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CITEd identifies evidence-based practices for integrating instructional technology to support the achievement of all students.

"What is the purpose of this website? This website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs * Autism spectrum disorders * Cerebral palsy * Down syndrome * Developmental apraxia * Multiple disabilities. The website provides information on: * What skills to teach * How to teach these skills * Videotaped examples of instruction with learners with special needs."

"Being a writer can be an enlightening, wonderful experience when you're creating work that you love, but it can also be incredibly frustrating when you get writer's block or are struggling to find inspiration. There are plenty of places on the web, however, where you can find inspiration and instruction to help you overcome your biggest obstacles or help you to see writing in a new light. Here are 100 videos just for writers, many from well-known authors offering their help and guidance."

"This unique approach by Pati King-DeBaun was developed to systematically teach communication skills to children who are nonverbal. Highlights will include the Integrated Model of Communication Instruction.Learn more about this model and watch classrooms and students progress"

good stuff

Feel free to watch these helpful tutorials. Topics range from Setting Up an Email Account to Backing Up Your Computer to Disk Defragmentation. Videos were created by Graduate Students at NC State University enrolled in ECI 514: Multimedia Design and Application in Instruction.

The demand is on for educators to provide more digital content that allows for the integration of technology, but where does the professional start? A great place to start would be a website aligned to Bloom's Digital Taxonomy. Created by a Media Coordinator and an Instructional Technology Coordinator this website offers resources from the beginner to the advanced user of digital resources.

"As an Instructional Technology Coach, I try my best to provide staff, students, and parents with the best tools and resources to assist with teaching and learning in the digital age. Below is a compilation of some of my favorite AT tools and resources. "

"Welcome to the Down Syndrome Reading Profiles Study resources site.  Here you will find links to a growing list of instructional resources and guidance as to which children will benefit most from which strategies, technologies, and materials. "

"Macomb County's E3T Universal Design for Learning professional development team is dedicated to providing teachers with the tools and strategies they need to remove curriculum barriers and increase learning opportunities for EVERY learner.  E3T teams learn to create flexible curriculum that meets the needs of a wide range of students including gifted students, struggling students, students for whom English is a second language, disadvantaged students, disengaged students, in short, all of the students who comprise today's classrooms. E3T is based upon an instructional framework called Universal Design for Learning or UDL. UDL is a research-based approach to teaching, learning and assessment that draws on brain research and new media technologies to respond to individual learner differences and interests.   E3T teams efficiently and "

The Center on Technology and Disability (CTD) is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP). The Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. Research-based technologies, used appropriately, have great potential to help infants, toddlers, children, and youth with disabilities participate fully in daily routines; have increased access to the general educational curriculum; improve their functional outcomes and educational results; and meet college- and career-ready standards.

UDL-U supports postsecondary faculty and staff by providing resources and examples to improve postsecondary education for all students, including those with disabilities. UDL-U is designed to be useful for individual inquiries related to small UDL topics, issues, or problems, as well as scalable to larger faculty development efforts (e.g., Faculty Learning Communities). UDL-U frames course redesign as a three-tier professional development process: Application of UDL principles to enhance teaching and learning Utilization of accessible instructional media and practices Awareness of assistive technology enablers and barriers

"Institutions of higher education are experiencing major shifts in pedagogy with teaching approaches that focus on student centered learning and increased access for learners who face challenges due to social, economic and cultural pressures. The traditional lecture based, face-to-face classroom is not as viable in light of information technology and learning tools offered by online instruction. More learners are participating in expanded learning communities unrestricted by geographical location and time restraints with more flexible access to content anytime and anywhere. The demographic composition of the college student population is shifting in response to economic, social, educational, health and political changes in the United States. In addition to students with disabilities, English language learners, and ethnic and racial minorities, other forms of diversity need to be considered in the classroom including gender, class, age, employment status, race and culture and family and work related responsibilities. Meeting the needs of these students is critical to insuring they have equitable access and opportunities to participate in higher education"

"Graham's review of the research doesn't resolve the age-old debate of whether students learn writing best naturally -  just by doing it - or through explicit writing instruction. But there are effective practices where the research is unequivocal. Distressingly, many teachers aren't using them. "We have confirmation of things we know that work, but are not applied in the classroom," said Graham."

"Story Share provides relevant and readable content for students who read below grade level beyond elementary school. In doing so, we aim to inspire reading practice and improve literacy skills. By leveraging the combined powers of interactive web design and best practices in literacy instruction, our platform will bring together writers, readers, and educators to engage and support readers who struggle."

"Michigan-based SLP Karen Natoci is back to show us how she is using one of his most beloved books to integrate language and literacy instruction with the AAC learners in some of the classrooms she serves. Be sure to download her lesson plan and watch the video clip of Karen in AACtion"

"This site was developed to provide professional development for educators working with students with significant cognitive disabilities. It focuses on teaching and learning in the areas of English language arts and mathematics, while also providing important information regarding components of the Dynamic Learning Maps™ system. The modules on this site are part of the instructional professional development system"

"The AEM Navigator is an interactive tool that facilitates the process of decision-making around accessible instructional materials for an individual student."

"The Google Drive iPad app is not yet all that we might want it to be, but it is definitely moving in the right direction. A recent update included the ability to create and edit spreadsheets, but it also added something equally useful - the ability to upload files from other apps to Google Drive via the "Open in" function. This creates some useful workflow options for teachers who want to assign, receive and grade student work on the iPad."

article from the Journal of Accessibility and Design for All