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Explanation of how to participate in the 12-13 Strategy-A-Day Calendar Creative Sharing Contest. Only employees of Loudoun County Public Schools are eligible to participate in the giveaway but anyone is free to share pictures of how they've used the Strategy-A-Day Calendar. Send your pictures to Chris.Bugaj@lcps.org. Happy Sharing!

Welcome to Project Participate Here you will find training materials and planning forms to promote student productivity and team collaboration in the school community. Use the forms to compose functional goals, document student participation, and delineate roles for team members.

"WHY ASSISTIVE TECHNOLOGY MATTERS Assistive technology, whether something as simple as a pencil grip or as complicated as a communication device, has the power to change lives and opens doors of opportunity for people with disabilities. The TIKES Project helps to open these doors for parents and providers by educating them on and promoting the use of assistive technology with children and students with disabilities ages birth to 5. Assistive technology can support young children in building skills, increasing participation in activities, promoting development, enhancing learning, and boosting self-esteem"

Research article

"A guide for parents and professionals who want to help infants and toddlers with disabilities participate more fully in daily activities with the use of assistive technology. For ages birth to 3."

"A guide for parents and professionals who want to help infants and toddlers with disabilities participate more fully in daily activities with the use of assistive technology. For ages birth to 3."

Use the Happiness Audit to learn and document how to engage each student. Have your families participate in this lasting record to pass along in transitions and to tailor your instruction.

"Google Story Builder is a fun Google tool that will get your students developing their basic writing skills. You don't need a Google account to participate and younger students can easily navigate through the Google Story Builder steps. Once the students have finished writing their story, they can add music and watch the animated video of their writing experience."

A.T.TIPSCAST blog post where a number of resources are shared.

Educators who gathered at the Virginia Society for Technology in Education conference that took place in December 2011 participated in a round robin event called a "Strategy Smackdown." Each participant shared at least one useful tool or strategy (in two minutes or less).

Educators who gathered at the Virginia Society for Technology in Education conference that took place in December 2011 participated in a round robin event called a "Strategy Smackdown." Each participant shared at least one useful tool or strategy (in two minutes or less).

Learn more about participating in Massive Open Online Courses

Direct Link to the audio of the A.T.TIPSCAST episode featuring educators sharing resources at VSTE 2011

Educators who gathered at the Virginia Society for Technology in Education conference that took place in December 2011 participated in a round robin event called a "Strategy Smackdown." Each participant shared at least one useful tool or strategy (in two minutes or less).

Continuing Education providing CEUs (IACET)

Online Learning We offer an ever-expanding array of facilitated and self-paced online courses to individual educators, small and large groups from PreK- 12 and Higher Ed settings, as well as other educational organizations. These online learning environments enable collaboration locally and across the globe as participants deepen their understanding of UDL and apply it to practice. Scroll down for information on all of our online course options and graduate credit opportunities.

The CAST Universal Design for Learning (UDL) Lesson Builder provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students.

This site presents training, resources, and information related to early communication assessment and instruction for students with significant disabilities. It is part of a larger effort to address the needs of students with significant disabilities who participate in the alternate assessment across the state of North Carolina. The goal of the larger project is to provide educators with the training, resources, and support they need to meet the needs of students with the most significant cognitive disabilities across three critical domains: Academics, Communication, and Transition.

"Seasonal change is all around us. We see it in the length of a day, in the appearance of a flower, in the flight of a butterfly. Journey North engages students and citizen scientists around the globe in tracking wildlife migration and seasonal change. Participants share field observations across the northern hemisphere, exploring the interrelated aspects of seasonal change. Sunlight and the Seasons Discovering how sunlight drives seasonal change by tracking changes in day length, or photoperiod. Plants and the Seasons Exploring plant growth in tulip test gardens, running an experiment to track the arrival of spring. Seasonal Migrations Following animal migrations. Observing, reporting, and tracking travels across the hemisphere. Journey North is a free, Internet-based program presented by Annenberg Learner, a division of the Annenberg Foundation."

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.

There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication (AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework proposed by the International Classifi cation of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifi cally, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual ' s strengths and focus on the integration of skills to maximize communication, (b) focus on the individual ' s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC.

Demonstrating how Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) enABLE individuals with disabilities to participate in all aspects of life.

"The Communication Supports Inventory- Children & Youth (CSI-CY) is a tool to help professionals working with students with complex communication needs make educational plans that are comprehensive enough to capture their strengths and restrictions. The  CSI-CY is designed to make goal writing easier for teachers and speech-language pathologists who work with students who are augmentative and alternative communication (AAC) users or potential users. By itself, it is not an assessment, but rather a guide to organize the professional's understanding of the impact of a student's communication strengths and limitations on their participation at school and home. The Inventory consists of a survey and a report. The World Health Organization developed the International Classification of Functioning, Disability and Health-Children and Youth Version (ICF-CY) in 2007 to provide a global common language for describing the impact of health conditions and disabilities on human functioning. This Inventory uses that same global common language. It utilizes the broad perspective on function and disability of the ICF-CY to characterize students who use AAC."