Updating search results...

Search Resources

193 Results

View
Selected filters:
  • aem
Break Cards
Unrestricted Use
CC BY
Rating
0.0 stars

To reinforce the concept of tending to the child’s own emotions. Break cards are made to help the child address their emotions and choose the kind of break based on their emotion.

Subject:
Early Childhood Development
Psychology
Special Education
Material Type:
Activity/Lab
Author:
Fareeda Taha
Date Added:
05/22/2022
Bridging the Transition from EI to Preschool Unit 1: Understanding the Impact of a Child's Disability on the Family
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Course Objectives in alignment with CA ECSE TPEs:Unit One: Understanding the Impact of a Child's Disability on the Family Unit1.8  Understand the unique care, development, and learning needs of infants and toddlers and how to support their growth, development, and learning within the early childhood special education setting.4.5 Identify​ ​each​ ​child's​ ​strengths, ​ ​preferences, ​ ​and​ ​interests​ ​in​ ​collaboration​ ​with families​ ​to​ ​engage​ ​the​ ​child​ ​in​ ​active​ ​learning​ ​within​ ​and​ ​across​ ​routines, activities, ​ ​and​ ​environments. 

Subject:
Early Childhood Development
Special Education
Material Type:
Module
Author:
Robin Dodds
Date Added:
06/28/2021
Bridging the Transition from EI to Preschool Unit 2: Cultural Awareness and Developing Partnerships with Families
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

Objectives: CA ECSE TPEs1.5 Communicate effectively & in a culturally & linguistically appropriate manner with families & other service providers to facilitate & strengthen ongoing partnerships & collaborations that can support young children’s learning goals & outcomes.2.2 Promote children’s access, learning & participation in a variety of environments using models of support​ ​that​ ​are​ ​strengths-​ ​based, ​​family-centered, ​ ​and​ ​culturally & linguistically​ ​responsive.6.7 Effectively​ ​articulate​ ​the​ ​rationale​ ​for​ ​instruction​ ​and​ ​intervention​ ​plans​ ​through culturally & linguistically appropriate verbal​ ​& ​written​ ​communications​ ​to and with​ ​family​ ​members, ​ ​other​ ​service​ ​providers, administration, ​ ​&​ ​other​ ​stakeholders.

Subject:
Early Childhood Development
Special Education
Material Type:
Module
Author:
Robin Dodds
Date Added:
06/09/2021
Bridging the Transition from EI to Preschool Unit 3: Family-Professional Partnership for a Positive Preschool Transition
Conditional Remix & Share Permitted
CC BY-NC-SA
Rating
0.0 stars

CA ECSE TPEs: 1.11 Facilitate​ ​the​ ​continuation of young children’s learning progress​ ​across​ ​multiple​ ​contexts​ ​&​ ​transitions including a variety of​ ​environments​, 5.6 Use​ ​ongoing​ ​assessment​ ​data​ ​from​ ​a​ ​variety​ ​of​ ​sources​ ​& ​settings​ to establish​ ​meaningful,​ ​individualized​ ​learning​ ​goals​ ​& ​intervention​ ​activities, 6.2 Develop​ ​& ​implement​ ​policies, ​structures, & ​practices​ ​that​ ​promote​ ​shared decision​ ​making​ ​w/​ ​service​ ​providers​ &​ ​families, 6.4 Develop​ ​&​ ​implement​ ​effective​ ​transitional​ ​plans​ ​to​ ​support​ ​the​ ​ongoing learning​ ​& ​development​ ​of​ ​children​ ​entering​ ​different​ ​learning​ ​settings​, 6.5 Promote​ ​efficient​ ​&​ ​coordinated​ ​service​ ​delivery​ ​for​ ​children​ ​& ​families​ ​by creating & supporting​ ​the​ ​conditions​ ​for​ ​service​ ​providers​​ ​&​ ​the family​ ​to​ ​work​ ​as​ ​a​ ​team, 6.8 Facilitate​ ​effective collaborative​ ​transitions between​ ​the​ ​stages of schooling & educational settings​.

Subject:
Early Childhood Development
Special Education
Material Type:
Module
Author:
Robin Dodds
Date Added:
06/29/2021
CITES: Unify Inclusive Technology Decision-Making
Rating
0.0 stars

Unify Inclusive Technology Decision-Making
Share:
Individualized educational plans (IEPs) provide a student’s education team with clarity on what a child participates in and how a child engages within an educational program. IEP team members, including students, families, educators, direct service providers, and building administrators, serve as the decision-making body for these supports and services. Technology staff can also consider these plans as a foundation for how technology will support the learner to access the general curriculum.

When the technology needs of students extend beyond the district-wide technology hardware and software resources, the interoperability between the laptop or tablet and the assistive technologies become critical. Device interoperability means information can be sent to and received from an array of devices, including assistive technologies such as screen readers, and other accessibility tools seamlessly.

Students with physical or sensory (visual or hearing) support needs may require such specific assistive technologies. Such devices include single switches, expanded keyboards, screen readers, or captioning programs. TechMatrix is an online database provided by the American Institute for Research that provides more information about available assistive technologies. In addition, some students may have tools such as digital pens or VR sets written in their IEPs to support learning opportunities. Similarly, such tools should sync seamlessly with the student devices.

Actions to unify inclusive technology decision-making with interoperable assistive technologies include:

Collaborate across the IT, EdTech, and AT leadership teams to choose devices and ensure the interoperability of such devices.
Require the purchase of accessible, interoperable technologies by including such requirements in requests for proposals (RFPs) and district contracts. Ensure all partners, such as state educational agencies, regional educational service agencies, and non-profits understand and mimic these practices.
Include individuals with disabilities in procurement and purchasing decisions, such as students, parents, organizational partners, or community volunteers.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
CAST- Center on Inclusive Technology and Education Systems
Date Added:
11/23/2022
Chapter 1: Inclusionary Practices Handbook Synchronous Modules
Unrestricted Use
CC BY
Rating
0.0 stars

This is a nine-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter One; Collaborative Practices that Support Inclusion. These modules offer participants opportunities to engage and collaborate around practices to support making their classrooms more inclusive for all students.

Subject:
Education
Special Education
Material Type:
Module
Student Guide
Teaching/Learning Strategy
Author:
Stephanie Prosser
Washington OSPI OER Project
Barbara Soots
Date Added:
06/28/2021
Chapter 2: Inclusionary Practices Handbook Synchronous Modules
Unrestricted Use
CC BY
Rating
0.0 stars

This is a ten-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter Two; Inclusive Learning Environments. These modules offer participants opportunities to engage and collaborate around practices making their classrooms more inclusive for all students.

Subject:
Education
Special Education
Material Type:
Module
Student Guide
Teaching/Learning Strategy
Author:
Stephanie Prosser
Barbara Soots
Washington OSPI OER Project
Date Added:
06/23/2022
Chrome Extensions for Struggling Students and Special Needs
Rating
0.0 stars

Technology can be a powerful tool to assist students with special needs or any sort of learning challenge. In particular the Chrome web browser allows users to install a wide variety of web extensions that provide tools that can help all learners, regardless of ability level.

In this blog post we will take a look at over 30 Chrome web extensions that can assist students in five main categories:
Text to Speech
Readability
Reading Comprehension
Focus
Navigation

Some of the tools fit into more than one topic, but each is only listed once. Certainly this list does not cover all of the useful web extensions available for struggling learners, but it is a great place to begin. In addition to the list of extension, I have also linked in the video from a webinar I did a while back on "Google Tools for Special Needs".

Subject:
Education
Educational Technology
Special Education
Material Type:
Teaching/Learning Strategy
Author:
Eric Curts
Date Added:
03/17/2020
Coordinating Early Childhood Systems
Rating
0.0 stars

Coordinating Early Childhood Systems

Adults and a young child collaborating in an early learning classroom
While early childhood providers and families prioritize activities that optimize interactivity with peers and the natural environment, print and digital materials and technologies are commonly present in early learning settings, including the home and community. If and when they are determined to be appropriate, interactive materials and technologies need to be accessible if children with disabilities are to benefit from inclusive settings. Examples of accessible materials and technologies in early learning settings can include:

Tactile books that include a combination of print and braille
Video that includes captioning of sounds and audio description of visual elements
Mobile apps that are compatible with a child’s assistive technology (AT)
Ensuring that children with disabilities in early childhood programs can participate in all range of activities in early childhood programs is effectively achieved through a coordinated approach requiring collaboration between a number of agencies, federal, state, and local service providers, and families and caregivers.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Accessible Educational Materials
Date Added:
11/23/2022
Coordinating Workforce Development Systems
Rating
0.0 stars

Coordinating Workforce Development Systems

Adults in a workplace environment collaborating
Career training and other workforce development activities take place across a variety of settings. For example, students with disabilities transition to a range of postsecondary programs, including two- and four-year colleges, career training programs (e.g., pre-apprenticeships and apprenticeships), and directly to employment or to seeking employment. The Critical Components of the Quality Indicators for Workforce Development are designed to assist in the development of coordinated systems that result in the timely provision of accessible materials and technologies for all students and job seekers with disabilities who need them, regardless of the setting where services are provided to them.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
CAST
Date Added:
08/04/2022
Creating Accessible Websites
Rating
0.0 stars

Creating Accessible Websites

Illustration of website icons surrounding a computer monitor
Creating a website is not as difficult as it used to be. Today, most websites are created by entering information into a form, not by writing lines of code. A number of publishing systems are available for creating a website or a blog, and many of them have options for making the content accessible.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Accessible Educational Materials
Date Added:
11/23/2022
Cultural Competence in Special Education
Conditional Remix & Share Permitted
CC BY-SA
Rating
0.0 stars

This resource is to educate others on the importance of cultural competence in special education and the lack of cultural awareness that is currently in special education classrooms. It includes history of special education and the laws surrounding it, the importance of cultural awareness and competence, what the current system is doing and why it does not work and what the future will hopefully look like for culture in special education.

Subject:
Early Childhood Development
Education
Elementary Education
Special Education
Material Type:
Module
Author:
Kamryn Skwiera
Alyssa Lechuga
Grace Isenberg
Jocelyne Araujo
Date Added:
01/27/2023
Deaf Pathways: Guiding Questions and Resources
Unrestricted Use
CC BY
Rating
0.0 stars

This resource from the Washington Center for Deaf and Hard of Hearing Youth  provides guiding questions and resources to help student reach their full potential as they work towards their post high school and transition goals.

Subject:
Career and Technical Education
Special Education
Material Type:
Lesson
Teaching/Learning Strategy
Author:
Barbara Soots
cathy corrado
Washington OSPI OER Project
Date Added:
02/10/2022
Deafblindness Professional Development Opportunities
Rating
0.0 stars

This page provides information about opportunities in the United States for teachers and related service providers to learn about deaf-blindness and instructional practices for children and youth who are deaf-blind. Available opportunities come in a variety of forms—online courses, webinars, and self-study modules. These are organized topically below. Some have opportunities to obtain CEUs or credits. Please note that NCDB does not host modules or offer CEUs or credits, so be sure to contact the relevant sponsoring agencies for more information.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Deaf-Blindness
Date Added:
11/23/2022
Defining Accessibility
Conditional Remix & Share Permitted
CC BY-SA
Rating
0.0 stars

An explanation of what it means to say educational materials are "accessible" and why accessibility is important.

Subject:
Education
Educational Technology
Material Type:
Reading
Provider:
CAST
Author:
National AEM Center at CAST
Date Added:
07/22/2020
Designing for Accessiblity with POUR
Conditional Remix & Share Permitted
CC BY-SA
Rating
0.0 stars

Practical tips for implementing the four principles of accessibility that are the foundation for the Web Content Accessibility Guidelines.

Subject:
Education
Educational Technology
Material Type:
Module
Provider:
CAST
Author:
National AEM Center at CAST
Date Added:
07/22/2020
Determining the Need for AEM
Rating
0.0 stars

Who Needs AEM?
If a student is...

unable to read or use grade level materials at a sufficient rate and with adequate comprehension to complete academic tasks with success relative to same-age peers or
cannot do this independently or across environments or tasks,
then the student may need AEM. For example, students with visual impairments may not be able to see a textbook, students with physical disabilities may not be able to turn a page, and students with learning disabilities whose decoding abilities are significantly below grade level may require support - all these students may require AEM.

Contact the AT & AEM Center to discuss your student's need

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
Assistive Technology and Accessible Educational Materials Center
Date Added:
11/23/2022
Developing Sound Aligned Assessments and Rubrics
Conditional Remix & Share Permitted
CC BY-NC
Rating
0.0 stars

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Subject:
Career and Technical Education
Education
Educational Technology
Elementary Education
Special Education
Material Type:
Lesson Plan
Author:
Blended Learning Teacher Practice Network
Date Added:
03/27/2018