In this second video in our Accessible Learning Across the Lifespan series, you’ll be introduced to a variety of accessibility features that are built into t...
Material Type: Primary Source
Are you new to accessibility? This resource is meant to be your entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs. You will learn about five practices that can have a significant impact on the learner experience for all students, especially those who rely on assistive technology for their access to the curriculum.
Material Type: Reading
The purpose of the Protocol for Creating Accessible OER is to provide detailed yet easily implemented techniques for creating accessible OER with Microsoft Office and Google Workspace. These are the two most commonly used authoring suites in schools, and documents created with them are often the source files for other formats, such as PDF and EPUB publications.The techniques presented can be implemented by any educator who creates or adapts materials for use by students and families.
Material Type: Reading
The purpose of the National AEM Center’s Quality Indicators with Critical Components for K-12 is to assist state and local education agencies with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. States and local school districts will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.
Material Type: Primary Source
The theory behind Universal Design for Learning inspires many educators. However, there are some common stumbling blocks teachers face when they start applying UDL to their instructional design. With years of experience implementing UDL in her own work at the University of Kentucky’s Center for the Enhancement of Learning and Teaching and as a CAST National Faculty member, Jennifer Pusateri offers six steps to jumpstart your practice. These easy-to-implement steps can help you meet the needs of the diverse learners in your classrooms.
Material Type: Lecture
This practice brief outlines a series of recommendations for improving the timely provision and use of high-quality braille – both embossed and electronic – and tactile graphics for state-mandated assessment. The primary target audience for these recommendations is State Education Agency (SEA) assessment leaders and others at the State-and national level who are responsible for ensuring that braille readers are full participants in their state assessment, whether general or alternate. Most desirable is that these recommendations will initiate conversations between and among states, districts, braille service providers, and test developers.
Material Type: Reading
High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners.
Material Type: Assessment, Case Study, Homework/Assignment, Lecture Notes, Module
This resource is for pre-service teachers who are learning about special education and the Response to Intervention (RTI) and the Multi-tiered System of Supports (MTSS).
Material Type: Diagram/Illustration, Reading
This resource contains all of links and materials for the Accessibility in OER Webinars One through six that were co-facilitated by CAST and ISKME.
Material Type: Lecture Notes, Reading
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.
Material Type: Module
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.
Material Type: Module
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.
Material Type: Module
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.
Material Type: Module, Student Guide, Teaching/Learning Strategy
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.
Material Type: Module, Student Guide, Teaching/Learning Strategy
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.
Material Type: Module
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.
Material Type: Lesson Plan
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.
Material Type: Assessment
Explore this resource guide with links and handouts detailing inclusionary resources in an Early Learning setting.
Material Type: Teaching/Learning Strategy
OSPI and DCYF collaborated to compile resources useful to the Preschool Development Grant Transitions initiatives including:100 Schools Reach Initiative: local community early learning- elementary school partnerships pursuing Wildly Important Goals in strengthened transitions for children birth through kindergarten.Transitional Kindergarten (TK) Partners in Transition: Scaffolding for districts to implement all five pillars of TK in collaboration with community-based early learning programs to support an array of options for four-year-olds to best meet individual needs.PreK to 3rd Grade Outdoor Learning and Since Time Immemorial: Early learning collaboration to support high-quality outdoor environmental and tribal cultural learning.
Material Type: Activity/Lab, Assessment, Case Study
Student Primers, Instructional Strategies, Study Strategies and Recommended Apps, Games, Activities, etc. geared towards helping students develop skills for Focus and Attention. Optional links to thousands of teacher-reviewed resources.
Material Type: Lesson Plan
