NOOK Study by Barnes & Noble Voluntary Product Accessibility Template
Overview of Mental Health in New York and the Nation - 0 views
NOOK Study Support, Digital Textbooks, eTextbook Application - Barnes & Noble - 0 views
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Does NOOK Study have accessible features for people with disabilities?
Using Scaffolded Instruction To Optimize Learning - 1 views
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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.
The Myth of Learning Styles - 0 views
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. 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
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First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
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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.
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ACVE - Teaching Adults: Is It Different? - 0 views
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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).
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traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
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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).
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LD OnLine :: Technology-Supported Math Instruction for Students with Disabilities: Two ... - 0 views
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One kind of cognitive task that can be offloaded to a computer is converting text, symbols, and mathematical notations. These tools can support students who have difficulty decoding text and symbols
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Too often, special education students study mathematics by first learning isolated skills. Then they apply these skills by solving narrowly defined math problems that are purported to provide practice for these skills. Unfortunately, this strategy often leads to the practice of rote procedural skills
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inert knowledge
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WebAIM: Screen Reader Simulation - 0 views
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WebAIM has many resources available for those interested in web accessibility. This screen reader simulation will provide insight into what it might be like to experience a website through the use of a screen reader. Screen readers are software programs that narrate the text of the desktop and any applications used for those who have visual impairments.
Special Connections - 0 views
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is typically perceived as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are:
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o-teaching
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meet a wide range of learners more effectively
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Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 0 views
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The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
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The ‘more knowledgeable other’, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.
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accesselearning Module 1: Disabilities Seizure Disorder - 0 views
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I am getting diappointed as I read on this website. Anyone would have difficulty with this type of information, not TBI and convulsions most often do not have anything to do with learning abilities, they are a result of a chemical imbalance, birth dfect, or injury which may cause other cognitive impairment. ARGGGHH
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