This source is intended for pre-service teachers to learn about typical v. atypical development in children and teens and the effects of disabilities and abuse or neglect.
Material Type: Homework/Assignment, Lecture Notes
Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials. "Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material. Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability. Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility. Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards. The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:
Material Type: Primary Source
This resource contains all of links and materials for the Accessibility in OER Webinar Three that is co-facilitated by CAST and ISKME.
Material Type: Lecture Notes
This resource contains all of links and materials for the Accessibility in OER Webinar Four that is co-facilitated by CAST and ISKME.
Material Type: Lecture Notes
This resource contains all of links and materials for the Accessibility in OER Webinar Five that is co-facilitated by CAST and ISKME.
Material Type: Lecture Notes
This resource contains all of links and materials for the Accessibility in OER Webinar Six that is co-facilitated by CAST and ISKME.
Material Type: Lecture Notes
Discover accessible learning across the lifespan in these short and informative videos designed to start conversations about the importance of accessibility and accessible materials in your context. Introduction to Accessibility In this first video in our series, you’ll build an understanding of what accessibility means. People who need accessible materials and technologies describe how access creates inclusion where they live, learn, and work. Ultimately, accessibility is achieved when we remove barriers — or better yet, design environments that are inclusive for everyone from the beginning.
Material Type: Primary Source
Turn learning barriers into learning opportunities by exploring the world of accessibility and Universal Design for Learning. Each episode of The Accessible Learning Experience features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities. These leaders share their top tips and strategies for implementing accessibility best practices in a variety of settings. They also shine a spotlight on the partnerships and collaboration that are needed to create robust systems for the timely provision and use of accessible educational materials and technologies in support of inclusive teaching and learning practices. Episodes are released monthly and you can listen on the web through Anchor or through the podcast app of your choice.
Material Type: Primary Source
Strategy for reducing anxiety that may cause inattention and zoning out in triggering situations.
Material Type: Activity/Lab
Quick teaching tip: Strategy for Asperger's syndrome in the classroom. Made with Vyond.
Material Type: Lecture
The purpose of the Quality Indicators and Critical Components is to assist state and local education agencies, institutions of higher education and workforce development agencies with planning, implementing, and evaluating dynamic, coordinated systems for the timely provision of accessible educational materials and accessible technologies. Given the variability of policies and practices across these organizations, the Quality Indicators and Critical Components are designed to provide agencies with consistent goals and to promote discussion around multiple methods to achieve those goals.
Material Type: Primary Source
This is a weekly behavior chart that is meant to be modified for your students and their unique needs.
Material Type: Teaching/Learning Strategy
Quick, easy-to-use resources to document student behavior.
Material Type: Assessment
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.
Material Type: Activity/Lab
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.
Material Type: Primary Source
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".
Material Type: Teaching/Learning Strategy
ACTIVITY OBJECTIVE: Improve the ability to concentrate and enhance fine motor skills.
Material Type: Activity/Lab
Coordinating K–12 Systems Teachers collaborating in a K–12 environment The Critical Components of the Quality Indicators for K-12 are designed to facilitate the coordination that is needed to ensure students with disabilities in K-12 settings have timely access to the accessible materials and technologies they need for equal participation in learning. They were the initial set of Critical Components of the Quality Indicators developed between 2007 and 2014 and have since been updated twice to reflect changes in the dynamic K-12 educational environment, such as the increasing use of digital materials and technologies. Implementation of the Quality Indicators and Critical Components for K-12 is supported through the AEM Pilot, a free online tool that allows state and district teams to set goals and track their progress toward creating more inclusive learning environments.
Material Type: Primary Source
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.
Material Type: Primary Source
This product was developed with preservice teacher needs in mind. Preservice teachers are often nervous about working with students with disabilities. The resources shared here are ideas that can be generalized to multiple classroom settings, for all different ages.
Material Type: Activity/Lab, Assessment, Homework/Assignment, Reading
