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Read the law for yourself! Pay special attention to section 110 if you are an educator!

A variety of tools to help people better understand copyright.

Consider inviting students & community to caption videos!

YouTube playlist of short videos created by educators to teach students core vocabulary words.

Laws pertaining to dyslexia

A comprehensive catalog of educational technology. If you like the concepts of universal design for learning this book will bring you to the next level with technology. The book outlines the very best educational technology to reach special education students, diverse learners and engage all students in the learning process. There is a new generation of low-cost technology to help reach challenging students like never before. This gives teachers countless tools to include in your UDL toolbox and enhance your teaching.

This article summarizes research and evidence that suggests symbolated text should NOT be used to help teach reading.

"The original A Maths Dictionary for Kids is an animated, interactive online math dictionary for students which explains over 630 common mathematical terms and math words in simple language with definitions, examples, activities, practice and calculators. A Maths Dictionary for Kids Quick Reference is a device friendly html version with definitions and detailed examples for over 950 math words and terms."

Fun games for learning math. Kids love it.

Research article explaining a model for teaching communication partners how to help a user of AAC.

Evidence suggests turning the captions on helps support literacy

What is least to most prompting?

Kate Ahern's post on the (mis)perception that low-tech AAC should be explored before high-tech AAC

In this blog post by a famous AAC clinician named Gail Van Tatenhove she tells the story of Velma, an employee at an adult facility who witnessed Gail talking with an AAC user by modeling on the device. Velma was inspired to become "America's Next Top Modeler" with Gail acting as her coach. In the article, Gail outlines some initial scripts she gave to Velma to use when chatting with the AAC user. These scripts were necessary because Velma couldn't be expected to know where every word was she might ever need to say. The scripts took the pressure off! Velma only needed to find these few words. Guess what happened? In time, Velma learned where all of these words were so she didn't need to use the scripts at all.

Tutorial on how to do peer reviews in google classroom