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.

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. 

This Book Will Be Helpful to:

Managers-
This book is aimed primarily at those who are responsible for implementing accessibility at an organizational level. These people tend to be managers, but may also be accessibility specialists, whose role it is to oversee the implementation of accessibility strategies and awareness throughout an organization.

Web Developers-
Web developers may also wish to read this book to expand their understanding of the organizational aspects of implementing accessibility, extending their role as an IT accessibility specialist, often being the person who leads the implementation of accessibility culture in an organization.

Everyone Else-
While managers and web developers are the primary audience for this book, anyone who has an interest in the aspects of implementing accessibility culture in an organization will find this book informative.

Version 2 Released: 2/10/2024

This OER course “Digital Course Accessibility for Educators” was developed thanks to a grant project awarded to Lane Community College in Sept. 2023.This course is meant to be implemented in spaces where people are creating courses and course content for students of any kind. It has a focus and theme around education and online learning, teaching instructors how to implement accessibility and Universal Design for Learning (UDL) in the learner’s online course content. The format of this course was created as an online facilitated course and is estimated to take around 10 hours to complete.

Current formats provided include:
Moodle backup file. (Uploads to Moodle and other LMS’s that have a Moodle import option)
Moodle Common Cartridge file. (Uploads to Canvas, Blackboard, and other LMS’s, but may have more limited importability.)
Google Drive course file. (Includes all content in Moodle and common cartridge but in Google docs. Usable for anyone who does not have an LMS listed or needs access to source files for those using LMS’s above.)

Preview the Course: https://classes.lanecc.edu/course/view.php?id=122173

The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.

The goal of the OER Accessibility Toolkit is to provide the needed resources needed to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level
arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes
of DD and how best to treat it have been impeded by lack of widespread research and variation in
characterizations of the disorder across studies. However, recent years have witnessed significant growth
in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying
deficit in the representation and processing of numerical magnitude information as a potential core
deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a
distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears related to
impaired development of brain mechanisms for processing numerical magnitude information, while the
latter refers to mathematical deficits stemming from external factors such as poor teaching, low socioeconomic status, and behavioral attention problems or domain-general cognitive deficits. Increased
awareness of this distinction going forward, in combination with longitudinal empirical research, offers
great potential for deepening our understanding of the disorder and developing effective educational
interventions.

On March 13, 2017, the Department released a revised template for the consolidated State plan under section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The purpose of the consolidated State plan is to provide parents with quality, transparent information about how the ESEA, as amended by the ESSA, will be implemented in their State.

Even though a State Educational Agency (SEA) submits only the required information in its consolidated State plan, an SEA must still meet all ESEA requirements for each included program. For any program not included in a consolidated State plan, the SEA must submit individual program State plans that meet the statutory and regulatory requirements of each respective program.

This is a template for creating an accessible, mobile-friendly e-text using other openly licensed content. It can be customized and re-branded to work for any subject area at any institution. A working knowledge of HTML and CSS is required.

In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. Objects, tools, and materials that are selected for inclusive activities provide options for engaging through multiple sensory, physical, and perceptual means. The Quality Indicators for Early Childhood describe how agencies, programs, and services can work together to improve the accessibility of early learning environments for children with disabilities.

Explore this resource guide with links and handouts detailing inclusionary resources in an Early Learning setting.  

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.

The guidelines for trainers "Easy to understand approach and management of ict training sessions" contains practal and methodological suggestions about how to organize and deliver easy to understand training courses for people with low literacy skills (people with learning disability, elderly, migrants etc.) on the topic of ICT.

It is based on the use of the easy to read and to understand user manual about the basics of ICT "Basics of the use of computer and ICT".

The reader will learn how to deliver high quality accessible workshops on a wide range of ICT topics, including both introductory workshops (i.e., how to turn on and off computers, how to use mouse and keyboard) and more advanced ones (how to edit a video and write a CV online), using an easy to understand approach.

First, readers will be introduced to the general methodology and guidelines for using the handbook, while the following chapters will go into more details, providing the specific guidelines for the development of each module of the handbook. Each learning module includes a description of the objectives, a suggested methodology, an activity summary, and criteria for evaluating the activity. This enables step-by-step guidance through each activity and, as a result, the successful completion of each workshop. At the end of these guidelines, you will find a chapter about self-assessment, an important step for learners’ self-evaluation in your ICT training: learners will be able to assess their knowledge via the self-assessment activities suggested.

The Educator & Staff Professional Learning Plan is one component of the K-12 Voices for Open OER - DEIA Action Planning Guide.  This plan, and the entire guide, is intended 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.

These are slides for a masters-level course with the following course description:An intensive course in which students will create sophisticated work in multiple modalities (e.g. text, images, audio, etc.) that develops and expresses ideas focused on the needs of the audience to increase its knowledge, foster understanding, or promote a change in its attitudes.The audience for this course was primarily working professionals with a wide range of prior knowledge of these practices, so this material could easily be (and was) adapted for undergraduate students. I think it would also be possible to adapt for high schoolers, if desired.

This lesson includes procedures ensuring the full participation of students and staff with special needs and disabilities through the planning and implementation of preparedness, response and recovery strategies as part of the overall management of school bus emergencies and disasters with special needs students.Students with special needs are those who cannot comfortably or safely access and use the standard resources offered in disaster preparedness, relief and recovery, whether their disability is chronic or temporary.

A set of tools and concrete examples to guide users through creating and evaluating OER with equity principles front of mind. EmpoweredOER adapts the BranchED Equity Rubric for OER Evaluation to expand on concepts with practical examples and suggestions and contextualises them for the Australian audience.

The transition from high school to higher education can be daunting, especially for blind and low vision students! In this session, professionals from K12 and higher education discuss what blind and low vision students need to know to make the transition process as smooth as possible. We'll discuss accessible materials, assistive technology, and the important differences between high school and higher education. We'll also discuss key support systems that students can access so they know who to turn to when they need a little help. This session is your roadmap to confident transition planning, helping teachers empower students as they get ready to embark on the next step of their educational journey.

This four part web broadcast series is aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships. The series features discussions of the role that data play in strengthening family-professional partnerships. Suggestions and resources for designing personnel and family development activities to support partnerships are also shared.

U.S. Department of Education funded Technical Assistance Center - resources are free for online viewing.

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.