Story tells how Carl Erskine became lifelong friends with Johnny Wilson, then Jackie Robinson. Also, learn the story of how Carl compares his World Series ring and son Jimmy’s Special Olympics medal.32 pages Suggested for grades 4-6  ISBN: 979-8-9863985-1-8Library of Congress: GV861. L87 B76 2022

In this lesson, students will demonstrate their understanding of respectfulness through discussion with their classmates. An optional infographic activity is provided. This lesson is based on a video about the life of Carl Erskine and the respect he showed others.

Ši ataskaita yra pagrindinis O1 veiklos rezultatas ir susideda iš trijų pagrindinių dalių: 1) Tarptautinės ir Europos iniciatyvos; 2) Šalies ataskaita – Švedijos tyrimo atvejai; 3) Šalies ataskaita – Lietuvos tyrimo atvejai. Pirmoje dalyje buvo nagrinėjamos svarbiausios tarptautinių organizacijų, tokių kaip UNESCO, Jungtinių Tautų, EBPO ir Europos Tarybos, Jungtinio tyrimų centro ir CEDEFOP, iniciatyvos ir publikacijos. Antroje ir trečioje dalyse analizuojami kiekvienos šalies atvejai, kokybiniai ir kiekybiniai duomenys. Galiausiai pateikiamos praktinės idėjos apie skaitmeninę įtrauktį visiems besimokantiesiems ir geriausia praktika bei rekomendacijos dėl platesnės skaitmeninės įtraukties.

This resource was developed to use when teaching SOC 225: Social Diversity as described by the North Carolina Community College System. Specifically, this collection was curated by Porscha Orndorf for use at A-B Tech Community College, but is available to all those who want to use it. 

This course explores how social theories of urban life can be related to the city’s architecture and spaces. It is grounded in classic or foundational writings about the city addressing such topics as the public realm and public space, impersonality, crowds and density, surveillance and civility, imprinting time on space, spatial justice, and the segregation of difference. The aim of the course is to generate new ideas about the city by connecting the social and the physical, using Boston as a visual laboratory. Students are required to present a term paper mediating what is read with what has been observed.

The Society for the Improvement of Psychological Science (SIPS) is an organization whose mission focuses on bringing together scholars who want to improve methods and practices in psychological science. The organization reaffirmed in June 2020 that “[we] cannot do good science without diverse voices,” and acknowledged that “right now the demographics of SIPS are unrepresentative of the field of psychology, which is in turn unrepresentative of the global population. We have work to do when it comes to better supporting Black scholars and other underrepresented minorities.”

The purpose of the Global Engagement Task Force, started in January 2020, was to explore suggestions made after the 2019 Annual Conference, held in Rotterdam, the Netherlands, around inclusion and access for scholars from regions outside of the United States, Canada, and Western Europe (described in the report as “geographically diverse” regions), a task complicated by the COVID-19 pandemic and civil unrest in several task force members’ countries of residence. This report outlines several suggestions, specifically around building partnerships with geographically diverse open science organizations; increasing SIPS presence at other, more local events; diversifying remote events; considering geographically diverse annual conference locations; improving membership and financial resources; and surveying open science practitioners from geographically diverse regions.

Denna rapport representerar huvudresultatet av O1-verksamheten och består av tre huvuddelar: 1) Internationella och europeiska initiativ; 2) En nationell rapport – Studiefall Sverige; 3) En nationell rapport – Studiefall Litauen. I den första delen granskades de viktigaste initiativen och publikationerna från internationella organisationer, såsom UNESCO, FN, OECD och Europeiska Commissionen, Joint Research Centre och CEDEFOP som teknisk/rapport forskning. I den andra och tredje delen, analysen av studiefall i respektive land, analyseras kvalitativa och kvantitativa data. Slutligen ges praktiska idéer om digital inkludering för alla elever och bästa praxis och rekommendationer för bredare digital integration.

This report represents the main result of the O1 activity and consists of three main parts: 1) International and European initiatives; 2) A country report – Study cases Sweden; 3) A country report – Study cases Lithuania. In the first part, the most important initiatives and publications of international organisations, such as UNESCO, the United Nations, the OECD and the Council of Europe, the Joint Research Centre, and CEDEFOP were examined as desktop research. In the second and third parts, the analysis of study cases in each country, qualitative and quantitative data are analysed. Finally, practical ideas about digital inclusion for all learners and best practices and recommendations for broader digital inclusion are provided.

This resource is a website highlighting technology for creating flexible inclusive learning opportunities for students across all learning environments. The following areas are represented on this website: Communication, Reading, Writing, STEM, Social Emotional Learning, and Executive Functioning.

This website encourages adult learners to explore in a self-paced and self-directed manner and apply what they learn to their current classroom, caseload or course of study.

This resource may be useful to teachers, parents, therapists and anyone else supporting student learning.

Created by the Special Education Technology Center
https://specialedtechcenter.com/
Contact Kristin.Leslie@cwu.edu with questions or ideas for additions to this site.

This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

In this lesson, students will recognize and celebrate their differences and diversity within their classroom community by creating a classroom tree to display. Additionally, they will discuss the importance of inclusivity and acceptance.

In this lesson, students investigate how one person can make a difference. They will examine Neil Gaiman’s crowdsourcing fan ideas to develop a poem supporting refugees.Students tap into their creativity to create a “welcome to the US” resource for refugees. The resource places the student in a mentor role to the refugee(s). It shares vital themes that refugees need to know/be able to do to thrive and succeed as a member of US society.

Kelly Hammond, Open Educational Resources (OER) and Instructional Technology Adjust at CUNY School of Professional Studies, talks about the importance of developing a strategic introduction to the OER-DEIA Action Plan for K-12 District Implementation that provides users with critical information that gives them a solid foundation when beginning their OER-DEIA journey.  As she developed this section of the guide she reflected on her own OER journey and asked herself the guiding question, "What would I have needed to know in order to get there faster and more comfortably?"

Tracy Rains, Virtual Learning Specialist at Appalachia Intermediate Unit, talks about developing two key components of the OER-DEIA Action Plan for K-12 District Implementation:  The Collaboration Plan and the Educator and Staff Professional Learning Plan.  She provides insight into why both of these sections are critical to the success of any OER-DEIA initiative.

This video provides an overview of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  Amee Evans Godwin of ISKME and Rebecca M. Henderson of the Westmoreland Intermediate Unit provide you with an overview of the work being done by K-12 Voices for Open, the purpose of this guide, and the process of developing the guide.  Finally, they walk you through the nine sections of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation, and explain the ways in which the sections can be used by districts.

Vägledningen representerar utbildningsdiskursen och en guide för implementering av digital integration för alla. Kursen behandlar aktuella internationella utbildningstrender och initiativ. UNESCO och europeiska initiativ ligger till grund för kursen. Andra moduler, såsom verktyg för artificiell intelligens och kvalitetsramverk för öppen, flexibel online- och distansutbildning används också i vägledningen. Det förberedda dokumentet innehåller steg-för-steg-instruktioner, fallstudier och bästa praxis för att implementera digitala verktyg och inkluderande strategier i klassrummet. Vägledningen representerar också ett ramverk som kan användas i National Life Skills Program i Litauen och i liknande program utomlands.

Story tells how Calr Erskine became lifelong friends with Johnny Wilson, then Jackie Robinson.  Also, learn the story of how Carl compares his World Series ring and son Jimmy’s Special Olympics medal. This video is 8:37 minutes.32 pages Suggested for grades 1-3  ISBN: 979-8-9863985-0-1Library of Congress: HM831. E77 E65 2022

This introductory AEM session builds a foundation for understanding the meaning of Accessible Educational Materials and how they support inclusion of all learners, across the lifespan.

Timely provision of AEM, Accessible Educational Materials ensures learners with disabilities can get the same information, engage in meaningful participation, and enjoy the same services as non-disabled students, with the same ease of use. This session will establish common vocabulary, discuss the POUR Principles and reference relevant state and national legislation that pertains to AEM.

It is never too early to help learners explore and discover what works for them. They will grow to advocate for these tools that lead to independence. When we make these choices available to all learners, no one stands out. Intentional planning, conversations and collaborations ensure we ask ourselves “Who am I leaving out?”
Creative Commons Attribution, Non Commercial, No Derivatives

Link to SMORE: https://www.smore.com/6cxh4