New media tools have great social and educational implications, and students with diverse learning needs are using them with increasing frequency. Join us to explore uses of several of the most popular new media options.
Technologies and other digital tools have been developed in the last 15 years with the potential to serve as scaffolds to support and improve the writing skills of students who are low achieving or have learning, behavioral or cognitive disabilities. Based upon a research synthesis of technology-supported writing interventions, evidenced-based tools for supporting and improving the planning, organization, drafting, editing and revising skills of students who struggle to write will be addressed.
George Peterson-Karlan, (bio), Professor of Special Education, Illinois State University
IDEA 2004 requires that specialized formats of textbooks and core related instructional materials be provided in a timely manner to students with print disabilities. What are core related instructional materials, specialized formats, and print disabilities? How do teams determine if specialized formats are needed? How do they acquire these materials? Explore the issues related to accessible instructional materials and hear about how the 15 states in the AIM Consortium are working together to address these questions.
This session will feature an overview of Universal Design for Learning (UDL) and interactive website tools hosted by the Center for Implementing Technology in Education (CITEd) that offer guidance to educators on the stages of effective technology implementation. Learn about just-in-time resources and tools to support instruction for diverse learners in an online for teachers on “differentiating instruction through technology.”
Assistive technology is known for offering support to struggling writers, but how do you determine the appropriate solutions for individual students? In this day and age of accountability through assessment, it is imperative to have a process for evaluating writing issues for students with learning disabilities. This presentation will describe a 4-step process for gathering concrete, quantitative data to shed light on a studentís writing difficulties. This presentation will be of interest to diagnosticians, occupational therapists, special educators and general educators.
Denise DeCoste, (bio), Team Leader, High Incidence Accessible Technology (HIAT), Montgomery County Public Schools (MCPS)
Documenting the effectiveness of your technology implementation initiative is critical to improving and growing the initiative. Data is also critical to gaining support in the community. Learn to use the resources in the EdTech Locator, an online toolkit from CITEd to help you assess your efforts and plan for improvement and growth.
Beyond mere consideration, how do you fully implement AT for students on IEPs? Explore the innovative AT Planner, a comprehensive set of guides for administrators, teachers, and families full of checklists, resources, and recommendations. Based on the research of the National Assistive Technology Research Institute, the Planner will guide implementation according to evidence-based practices.
Margaret Bausch, (bio), Assistant Professor, University of Kentucky
How do you find the technology solutions that best address your studentsí needs? Join us to celebrate the launch of the TechMatrix 2.0, a database of technology tools reviewed on accessibility and instructional features. The TechMatrix 2.0 supports user-generated searches and customizable returns that can be shared with colleagues. Come see what tech tools will work for you!
Heidi Silver-Pacuilla, (bio), Knowledge Development Task Leader, Center for Implementing Technology in Education (CITEd); Boo Murray, (bio), Senior Research Scientist and Instructional Designer (CAST); and Alise Brann, (bio), Research Associate, Education Development Center, Inc. (EDC).
RTI is fast becoming a household term, but what does it mean for you in your school and classroom? How can technology help you manage the process and serve students? Discuss the implications with the experts at the new National Center for Response to Intervention about research to practice efforts.
Full Recording (WebEx registration is required)* | Slides (PDF) | Resources discussed in Webinar | See an online chat Cheryl hosted at the National Center for Technology Innovation in January 2008 about these ideas and more
Are you in a position to request or recommend technology purchases? Learn how to be an informed consumer, with an understanding of the leverage points in district administrations as well as with vendors. Based on interviews with over 50 administrators, this webinar provides you strategic information on how administrators are making decisions related to technology.
Meeting the diverse needs of students is a challenge - technology can make it work for you. In this webinar we shared a successful model for implementing differentiated instruction with technology and provided a toolkit of resources, strategies, and practice guides that address your needs to differentiate planning, instruction, management, and student assessment.
More than a year after the National Instructional Materials Accessibility Standard (NIMAS) went into effect, how does it affect you as an educator? What are the implementation issues schools and districts are facing and what solutions are being tried? Join the Director of the NIMAS Technical Assistance Center to benefit from solutions that are working around the country.
Learn how the benefits of multimedia technologies can engage, motivate, and instruct all students, especially those who struggle to learn. Based on CITEdís suite of Research in Brief articles , this webinar provided a research-based framework to guide your practice as well as introduce you to a wealth of free, online, content-rich multimedia resources to enhance your instruction.
Boo Murray, Ed.D. (full bio), Senior Research Scientist and Instructional Designer, CAST; Heidi Silver-Pacuilla, Ph.D. (full bio), Knowledge Development Task Leader, Center for Implementing Technology in Education (CITEd); and Alise Brann, M.S. Ed, Ed.S. (full bio), Research Associate, Education Development Center, Inc. (EDC).
This session focused on ways teachers can help struggling students develop content area reading comprehension skills by linking research-based instructional strategies and technology tools. It drew on two examples: one that focuses on social studies, literacy, and Draft:Builder (grades 4-5) and one that focuses on biology, literacy, and SOLO (grade 9-10).
Judith Zorfass, Ed.D. (full bio), Associate Center Director at Education Development Center, Inc. (EDC); Karen Clay, M.Ed. (full bio), Project Director at Education Development Center, Inc. (EDC), Center for Science Education; and Elizabeth Fideler, Ed.D. (full bio), Project Director for Technology in CLaSS (TinC) at Education Development Center, Inc. (EDC).
ďA universally designed approach is the most practical way to deliver on the great promise of NCLB, not only for students with disabilities but for all students -- without exception and without retreatĒ (from Dr. Roseís testimony before the bipartisan Commission on No Child Left Behind (NCLB). Participants found out how to ensure that all children have an equal opportunity to succeed in schools.
David H. Rose, Ed.D. (full bio), co-founder of Center for Applied Special Technology (CAST), and principal investigator for two national centers to develop and implement the National Instructional Materials Accessibility Standard (NIMAS).
This session focused on promising instructional practices that are grounded in the special education literature and how they can be delivered with and through assistive and learning technology. Practical solutions to common implementation challenges were offered as participants considered ways to transform their reading instruction.
Heidi Silver-Pacuilla, Ph.D. (full bio ), Deputy Director, National Center for Technology Innovation (NCTI), and Implementation Specialist, CITEd, and Senior Research Analyst, AIR and Bridget Dalton, Ed.D. (full bio) Chief Literacy and Technology Officer, Center for Applied Special Technology (CAST).
This session introduced the interactive website tools hosted by CITEd that offer guidance to educators on the stages of effective technology implementation. It offers just-in-time resources and tools to support instruction for diverse learners, facilitate communities of practice, and provides research on technology-supported instruction with an emphasis on students with special needs.
Tracy Gray, Ph.D. (full bio), Director, Center for Implementing Technology in Education (CITEd), Director, National Center for Technology Innovation (NCTI), and Managing Research Scientist, AIR and Mary Thorngren, M.S. (full bio), CHES, Deputy Director, CITEd and Senior Project Specialist, AIR.
This session introduced the looking at student work (LASW) process for technology integration and engaged participants in a simulation of the LASW process. It explored how schools implemented LASW as part of a larger professional development program, reviewed available online materials, and asked participants to reflect on possible next steps for implementation.
Judith Zorfass, Ed.D. (full bio), Associate Center Director at Education Development Center, Inc. (EDC) and Alise Brann, M.S. Ed, Ed.S. (full bio), Research Associate at Education Development Center, Inc. (EDC).
NIMAS 101 provided an overview of the National Instructional Materials Accessibility Standard (NIMAS) language within IDEA 2004, the NIMAS regulations, policies related to implementation, TA and the role of NIMAC, the national source file repository. Discussion focused on ways to use NIMAS source files to produce student ready accessible versions of textbooks and related instructional materials. States and local school districts are required to implement their plans in early December, 2006.
Chuck Hitchcock, M.Ed. (full bio), Director, National Instructional Materials Accessibility Standard (NIMAS) Technical Assistance Center, U.S. Dept. of Education, Office of Special Education Programs (OSEP).