as they are. This module aims to help educators analyze different learning styles and accordingly build  their lesson plans as to embrace and support not only the needs of specific learners but provide quality education for all students. To this end, tools, articles, guidelines, videos, and examples are provided. Planning a lesson for an inclusive classroom entails less modifications for future use in a different learning context, facilitates a substitute to take over the class, and ensures learning for every child."It is not the disabilities of the students that prevent the implementation of a long effective instructional model, but the environment that is disabling"                               Katz, 2015 

Subject:
Education
Material Type:
Module
Author:
Chrysoula Lazou
Date Added:
11/07/2018
Insights into Accessible Learning Statistics & Trends
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CC BY-NC-SA
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An infographic showcases statistics and trends in accessible learning in the US, types of disabilities, and accommodations and modifications for each type.This work is created for a college project.

Subject:
Education
Educational Technology
Special Education
Material Type:
Lecture Notes
Reading
Student Guide
Unit of Study
Author:
Pooja Potdar
Date Added:
07/08/2024
NIMAS for Producers
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The National Instructional Materials Accessibility Standard (NIMAS) is a technical standard publishers can use to produce source files (in XML) that may be used to develop multiple accessible formats (such as Braille or audiobooks).

In addition to the technical specification, our NIMAS Exemplars provide NIMAS-conformant filesets you can inspect to learn more about best practices based on the technical specification and the DAISY Structure Guidelines.

MathML is the recommended way to represent mathematical notation in NIMAS. For more information, visit MathML in NIMAS.

Visit Resources for Publishers and Conversion Houses on the NIMAC website for additional resources related to the production of NIMAS files.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Accessible Educational Materials
Date Added:
08/15/2022
NIMAS in IDEA
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On November 17, 2004, a bipartisan House-Senate conference committee approved a final special education reform bill that reauthorized the Individuals with Disabilities Education Act (IDEA) and set in motion important reforms that helped teachers, parents, and schools ensure every student with disabilities receives a quality education. The bipartisan agreement is based on legislation authored by House Education Reform Subcommittee Chairman Mike Castle (R-DE) that passed the House in 2003 with bipartisan support. The measure includes reforms recommended in 2002 by President Bush's special education commission, as well as key elements of the IDEA reauthorization bill passed by the Senate in 2004. On December 3, 2004, the President signed IDEA 2004 and stated:

"All students in America can learn. That's what all of us up here believe. All of us understand we have an obligation to make sure no child is left behind in America. So I'm honored to sign the Individuals with Disabilities Education Improvement Act of 2004, and once again thank the members for being here."

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
Nactional Center on Accessible Educational Materials
Date Added:
08/15/2022
The National Center on Accessible Educational Materials for Learning at CAST
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About the AEM Center
The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Accessible Educatonal Materials
Date Added:
08/15/2022
Open for Everyone: Integrating Universal Design for Learning in Open Education Practice
Conditional Remix & Share Permitted
CC BY-SA
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The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Subject:
Applied Science
Education
Information Science
Material Type:
Lecture
Lesson
Teaching/Learning Strategy
Date Added:
06/13/2019
Oregon AEM Cohort: ODE Procurement Webinar
Only Sharing Permitted
CC BY-ND
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Oregon Department of Education's Program Analyst and Instructional Materials Coordinator Aujalee Moore shares the states processes and guidelines for school district purchases of accessible curriculum and supplemental materials for K-12.

Subject:
Education
Material Type:
Diagram/Illustration
Lecture
Author:
Aujalee Moore
Debra Fitzgibbons
Date Added:
02/25/2022
Personlizing the Reading Experience
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CC BY-SA
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Information and video tutorials to help teachers and students take advantage of built-in features, apps and extensions on a variety of devices to support a personalized and accessible reading experience for everyone.

Subject:
Education
Educational Technology
Material Type:
Module
Provider:
CAST
Author:
National AEM Center at CAST
Date Added:
07/22/2020
Protecting Students With Disabilities
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This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED’s Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
U.S. Department of Education
Date Added:
08/11/2022
Questions and Answers on the National Instructional Materials Accessibility Standard (NIMAS) (Aug. 9, 2021)
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This Q&A provides states, state educational agencies (SEAs), local educational agencies (LEAs), and other interested parties with information to facilitate implementation of the NIMAS and coordination with the NIMAC.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
IDEA
Date Added:
08/04/2022
The Right of Students with Disabilities Who Need Accessible Educational Materials to Receive These Materials in a Timely Manner
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The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).

Subject:
Education
Material Type:
Primary Source
Author:
National Center on Accessible Educational Materials
Date Added:
08/11/2022
Safeguarding Students' Civil Rights: Promoting Educational Excellence
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This report is submitted under Section 203(b)(1) of the Department of Education Organization Act of 1979, Pub. L. No. 96–88, which provides: “The Assistant Secretary for Civil Rights shall make an annual report to the Secretary, the President, and the Congress summarizing the compliance and enforcement activities of the Office for Civil Rights and identifying significant civil rights or compliance problems as to which such Office has made a recommendation for corrective action and as to which, in the judgment of the Assistant Secretary, adequate progress is not being made.” 20 U.S.C. §3413(b)(1

Subject:
Education
English Language Arts
Speaking and Listening
Material Type:
Primary Source
Author:
U.S. Department of Education
Date Added:
08/15/2022
State Performance Plans/Annual Performance Reports (SPP/APR)
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The Individuals with Disabilities Education Act (IDEA) requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation.

The SPP/APRs include indicators that measure child and family outcomes and other indicators that measure compliance with the requirements of the IDEA.

A state is required to submit a state performance plan (SPP) at least every six years. Each year, states must report against the targets in its SPP in an annual performance report (APR).

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
U.S. Department of Education
Date Added:
08/11/2022
State/Territory AT Programs
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The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan.

The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
AR3 Center
Jeremy W
Date Added:
08/04/2022