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William Meredith

Teaching Students with Learning Disabilities in the Online Classroom - Faculty Focus | ... - 0 views

www.facultyfocus.com/...lities-in-the-online-classroom

shared by William Meredith on 11 Jun 12 - No Cached
    • William Meredith
      William Meredith on 11 Jun 12
       
      Should it be solely the student's need.  Should the instructor try to diagnose?  Is that going too far?
  • Students with learning disabilities tend to learn better in the online environment, but institutions are not doing enough to prepare instructors to meet their needs, says Mary Beth Crum, an online instructor at the University of Wisconsin—Stout
  • For some, online learning provides the opportunity to hide their learning disabilities from classmates, which can be a welcome relief from the unwanted attention their learning disabilities received in their face-to-face courses.
  • ...4 more annotations...
    • William Meredith
      William Meredith on 11 Jun 12
       
      Text based courses can prove problematic - have more aural 
  • Their response: open and constant communication, compassion, a willingness to bend the rules to accommodate students, and one-on-one instruction.
  • Crum has found that when students who need extra time initially receive it, they tend to get subsequent assignments in on time. Planning becomes a way for them to reach their potential once the obstacle of a due date is removed.
  • Students with learning disabilities may have difficulties with online courses that are predominantly text based
  • William Meredith on 11 Jun 12
     
    How to help students with learning disabilities online. 
Jessica M

Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Hig... - 0 views

files.eric.ed.gov/...EJ998799.pdf

Educators Prepared Online StudentsWithDisabilities Benefit

shared by Jessica M on 03 Jun 14 - No Cached
  • Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
    • Jessica M
      Jessica M on 03 Jun 14
       
      Online instruction is research proven to help benefit special education students
  • positively affect attitudes, knowledge
  • lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
  • ...4 more annotations...
  • outcomes, and perceptions of educating students with disabilities in general education (Carroll, 2003; Cook, 2002; Kirk, 1998; Powers, 1992).
  • For example teacher educators identify time constraints as one of the biggest barriers in providing an effective overall class on how to educate students with disabilities in the general education classroom
  • ill-equipped
  • Assistive Technology Outcomes and BenefitsFocused Issue: The Role of Higher Education in Preparing Education Professionals to Use AT
  • Jessica M on 03 Jun 14
     
    Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
Lauren D

Accessible courses: Going beyond technology to meet the needs of students with disabili... - 0 views

www.nutn.org/...hermann_beyond_technology.pdf

education accessibility technology disability

shared by Lauren D on 17 Jun 12 - No Cached
  • Lauren D on 17 Jun 12
     
    Students attracted to online learning tend to fall into the "non-traditional" categories, particularly adult learners who are balancing work and other responsibilities -How does the student manage his or her time? -How does the student respond when clarification is needed and no one is there to ask? -What are the student's organizational skills? -How does the student feel about the limited social interaction? -How much time does the student need to read and process written information?
Jane DeMeis

accesselearning Tutorial: Overview - 0 views

www.accesselearning.net

for Mod 4 lesson

shared by Jane DeMeis on 16 Jul 09 - Cached
  • Jane DeMeis on 16 Jul 09
     
    this is a course on how to make different media forms suchas vieo, and PowerPoint accessible for the guys I work with who have developmental disabilities and need or use devices to help them work on the computer. I am very excited about this course and information and I am presenting this at work
  • Jane DeMeis on 16 Jul 09
     
    this is a course on how to make different media forms such as video, and PowerPoint accessible for the guys I work with who have developmental disabilities and need or use devices to help them work on the computer. I was very excited about this course and information until I read through and found that some of it was basic knowledge and some of it was junk. However, the end had great resource bibliography which I am using in my class. :)
  • Jane DeMeis on 16 Jul 09
     
    for mod 4 assignment
Anneke Chodan

How to Meet WCAG 2.0 - 0 views

www.w3.org/quickref

disability reference how to accessibility accommodations

shared by Anneke Chodan on 12 Jun 12 - No Cached
  • Anneke Chodan on 12 Jun 12
     
    Quick reference on making Web content accessible to those with a variety of disabilities
Kelly Hermann

ADA Home Page - ada.gov - Information and Technical Assistance on the Americans with Di... - 0 views

www.ada.gov

shared by Kelly Hermann on 04 Jun 10 - Cached
  • Kelly Hermann on 04 Jun 10
     
    This is the Department of Justice's webpage about the Americans with Disabilities Act. The ADA applies to more than just education so there is a lot of information there. It may be interesting to explore some of the ADA publications to learn more about how the law applies in different environments.
Erin Fontaine

Teaching Students with Special Needs: Advice for Teachers (Grades K-12) - TeacherVision... - 0 views

www.teachervision.fen.com/...48460.html

shared by Erin Fontaine on 24 Jun 12 - Cached
  • A learning disabled student …
  • Use these appropriate strategies with learning disabled students:
  • Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      You could try using voice to text service, set up chat sessions, even meet in person to conduct evaluations
  • ...7 more annotations...
  • frequent progress checks.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      Great way to utilize the Act. Report feature in Moodle
  • immediate feedback
  • Make activities concise and short
  • Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
    • Erin Fontaine
      Erin Fontaine on 24 Jun 12
       
      This will be my hardest, how do you accomodate everyone, with every thing they need?
  • provide specific praising comments that link the activity directly with the recognition
  • offer information in both written and verbal formats
  • Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Kelly Hermann

Tutorials - Web Accessibility for All - 2 views

www.cew.wisc.edu/...default.htm

Module 4 assignment

shared by Kelly Hermann on 19 Jul 10 - Cached
Sue Rappazzo liked it
  • Kelly Hermann on 19 Jul 10
     
    This grant program provides many tutorials on how to make common documents and program files accessible for individuals with disabilities.  Particularly useful may be the PDF, Word and power point tutorials I have highlighted.
Heather Kurto

The Myth of Learning Styles - 0 views

www.changemag.org/...the-myth-of-learning-full.html

learningstyles

shared by Heather Kurto on 13 Jul 13 - No Cached
  • . While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
  • First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
  • Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
  • ...15 more annotations...
  • Third, students differ in their background knowledge, and that difference influences their learning
  • Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not
  • The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimension
  • Finally, some students have specific learning disabilities, and these affect their learning in specific ways.
  • just as our social selves have personalities, so do our memories.
  • The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found.
  • Third, learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance serves as an unfortunately compelling reason to believe it
  • Teachers should take into account the differences in learners' abilities. And adjusting a lesson not just to be appropriately pitched at the students' level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning.
  • if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching:
  • (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?)
  • While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist
  • econd, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.
  • . We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to i
  • Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class
  • Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.
  • Heather Kurto on 18 Jul 13
     
    Great article for all teachers. Thank you!
sherrilattimer

ACVE - Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...docgen.asp

teaching adults pedagogy andragogy active learning

shared by sherrilattimer on 09 Jun 14 - No Cached
  • pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
    • sherrilattimer
      sherrilattimer on 10 Jun 14
       
      Not everyone is the same at the same age, and they certainly don't have the same experience.
  • traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
  • The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
  • ...6 more annotations...
  • Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
  • Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
  • Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
  • Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
  • Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
  • Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
  • sherrilattimer on 09 Jun 14
     
    This is an online version of Kerka's "Teaching Adults: Is it Different?"
Anneke Chodan

The International Center for Disability Resources on the Internet - 1 views

www.merlot.org/...viewMaterial.htm

module 4 assignment resources

shared by Anneke Chodan on 22 Jul 12 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      see my comment Anneke
    • Anneke Chodan
      Anneke Chodan on 22 Jul 12
       
      (I'm not planning to use this specific link directly, but I am definitely planning to use "Cynthia Says!" in my class, and linked this as well as a reminder of where I found "Cynthia Says!".)
  • Anneke Chodan on 22 Jul 12
     
    (Are we supposed to link the resource as found in Merlot, or the link out? I'm doing both just in case, though it's actually the link out that I would like to use.
  • alexandra m. pickett on 22 Jul 12
     
    i would like to see something highlighted or a sticky note that explains why you chose this resource and how you plan to use it in your course.
Anneke Chodan

NYSED :: ACCES :: VR : A Guide for Developing Your Individualized Plan for Employment (... - 0 views

www.acces.nysed.gov/...ipeguide.htm

template disability: how

shared by Anneke Chodan on 23 Jul 12 - No Cached
  • Anneke Chodan on 23 Jul 12
     
    One template for my Module 7 service plan
Anneke Chodan

S545.xft - 0 views

docs.google.com/viewer

disability: how plan

shared by Anneke Chodan on 23 Jul 12 - No Cached
  • Anneke Chodan on 23 Jul 12
     
    Plan to Achieve Self-Support
Julie DelPapa

Using Scaffolded Instruction To Optimize Learning - 1 views

www.vtaide.com/...Scaffolding.htm

shared by Julie DelPapa on 12 Jun 12 - Cached
  • Julie DelPapa on 12 Jun 12
     
    ERIC Identifier: ED474301Publication Date: 2002-12-00Author: Larkin, MarthaSource: ERIC Clearinghouse on Disabilities and Gifted Education Arlington VA. Today's responsible learners are challenged to (a) know how to learn, (b) access changing information, (c) apply what is learned, and (d) address complex real-world problems in order to be successful.
Diane Gusa

Multimodal Learning Blog - 0 views

mmcglynnstewart.wordpress.com

learning information map Active-learning.pdf multi-modal

shared by Diane Gusa on 27 Jun 11 - No Cached
  • As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
  • Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
  • Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
  • ...1 more annotation...
  • In his recent video, An Anthropological Introduction to Youtube,  Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
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