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This article outlines a partnership between a nonprofit theater in Connecticut and pre-service special education teachers at a local university. The goal of the collaboration was to increase the accessibility of the sensory-friendly performances and events designed for students in PK-12. The process of creating visual supports and a core communication board is shared, in addition to the designing of training and implementation phases. The project not only resulted in improved supports for the school-aged sensory-friendly events for the next season, but also in a demonstrable perspective shift on the importance of inclusivity and community communication supports among pre-service teachers and community members. © 2021, Assistive Technology Industry Association. All rights reserved.
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Looking back on a year of tumultuous teaching and learning amid restrictions set in place after the COVID-19 pandemic began in early 2020, Remote Teaching and Learning: Reflections and Practical Advice focuses not only on the trials and tribulations higher ed faculty have endured but also the insights learned, silver linings revealed, and successes achieved through emergency remote teaching. Hear from 20 educators whose contributions include: reflections on pandemic teaching; strategies and practical advice; and resources for students.Whether you’re returning to a face-to-face classroom, continuing to teach online, or exploring hybrid or HyFlex teaching, you’ll find wisdom, advice, and observations from educators with a shared commitment to student learning. Includes student handouts to use in your classroom!
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This case study retrospectively reflects on a self-contained teacher’s decision to pair publisher-created adapted text with audio support as part of a multicomponent reading intervention. She evolved from creating her own adapted text to implementing publisher-created adapted text throughout a school year. The study analyzed students’ reading comprehension test scores throughout the year to examine the influence of publisher-created adapted text embedded within a multi-component reading intervention. The Related-Samples Wilcoxon Signed Rank Test revealed significance (p=.043) between students’ fall and spring Reading Inventory scores, with a moderate effect size (r=.562). The teacher made the instructional decision to implement publisher-created adapted text which eliminated time consuming self-adaptation of materials (Browder et al., 2007) and her students continued to make progress with this shift of materials with some demonstrating significant progress by the end of the school year.
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The goal of this exploratory qualitative study was to determine how students with disabilities in higher education are using the Livescribe smartpen in their note-taking process and the perceived impact on their academic tasks. Based on participant interviews, many are using the Livescribe smartpen for recording class lectures while taking notes and for engaging with the content outside of the class session. All but one participant reported a perceived positive impact from the use of the Livescribe pen. The positive impacts included improved focus, higher academic outcomes, independence, and capturing complete notes. One unexpected trend that was revealed is that the majority of the participants adjusted their use of the Livescribe smartpen accommodation based on the professor’s teaching style and course structure. © 2021, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.
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