Group items tagged

This is a slideshow Chris Bugaj used for AT Overview presentations at schools.

Overview of the Speak for Yourself app

A brief overview of Sharepoint

AAC poster

Video overview of Minspeak and motor planning

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.

Article describing an overview of different methods for teaching math to students who are blind

Overview of MathType as used by students who are blind.

Overview video. Approximately 7 minutes long

SEE LINK BELOW Index and Description of Dynamic Learning Maps Self-Directed Learning Modules. To help educators understand the Common Core State Standards and their application to students with significant cognitive disabilities, the Dynamic Learning Maps™ consortium has created and will continue to create self-directed learning modules. Each of the interactive modules is short (30-45 minutes on average) and focuses on a single topic. When you complete a module, be certain to complete the information regarding your name, school, and state so that you will receive credit where available. If you have questions about these modules, please contact dlmpd@unc.edu - See more at: http://dlmpd.com/all-modules-in-alphabetical-order/

This six-minute YouTube video provides a nice overview showing how to use the basic features of ActivInspire software for the Promethean interactive whiteboard, including setting up a new flipchart; adding, editing, and formatting text; using the pen tool to add annotations and highlighting; and more.

"Here's what's possible tomorrow: Your students are reading (and learning from) stories and articles they couldn't understand today. Each student is working with different high-interest material. Our exclusive Learning Sessions are actively teaching them their own customized word lists. Students are typing, listening, and learning words in context at the speed that's right for them. At Educator Central, you get detailed information that drives smart teaching decisions: learning errors, reading time, and more. Instead of typing and grading, you're designing interventions, putting resources where they're needed, and fostering achievement and learning."

LCPS Parent Resource Center

recommendations and reviews Apps are arranged by challenge area and difficulty level. For each challenge area, we've included an informational overview with a list of typical challenges that kids face, help for choosing apps that match kids' needs, and further resources. You'll also find Power Tips with ideas for other activities you can do. You can download a guide which contains a list of nearly 100 apps that have been rigorously evaluated and carefully selected by a panel of expert educators, and thoroughly tested by parents and kids. The apps that made the list have been determined to be great media that can boost or supplement learning in both core academic subjects like reading and math, as well as social interaction, communication, motor skills, and organization.

resources and slides for and from Pittsburgh AAC Language Seminar

Educating Students Who Need Intensive Supports in a UDL Environment This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.

Read:Outloud overview

Augmentative Communication and Early Intervention Myths and Realities MaryAnn Romski, PhD, CCC-SLP; Rose A. Sevcik, PhD The use of augmentative and alternative communication (AAC) services and supports with infants and young children has been limited, owing to a number of myths about the appropriateness of AAC use with this population. This article will provide an overview of some of the myths that have hampered the inclusion of AAC into early intervention service delivery and refutes them. It will then examine some of the realities that must be considered when delivering AAC services and supports to young children