Group items tagged

Teach for Google offers a fast-growing library of short, easy-to-implement courses containing 'How To' videos, strategy overviews, templates, checklists and more. Some are free, and some are for fee.

The reading fluency activities on this page are essential for children with dyslexia and struggling readers. These activities can be taught in the classroom (small and large group setting) and can also be implemented at home! Keep checking this page for more free printable reading fluency activities and other ways to increase reading fluency!

Compendium Blog from the 2008 Harvard UDL summer institute offering videos, materials, implementation resources, powerpoints and much more.

Educators from the field have called for more concrete examples and resources to support implementation of UDL in their classrooms. In response, we have developed "UDL Examples and Resources" that illustrate each of the UDL checkpoints. Exploring these e Educators from the field have called for more concrete examples and resources to support implementation of UDL in their classrooms. In response, we have developed "UDL Examples and Resources" that illustrate each of the UDL checkpoints. Exploring these ex

Comprehensive resources for UDL including graphic organizers, samples for each checkpoint, and rich professional development tools.

Montgomery County Public Schools, MD Practical Strategies for Effective UDL Implementation

Steps for Implementation: Speech Generating Devices (SGD) Fransone, E., & Collet-Klingenberg, L. (2008). Overview of speech generating devices for children and youth with autism spectrum disorders.

Free downloadable resources pertaining to assistive technology decision-making and implementation.

Districts seek ways to implement universal design By ALEXANDER RUSSO Bringing UDL into the Mainstream, continued Bringing UDL into the Mainstream: Districts seek ways to implement universal design Bringing UDL into the Mainstream For the past several years, new teachers joining the Bartholomew (Ind.) Consolidated School Corporation have been encouraged to watch a video introducing the preferred method of teaching in the district. Rather than highlighting a single approach, however, the video is all about encouraging teachers to use varied ways and materials to present new information and to assess learning, be it aurally through talking iPads, visually through doodles on whiteboards, creatively through art projects and games, or by using old-fashioned pen and paper. That's because the preferred method of teaching in Bartholomew County is UDL, or Universal Design for Learning.

Blog post about AAC implementation with practical strategies.

Episode #101 of the A.T.TIPSCAST features a brief discussion about what comes next in one's personal quest to learn more about the implementation of the Universal Design for Learning framework.

"Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication."

Variety of resources to help educators learn how to implement the Inspiration software in the classroom

Research shows that the best learning environments are those in which the students are engaged, active, and moving. In 2012, Loudoun County Public Schools implemented a number of Xbox Kinect consoles for students with disabilities. Participants in this session will learn about the positives and pitfalls of the implementation process as well as the progress made by students using the technology. The session will include a discussion of technical and environmental considerations, account creation, avatar generation and customization, games selection, online collaboration and communication (using Avatar Kinect), and case studies describing specific IEP goal progressions and comparisons. Let's play!

"Recognizing that CVI is the leading cause of visual impairment among children and cognizant of the need for highly qualified interventionists, four state deaf-blind projects embarked on a ten-year collaboration known as the "Cortical Visual Impairment Community of Practice". The Deaf-Blind Projects from Delaware, Maryland, Vermont, and West Virginia developed and implemented an innovative and successful professional development program which trained an interdisciplinary team of "CVI Mentors""

Stepping Stones to Switch Access - Step by step instructions on scanning implementation for communication (AAC)

" A collection of resources for implementing Video Modeling with students with Autism SD and other disabilities. Video Modeling is an Evidence Based Practice."

closing the gap solutions article on implementing AAC 200 opportunities a day for communication see also http://www4.esc13.net/uploads/low_incidence/docs/BTH2014/Handouts/Vinson_Thompson_June27AM.pdf

Setting up communication systems for students with communication challenges should also allow them to communicate effectively in all situations. No matter what communication device you have chosen to implement with your students, incorporating core vocabulary words maximizes the students' ability to communicate in a variety of settings. see http://www.ttacnews.vcu.edu/2011/05/core-vocabulary-makes-communication-meaningful/