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Brittany Houston. Coronavirus: Latest Updates and Tips

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Brittany Houston. Coronavirus: Latest Updates and Tips

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I chose this resource because it provides very valuable information regarding COVID-19. While it is specifically for parents or professionals, I believe anyone could benefit from the information provided. It is helpful because it provides interesting information about the virus and even helps when talking to young people about the pandemic. I would recommend this resource to anyone hoping to know more about COVID-19 and how it is affecting people, but especially parents.

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The coronavirus pandemic impacts everyone. But it creates added challenges for some people. That includes kids and adults with learning differences or disabilities. We've created this COVID-19 resource to help people who learn and think differently thrive at home, at school, and at work.

We'll be providing updates on issues that impact learning, special education, talking with kids, and working from home. So keep checking back.

It's natural for kids to have questions and concerns about the coronavirus. But kids who learn and think differently may have challenges that make it harder to understand or cope with this health crisis. Get tips for talking about the coronavirus with kids.

Here's how to handle specific issues that may come up:

School closings and distance learning

Many schools are closed for the rest of the year, and families and educators are looking for ways to make the most of distance learning. Understood remains focused on supporting the 1 in 5 who learn and think differently. But with so many students struggling to adjust, Understood's Amanda Morin points out that every child is the 1 in 5 right now.

The following are especially geared toward educators:

These resources can help teachers support emotional health during distance learning:

At-home activities, schedules, and more

If kids have to stay home or activities are canceled because of the virus, it can be hard to find ways to keep them busy.

Families have been through so many changes these past few months. Learning from home. Working from home. New routines or maybe no routines. Explore stories about how families are coping.

New community groups and partner sites

Understood just launched two new communities. Privacy settings for the groups mean that only members can see who's in the group and what they post.

Understood is also proud to partner with three new coalition sites that are providing free resources to help transition to online and at-home learning:

Disability issues at work

The current health crisis may raise workplace questions when it comes to employees with disabilities.

The following are especially geared toward employees and job seekers:

The following are especially geared toward employers:

See the weekly roundups of coronavirus news and free resources we put together during the first month of school closures.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

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Coronavirus Latest Updates and Resources

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The coronavirus pandemic impacts everyone. But it creates added challenges for some people. That includes kids and adults with learning differences or disabilities. We've created this COVID-19 resource to help people who learn and think differently thrive at home, at school, and at work.

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Brittany Houston. Resources for Teaching Remotely

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Brittany Houston. Resources for Teaching Remotely

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I chose this resource because it is very helpful for anyone providing services to students. It is helpful for both parents and professionals and provides great websites for anyone to use. It helps by listing and providing links to multiple resources that would be helpful for anyone with a student learning during quarantine.

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eLuma provides an array of online therapy, and assessment solutions to not only address the shortages and constraints plaguing K-12 eduction, but to help move it forward. eLuma's current offerings include online speech therapy, occupational therapy, mental health services, school psychology, assessments, and a ground-breaking case management system.

Recently, eLuma established an integrated mental health services model focused on student, family, and school staff support to address MTSS needs and support the increased number of children and adolescents in need of mental health services. eLuma's HIPPA, FERPA, and COPPA compliant telehealth services ensure maximum efficacy, efficiency, dependability and a better overall experience for students, families, and administrators alike.

eLuma's customized solutions empower educators to provide services in the most effective, cost-efficient and dependable way.
Schedule a Free Consultation Learn More About Our Services

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CEC is here to support special education professionals and your ongoing efforts to apply good teaching practices remotely due to precautions surrounding the COVID-19 virus. This page is a collection of suggested resources you can use as you determine the best means to provide services to your students and their families.

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Brittany Houston. Apps for Students with Special Needs

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Brittany Houston. Apps for Students with Special Needs

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I chose this resource because I was very interested in what apps are available for students. This article  is helpful for both parents and professionals because the apps can be used by anyone. This resource helps parents and teachers give students access to apps that can be helpful during quarantine or any other time. I would recommend it to anyone hoping to get their student engaged and more excited to learn.

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The coronavirus creates a unique challenge for students with special needs-educators share recommendations for apps to support learning at home.

Special education is facing severe challenges as remote becomes the new norm for K-12 learning during the coronavirus pandemic. Delivering differentiated content in a well-equipped classroom can be difficult on a good day, but now that most schools are closed or closing, educators who work with children with special needs must, in many ways, completely reinvent their approach to teaching.

One of the main concerns for both teachers and parents is keeping students on track to reach their individualized education program (IEP) goals and objectives as they are tailored for each student. Teachers must also work much more closely now with parents/caregivers to support this learning at home. In some cases, students are accustomed to having aides, in addition to teachers, in the classroom. It is a lot of responsibility for caregivers to bear, but luckily some of the digital tools now available can really help.

I reached out to my special education colleagues via the Facebook Group called Education App Talk (E.A.T.), asking for their favorite digital tools; what follows includes some of their recommendations, but it is just the tip of the iceberg of what is available. Remember, as with any tool, what may work wonders for some students will only frustrate others. Customization is key with any app, so adults and educators should be prepared to put in some time learning the apps themselves or how to make modifications in the settings. Many apps come with great teacher-made materials; look for video tutorials, lesson plans, and extension activities.

Free Apps or Apps With a Free Trial

SentenceBuilder is a conversation simulator designed to help elementary-aged children learn how to have conversations with their peers in a variety of social settings, which can be a particular challenge for special needs students. ConversationBuilderTeen, for older students, is geared to help kids learn when it is appropriate to introduce themselves, ask questions, and change the subject of the conversation. This app also covers sarcasm and addresses how kids should respond to bullying.

Digital Modifications

Aside from apps, digital modifications are critical for online home learning for special needs students. Text to speech (TTS) is a type of assistive technology that reads digital text aloud and works with almost all digital devices-phone, iPad, computer. Many types of text files and most web pages can be converted into audio with TTS software.

Speech recognition (dictation) is another necessary tool, found on most digital devices, that enables students to express themselves by simply talking without having to worry about typing, spelling, and grammar. Dictation software is available on most devices in the settings menu, and it helps students expand their writing skills and achieve new levels of success. Note: Apple has a more advanced speech recognition system than Windows.

During the coronavirus pandemic, out-of-school learning is a great challenge, but it is particularly so for special needs students, who already face hurdles in their schooling. Be mindful-and patient-with special needs students as they try to adapt to this new dynamic. Change alone can be very disruptive for many children, and they will need time to adjust to their new routine. Don't be surprised by regression in social and emotional behaviors. Small strategies like breathing exercises, creating structure, and helping students methodically work through problems are essential at this time.

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Apps for Students With Special Needs-As School Buildings Shutter

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The coronavirus creates a unique challenge for students with special needs-educators share recommendations for apps to support learning at home.

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My 5 Parenting Rules for Letting Go and Getting Through the Coronavirus 

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My 5 Parenting Rules for Letting Go and Getting Through the Coronavirus 

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I choose this blog because it allows family to see everything you see on Facebook does not work for everyone. Do not be overwhelm during this Coronavirus that everything does not go as planned. It is fine just make sure you are getting the outdoor time and exercise time.
Keondra

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I'm a working mom of two sons who learn and think differently. They're doing distance learning from home. And I'm watching my social media feeds blow up with beautiful color-coded schedules, pictures of detailed learning activities, and articles about limiting screen time.

I wish people would realize that their pandemic parenting priorities don't fit every family. That color-coded schedules won't work for everyone.

It makes me feel inadequate and like I can't keep up. But what we do with our kids during this time has to be different-it has to be based on the kids we have. And what we did in the past may not work now.

So, to get through, I'm letting go. Here are my new rules to fit our "new normal."

1. Our "schedule" can change based on the day.

There's no one schedule that works right now. It depends on the day, what's on everybody's plate, and how everybody is coping.

Both of my sons are on the autism spectrum. The 10-year-old also has ADHD. Our school district has provided distance learning plans, which my older son can follow and do at his own pace. But our 10-year-old needs support in getting it sorted out.

Plus, he gets teletherapy to meet the goals of his IEP. That factors into what the day looks like.

My husband has ADHD and is trying to work from home just as I am. We're not able to color-code or pre-plan any of this.

2. We're not worrying about screen time.

I know there are guidelines around how much screen time is appropriate for kids. And that kids with ADHD can have a harder time managing screen time. But nothing is normal right now.

At-home learning requires the kids to be on screens. Social distancing means the only way my kids-who struggle with maintaining friendships in the best of times-can socialize with their friends is through video chat or gaming together.

And for all of us, watching TV or movies is a distraction from our own very loud, anxious thoughts. We need that.

3. We make exercise and outdoor time a priority.

With two people in the family who have ADHD, staying inside is hard. They're restless, and that makes all of us restless. And neither of them can sleep at night when they haven't gotten enough exercise during the day.

We're incredibly fortunate to not live in a city right now. We live in a small town just outside a city, and our home borders marshland. We have a small backyard that's separate from other people. And there are walking trails nearby. For as long as we're able to and there's nobody else close by, we're going to go outside.

4. Everybody's mental well-being comes first.

Even if it means some of the schoolwork doesn't get done, being OK comes first. We chose not to have our 10-year-old join a video social skills group where the discussion might center around worries kids are having right now. Once he starts worrying and talking about coronavirus, he can't stop.

And it's not just the kids' mental well-being we're looking out for. My husband and I are limiting our news intake. And I'm trying to take time away from my desk so I can tend to my own mental health. I can't support my family if I'm not OK.

5. Doing my best is going to have to be good enough.

I always tell my kids they can't do better than the best they can do. It's advice I'm going to have to take right now. Amid all this uncertainty, my best isn't as good as it typically would be. I'm distracted and worried, and it affects my productivity. But it's still the best I can do. And I can't do any better than that.

About the Author

About the Author

Amanda Morin&nbsp

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of The Everything Parent's Guide to Special Education. Two of her children have learning differences.

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My 5 Parenting Rules for Letting Go and Getting Through the Coronavirus Crisis

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I'm a working mom of two sons who learn and think differently. They're doing distance learning from home. And I'm watching my social media feeds blow up with beautiful color-coded schedules, pictures of detailed learning activities, and articles about limiting screen time. I wish people would realize that their pandemic parenting priorities don't fit every family.

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Webinar Series: Addressing Abuse and Neglect During COVID-19

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Webinar Series: Addressing Abuse and Neglect During COVID-19

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I choose this webinar series because it discusses the how to in address abuse and neglect. Since the children are at home with their parents most of the day, we need to know and understand the types of impact abuse and neglect can placed on children, families, staffs, and services during this time.
Keondra

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Social distancing and sheltering are stressful. With little outside social support or respite, children are at a greater risk for harsh disciplinary practices, abuse, and neglect. And for those responsible for children, the stressors are tenfold and directly felt by babies and young children.

Join us for a 5-part guided reflection webinar series to consider the impact on children, families, your staff and services. Connect with your community of support to gain actionable trauma-informed practices and prevention efforts.

Each webinar focuses on a specific early childhood sector, providing resources and opportunities for reflective dialogue around trauma-informed practice and prevention efforts, vicarious traumatization risk, and promoting professional resilience.

The Role of Clinicians

Topic: Clinicians' Attending To Risks for Abuse and Neglect During COVID-19: A Guided Reflection
Date: Apr 15, 2020 | 1:00-2:15 PM ET

The Role of Home Visits

Topic: Home Visitors' Attending To Risks for Abuse and Neglect During COVID-19: A Guided Reflection
Date: Apr 22, 2020 | 1:00-2:15 PM ET

The Role of Early Childhood Educators

Topic: Early Childhood Educators' Attending To Risks for Abuse and Neglect During COVID-19: A Guided Reflection
Date: Apr 29, 2020 | 1:00-2:15 PM ET

The Role of Child Welfare

Topic: Child Welfare Professionals' Attending To Risks for Abuse and Neglect During COVID-19: A Guided Reflection
Date: May 6, 2020 | 1:00-2:15 PM ET

The Role of Military/Veteran Providers

Topic: Military/Veteran Providers' Attending To Risks for Abuse and Neglect During COVID-19: A Guided Reflection
Date: May 13, 2020 | 1:00-2:15 PM ET

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Webinar Series: Addressing Abuse and Neglect During COVID-19

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Social distancing and sheltering are stressful. With little outside social support or respite, children are at a greater risk for harsh disciplinary practices, abuse, and neglect. And for those responsible for children, the stressors are tenfold and directly felt by babies and young children.

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Epic has over 40,000 high quality books and educational videos for children. Parents can sign up four children to this app. The books comes in different languages such as English, Hindi, Japanese, Korean, Simplified Chinese, Spanish, and Traditional Chinese. It's offers a  free 30-day trial. This app is only available to iPhones, iPads, and AppleTV.
Keondra

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Epic is the leading digital reading platform for kids 12 and under! Our fun, kid-safe, interactive reading app fuels curiosity and reading confidence by letting kids freely explore their interests, with instant, anytime access to a library of thousands of books, audiobooks, learning videos and more.

Download the app today and choose which account is right for you.

FOR FAMILIES: EPIC UNLIMITED & EPIC BASIC
There are 2 versions that kids can use at home: Epic Unlimited and Epic Basic.

Epic Unlimited offers families:

- 40,000+ popular high-quality books to get them reading and learning anytime, anywhere
- Thousands of fun, interactive learning videos (and counting!)
- Audiobooks, Read-To-Me books, quizzes and Spanish-, French- and Chinese-language books
- Personalized recommendations based on reading level and interests
- 24/7 online access, as well as offline access for on-the-go reading
- In-app progress tracking and weekly progress emails
- Badges and rewards to keep them motivated

For just $9.99/ month or $71.99/ year, you can create up to 4 individual child profiles (and you can cancel at any time). You can also use Epic at no cost with Epic Basic, which lets kids read a free book a day from a limited library of high-quality books.

FOR EDUCATORS: EPIC SCHOOL
Epic School is free for elementary school educators worldwide. Educators use our award-winning digital library to supercharge reading and learning-with access to tons of high-quality, educational children's books, including Read-To-Me books, audiobooks and nonfiction. Students can use it after class, too!

You'll also get:

- The ability to create student profiles and assign books
- Personalized recommendations based on students' reading levels and interests
- Seamless progress tracking between in-class and home reading
- Incentives like special badges and rewards for a job well done

THE EPIC LIBRARY
Our award-winning platform offers a huge variety of titles for kids 12 and under from leading publishers like Scholastic, National Geographic, HarperCollins and more. With tens of thousands of books and learning videos (and counting), there's something for every age, interest and reading level.

Epic offers ebooks and learning videos for kindergarten through 7th grade.

The Epic library has everything from picture books to chapter books, Read-To-Me books, audiobooks, graphic novels, comics, nonfiction and educational titles, educational videos and more. We've also got Spanish-, French- and Chinese-language books.

Well-known books and series include:
Curious George
Goodnight Moon
Sesame Street
Flat Stanley
National Geographic
Ramona Quimby
Diary of a Wimpy Kid
Warriors
The Girl Who Drank the Moon
Wings of Fire

* Plus, our popular Epic Originals!

PRESS AND EXPERT REVIEWS
Epic has been featured on The TODAY Show, CNET and Refinery 29, as well as in The Wall Street Journal, Parents Magazine, USA Today, Forbes, Parenting.com and more.

"Epic strikes the perfect balance between educational and fun, and should allow parents to feel more confident about introducing the iPad into their children's daily lives as a tool." -TechCrunch

"Get access to thousands of books on all subject matters" -Parenting.com

"Epic is incredibly valuable because it gives students exposure to books that they wouldn't get from a library or our classroom." -Cindy, Epic Master Teacher

MORE DETAILS
- Epic Basic is free to use and Epic Unlimited is just $9.99/ month or $71.99/ year
- Subscription automatically renews unless auto-renew is turned off at least 24 hours before the end of the current period
- To learn how to cancel your subscription visit: https://getepic.zendesk.com/hc/en-us/articles/204930315-How-can-I-cancel-my-Epic-membership-

Privacy Policy
getepic.com/privacy

Terms of Service
getepic.com/tos

CUSTOMER SERVICE
We're here to answer any of your questions. Send us an email at support@getepic.com and our customer support team will reply shortly.

Version 5.36

Thank you for using Epic! In this release we have added the ability to download audiobooks. This update also includes design updates and bug fixes. We are always making updates and improvements to make your child's reading experience better. If you have any questions or suggestions, please email feedback@getepic.com.

Absolutely Amazing App!

This app has helped to spark my son's love of reading, and that spark has been eluding us for some time now! There are so many well written stories and age appropriate books up to age 14 that I saw. Even on the app you can search for books by their grade, make a collection for your child (under the parent avatar) and assign those books for them to read. They can favorite books, adding them to their library, etc. Many of the books will offer a quiz at the end, giving your child the opportunity to earn points and badges, and every kid loves being rewarded for their work! There are books they can read themselves, books that can be read to them, some that do both, and audio books for when they just want to listen or have a night time story! This app offers a nice bit of customization, you can have words highlighted and defined, search through books, collections others have already made, etc. It's very user friendly and will suggest books based upon what your child has already read. I love that I can assign him a collection of books I've picked out and can separate them in collections however I like. There are also educational videos as well, we just love it. This app has become indispensable for us! ❤️❤️❤️

Thanks for the feedback! We are delighted to hear your son is enjoying Epic!. :)

I LOVE EPIC

Epic is really good for every body but I think it would be much better if you could put books for adults so they can enjoy reading too and just so you know I just gave this idea if you guys want this app to be much popular and more fun for everyone. Also some thing that will also help your app is that it does not have to be with money because why not we use it for free because maybe some people don't have the money and because every body wants to talk about it they really want to try this app and they download it but then they see oh no 🤦‍♂️ 🤦‍♀️ this app needs money every month. Thanks for understanding. Just so you know this is just a feed back and please mail me I want to know if you guys liked my feed back. Bye!!!!!!👏👏👏 Thank you very much for this app. Also, thank you for your support. From: a fan of your app👍. P.S: just so you know all of this is just a feed back but the following is a review, I hope you like it ❤️❤️. I love this app and I think that it is such a clever and fun app to use every body at my school 🏫 always talks about Epic because it's such a good app.

Not thrilled

I'm in the first few days of subscription, and wondering if I'm missing a better way to search? It's horrible! Literally the poorest search function I've yet to experience. Can't type more than one word without getting hundreds of irrelevant results. Clicking on Boxcar Children in "popular series" offers only three books, although 60+ are available in epic! The series I've looked at are completely unsorted, making it very difficult for children to use those independently if they have a continuous story from beginning to end. The thumbnail view, even on large screen tablet, can't be zoomed, so subtitles and numbers within series are not readable.
I attempted to create collections and assign to my homeschooling student, following the directions on epic's site, but "My Library" is missing entirely, so can't get past first step. I'm using the app on iPad Pro.
One good thing is children can comfortably browse featured items, although I'd love to adjust what's there since my child is mostly reading Halloween titles (in mid November). The library definitely has liberal leaning options (ex. several books about Ruth Bader Ginsberg and Big Bang 'science') but none to be found leaning conservatively after much searching.
I'm disappointed that so few Caldecott books are included. Also lacking unabridged classics. There is no shortage of Twaddle.
Not sure this is anything I expected or want to pay for.

Thank you for reaching out!! We apologize that you're having trouble with your account and we're grateful for the chance to make it right. Please visit https://getepic.zendesk.com/hc/en-us/requests/new to reach our Support team as we'd love to figure out what's going on. Thanks for your patience!

The developer, Epic Creations, Inc., indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Linked to You

The following data may be collected and linked to your identity:

Data Not Linked to You

The following data may be collected but it is not linked to your identity:

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

Seller

Epic Creations, Inc.

Compatibility

iPhone

Requires iOS 12.1 or later.

iPad

Requires iPadOS 12.1 or later.

iPod touch

Requires iOS 12.1 or later.

Languages

English, Hindi, Japanese, Korean, Simplified Chinese, Spanish, Traditional Chinese

Age Rating

4+, Made for Ages 6-8

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎Epic is the leading digital reading platform for kids 12 and under! Our fun, kid-safe, interactive reading app fuels curiosity and reading confidence by letting kids freely explore their interests, with instant, anytime access to a library of thousands of books, audiobooks, learning videos and more....

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Flipgrid is another excellent resource for teachers to use in their online classrooms. Flipgrid provides a sense of community in a class even though everyone is separated. Students and teachers are able to create short videos to discuss class topics with each other, kind of like vlogging. This can be useful instead of writing assignments because students can just talk about what they have learned and it also allows them to see each other, even if it's just through a screen.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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If teachers are interested in keeping a somewhat traditional classroom setting while trying to teach online then NearPod can be a good resource for them. NearPod allows teachers to create interactive lessons with their students even though they are all in different places. Students are still able to complete their assignments independently while teachers are able to keep track of their progress. Also, teachers have the ability to synchronize lessons. If they wanted to do a live lesson in their virtual classroom then NearPod gives them the ability to synchronize all of the devices to make sure that the entire class is together while they're learning.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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This website is a tool that can be used by teachers to assess their student's knowledge or allow them to show the teacher what they understand and might need more help with. This is a video editing website that allows students to show their creativity and showcase what they have learned in a way that is unique to them. Students have a lot of freedom on this website to create a product that they are proud of and it can encourage them to stay motivated with their learning because they're able to create something that they are proud of.

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Classroom Software for Teachers | Interactive Video | WeVideo

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Effective classroom software enhances learning for both teachers and students. Learn how to fuel learning outcomes with interactive video. Try free today!

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This website has an article titled, "16 Answers to Your Questions about Teaching Online". I thought this would be a helpful resource to any professional who is adjusting to the transition of in-person academic to an online platform. Some educators have never experienced working with an online classroom, making this a difficult time. This source answers prominent questions that those educators may have relating to their new form of teaching.
- Hannah Greene

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Free resources drawn from social and behavioral science
The call for 'social distancing' in the wake of the coronavirus and its attendant COVID-19 disease has seen schools and universities around the world hurriedly attempting to turn their physical classrooms into virtual ones. While this may be best immediate reaction from an epidemiological point of view, from a pedagogic perspective, it has left instructors desperately trying to retrofit and reformat their courses while trying not to unduly disadvantage large numbers of their students. As a means of supporting those attempting to do their best under trying circumstances, SAGE Publishing has drawn from its large body of published and peer-reviewed research to offer the resources below - free of charge - to serve teachers and students around the world.
Index:

Editor's Note: SAGE's Methods Guru, Janet Salmons, has also drawn from SAGE's large body of published research to create a resource for those who are making the switch to online classes. Rooted in theory, suggestions and resources can be found in the post here: 'Making a Sudden Transition to Teaching Online: Suggestions and Resources.'

UPDATE: The journal TEACHING Exceptional Children's special issue on online learning for special education teachers has been opened for free access. Click here to read those papers.

The Basics
What is online learning and what can I expect compared to face-to-face situations?
"Research on Online Education," by Daria S. LaFave from The SAGE Encyclopedia of Online Education edited by Steven L. Danver

This introduction to online education from 2016 provides an overview of the teaching landscape, sharing different research on the topic. The entry discusses how face-to-face and online environments compare, particularly with regards to learning outcomes, instructional design, and instructional effectiveness. Valuable insight is also shared on how to better understand online learners.
What are the different types of online learning? Which is best for my course?
"E-Learning and Blended Learning," by Helen Ritchie from Storytelling, part of the SAGE Video collection

There are different ways to structure an online course: an instructor can let students review materials on their own time, use video conferencing to livestream a lecture, or implement hands-on "classroom" sessions. This video discusses different approaches and how they can be combined.
How do I adapt a face-to-face course to online?
"Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience," by Melissa J. Kenzig in Health Promotion Practice, July 2015

Many instructors being asked to adapt their face-to-face courses to an online environment do not have sufficient training do so. This commentary shares challenges faced by instructors adapting courses from face-to-face to online, best practices, and common mistakes.
How do I motivate and engage in an online environment?
"A Practical Guide, With Theoretical Underpinnings, for Creating Effective Virtual Reality Learning Environments," by Eileen A. O'Connor and Jelia Domingo in Journal of Educational Technology Systems, February 2017

Based on many years experience, the authors suggest educationally productive, research-supported ways to create learning environments that can motivate, engage, and educate participants in an online environment. Scroll down to the section titled "General Application" to find ideas related to "ice breakers" and community interactions, bringing in external speakers, virtual poster sessions, role playing, shared problem-solving, and more.
What are the other challenges related to online learning to be wary of?
"Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review," by Masureh Kebritchi, Angie Lipschuetx, and Lilia Santiague in Journal of Educational Technology Systems, August 2017

This article identifies the major issues related to online learning that instructors and institutions should be wary of such as:

Learner issues: learners' expectations, readiness, and participation

Instructor issues: making the transition from face-to-face to online, managing time, and finding appropriate teaching styles

Content issues: the role of instructors in content development, integration of multimedia, and the role of instructional strategies in content development

How can I ensure quality of participation?
"Student Participation," by Jean A. Stuntz from The SAGE Encyclopedia of Online Education edited by Steven L. Danver

Participation in an online course calls for interaction with the materials, students, and the instructor. The entry digs into why intuitive communication and navigation is necessary for quality participation, as well as different hands-on and hands-off approaches for instructors to implement from the beginning.
How can I add the "human touch" and maintain student retention?
"Adding the Human Touch to Asynchronous Online Learning," by Cynthia Wheatley Glenn in Journal of College Student Retention: Research, Theory & Practice, March 2016

This article shares ways to extend the "human touch" in an online environment in a way that will improve student retention (scroll down to the section "Variables that Improve Student Retention").
How do I integrate small group work in online courses?
"Online Course Student Collaboration Literature: A Review and Critique," by Maura R. Cherney, Michelle Fetherston, and Lauren Jean Johnsen in Small Group Research, August 2017

Through a meta-synthesis of 41 articles related to small group work in online courses, the article addresses questions about group size (what's optimal?), assembling a group (how do I split up students?), assigning roles to group members, "free-riding" and more.

Meeting Student Needs
How can I understand what type of learner my student is in an online course?
"Learner-Centered Techniques," by Terry Mackey from The SAGE Encyclopedia of Online Education edited by Steven L. Danver

Teaching an online course might require instructors to re-learn the individual preferences of each student. This entry goes over various tools instructors can use to gain that understanding, such as polls, surveys, and drawing tools, not only so that courses become student-centered, but also so student retention and skill increase.
How do I support students with emotional and behavioral disorders in an online environment?
"Teaching Online Social Skills to Students With Emotional and Behavioral Disorders," by Joseph John Morgan, Kyle Giggins, Susan Miller, Thomas B. Pierce, Randall Boone, and Richard Tandy in Journal of Special Education Technology, May 2016

Technology use creates new natural environments for social participation and new rules for social interaction and it has been theorized that students with emotional and behavioral disorders will not do as well socially in online environments. This study studied different types of online social skill instruction and found that they were effective at increasing students' identification of problem behaviors in an online environment. Implications for the incorporation of this instruction into social skills interventions are discussed.
How can I support diversity in an online environment?
"Respecting Diversity in an Online Environment," by Robyn Trippany Simmons, Tiffany Rush-Wilson, and Breyan Haizlip from Online Counselor Education: A Guide for Students edited by Carl J. Sheperis and R.J. Davis

Understanding elements of diversity and how they may impact interaction in the online environment is critical. This chapter from a text published in 2016 helps both instructors and students become familiar with parameters for difficult discussions and potential microaggressions that can occur in an online environment.
How can I prepare students for the real world through online learning?
"Fostering Emotional Intelligence in Online Higher Education Courses," by Robin Aa. Majeski in Adult Learning, September 2017

Many courses developed to prepare students for the real world have begun to help learners develop emotional intelligence competencies such as emotional self-control, conflict management, teamwork, cultural awareness, and inspirational leadership. This article proposes specific course design and instructional strategies that can foster emotional intelligence in an online learning environment.

Meeting Course Requirements
What if I still need my students to participate in service learning? How do I do that in an online environment?
"Facilitating Service Learning in the Online Technical Communication Classroom," by Danielle Nielsen in Journal of Technical Writing and Communication, March 2016

Drawing from the author's experience teaching online technical communication courses with a service-learning component, this article addresses courses where students are required to find service opportunities. The author argues that by implementing service learning into online classrooms and requiring students to locate their own opportunities, students not only build a greater sense of civic engagement because they also they develop a greater sense of responsibility for their own education and the coursework they undertake.

Tools
How can Slack complement online instruction?
"Slack It to Me: Complementing LMS With Student-Centric Communications for the Millennial/Post-Millennial Student," by Spencer M. Ross in Journal of Marketing Education, February 2019

This article first assesses the attitudes and perceptions of widely used learning management systems (LMS) in creating an engaging student learning experience and then discusses the educational uses of Slack, a business communications tool, as an LMS complement. While many LMS platforms present communication challenges for students and instructors, the author finds that Slack positively enhances students' perceptions of the classroom as a real-world experience, as well as perceived learning outcomes from group work.

Other Considerations
What about ethics in the online learning environment?
"Internet Ethics for Users and Providers," by Marion G. Ben-Jacob in Journal of Educational Technology Systems, March 2017

While not focused specifically on online teaching, this article deliberates concepts of Internet ethics from the perspectives of user and providers. It discusses concerns of the users from different disciplines, addresses issues and regulations of service providers, and considers matters of privacy. It ends by sharing an exercise for students that promotes awareness of Internet ethics.

SAGE

SAGE Publishing, the parent of Social Science Space, is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets. An independent company, SAGE has principal offices in Los Angeles, London, New Delhi, Singapore, Melbourne and Washington DC.

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16 Answers to Your Questions about Teaching Online - Social Science Space

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The call for 'social distancing' in the wake of the coronavirus and its attendant COVID-19 disease has seen schools and universities around the world hurriedly attempting to turn their physical classrooms into virtual ones.

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Learning Ally is a website containing audio books for $99 a year. This website is a helpful resource for students with visual impairments, learning disabilities or intellectual disabilities. They are proud to allow all students to have equal learning opportunities.
- Hannah Greene

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Storyline Online is a free website that contains hundreds of videos of various people reading books. The videos are interactive and some of the stories in the books even play across the screen so students are able to enjoy the video while they are improving their reading skills. For many of the books there are print of activity sheets so parents can use those sheets in order to engage their children in the story and improve their comprehension.
- Hannah Greene

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GoTalk NOW, though does cost $100, is still cheaper compared to many others. This app can be used to help break communication barriers between a child and their parent, specifically with a child having speech related difficulties. The child could use the app to communicate. Additionally, this app can be customized to best suit the individual.

the attached website provides a review on the app.

-Brooke Miller

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Skip to Content

A lot or a little?

The parents' guide to what's in this app.

Kids can learn how to effectively communicate using the Go Talk Now app using a tap or typing. They can design communication stories using the built-in voice, a parent's voice, or a purchased voice. Though there is no explicitly instructional content in Go Talk Now, kids can learn how to communicate their ideas, needs, and dreams.

Once communication books are set up, the app is easy to use. Books can be edited as kids increase their vocabulary.

What's it about?

GO TALK NOWis an easy-to-use augmentative and alternative communication (AAC) app that allows kids to communicate by tapping images representing words on the device. Communication books can be customized using photos, text, voice, and video. Parents or kids can create books of words and images to communicate stories, or kids can tap individual words to communicate. Parents will need to set up the library of words before kids can start communicating.

Is it any good?

Talk to your kids about ...

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Skip to Content The parents' guide to what's in this app. Kids can learn how to effectively communicate using the Go Talk Now app using a tap or typing. They can design communication stories using the built-in voice, a parent's voice, or a purchased voice.

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With the virtual class rooms being the new normal, DocHub could be used as a great, free resource for students! The student can upload/scan their work that they have received from teachers and be able to work on them. The student can have it uploaded on tablets or laptops!
-Brooke Miller

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Fill PDF Forms

Easily create, import, edit and fill PDF forms on any computer.

Google Integrated

Open files directly from Gmail, Google Drive and Dropbox.

Document Security

256-bit SSL encryption, OAuth 2.0 authentication and redundant, encrypted storage.

Share and Publish

Share documents with collaborators or the world from your personal DocHub url.

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Sign PDF documents online, request eSignatures, and send reusable PDF templates. It's a PDF editor in your browser that integrates with Google and Gmail. Sign up instantly and for free.

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This website can be used by both parents and teachers! It provides a list of low-tech, mid-tech, and high-tech options that can help benefit students with specific learning disabilities.

-Brooke Miller

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University
Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012). While the phrase assistive technology may make us think of computers and computerized devices, assistive technology can also be very low-tech. For example, pencil-grips (the molded plastic grips that slip over a pencil) are considered assistive technology. Assistive technology that helps students with learning disabilities includes computer programs and tablet applications that provide text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction capabilities (e.g., WordQ), and graphic organizers (e.g., Inspiration).

In comparison to other interventions, assistive technology may have a significant effect in helping students with disabilities progress towards the goals outlined on their Individual Education Plans (Watson, Ito, Smith, & Andersen, 2010). Assistive technology helps in two ways: it can help the student learn how to complete the task and it can help to bypass an area of difficulty. For example, when a student decides to listen to a digital version of a book, they are bypassing an area of difficulty. However, if the student focuses on the computer screen as highlighted words are read aloud, they can learn unfamiliar words.

Assistive Technology Summary Points

1. Assistive technology ranges from low- to high-tech.

2. Assistive technology can be used in two ways: to support learning and to bypass a challenging task such as handwriting.

3. In order to be effective, assistive technology needs to be embedded within quality instruction.

Laptop Computers and Computerized Devices: Benefits of Assistive Technology

Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). Using a word processor can help students to complete work that is more organized and includes less spelling errors than handwritten work (Hetzroni & Shrieber, 2004). In addition, students may identify and correct more errors when using spell check than when editing by hand (MacArthur, Graham, Haynes, & De La Paz, 1996; McNaughton, Hughes, & Ofiesh, 1997). However, obtaining personal access to laptops and computerized devices does not ensure engagement and increased academic success (Donovan, Green, & Hartley, 2010). For many students, laptop computers and computerized devices can be too distracting. Teachers and students need to be trained in how to meaningfully integrate technology into academic contexts so that the devices don't detract from learning (Dell, Newton, & Petroff, 2012).

Computer-assisted Instruction

Computer-assisted instruction refers to software and applications that have been designed to provide instruction and practice opportunities on a wide range of devices (e.g., computer, laptop, iPad, mobile technology). Computer-assisted instruction provides immediate and dynamic feedback and students with learning disabilities can benefit from this nonjudgmental computerized drill and practice (Stetter & Hughes, 2010). Computer-assisted instruction has been shown to be helpful for students with learning disabilities in spelling and expressive writing skills (Wanzek et al., 2006) as this software can reduce distractibility (Hecker, Burns, Elkind, Elkind, & Katz, 2002), and can help students learn to read (Lee & Vail, 2005) and achieve other academic outcomes (Chiang & Jacobs, 2009). Computer-assisted instruction is also an effective way for students with learning disabilities to practice math drills (Bouck & Flanagan, 2009), as students who used computer-assisted instruction to practice math skills were able to memorize math facts more easily, and developed a more positive attitude towards math than students who did not use computer-assisted instruction (Adcock et al., 2010).
Computer-assisted Instruction Summary Points Figure 1: Helping students through assistive technology

1. Computer-assisted instruction provides students with dynamic feedback.

2. Computer-assisted instruction can help students practice spelling and multiplication drills.

3. In order to prevent the technology from being a distraction, students need to be taught how to use technology to support their learning

Software Functions

Assistive technology can improve the writing skills of students with learning disabilities (Batorowicz, Missiuna, & Pollock, 2012). Assistive technology can help students to bypass the mechanical aspects of writing. Using spell check and grammar features can help students focus on communicating their ideas and students can write with confidence knowing that they can easily make changes. In addition, being able to submit a final assignment that is neater and better organized supports positive self-esteem. Text-to-speech (e.g., Kurzweil 3000), speech-to-text (e.g., Dragon Naturally Speaking), word prediction (e.g., WordQ) and graphic organizers (e.g., Inspiration) are four useful software functions for students who struggle with language-based learning disabilities.

We may not consider the default functions of word processors to be ground breaking, but for students with learning disabilities, functions such as spell check and text-to-speech can be a tremendous help when composing and decoding words.

Text-to-speech - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text. This is beneficial as students are more likely to understand text when unfamiliar words are read to them (MacArthur, Ferreti, Okolo, & Cavalier, 2001). Text-to-speech can have a positive effect on decoding and word recognition (Raskind & Higgins, 1999), as well as reading fluency and reading comprehension (Izzo, Yurick, & McArrell, 2009; Montali & Lewandowski, 1996; Stodden, Roberts, Takahishi, Park, & Stodden, 2012). Text-to-speech software can be especially helpful for students who retain more information through listening than reading. This software can assist students with monitoring and revising their typed work, as hearing the text read aloud may assist students in catching grammatical errors that may have otherwise gone unnoticed (Raskind & Higgins, 1995; Rao, Dowrick, Yuen, & Boisvert, 2009; Zhang, 2000).

After reviewing the literature, Strangman and Dalton (2005) reported that the use of text-to-speech software can improve students' sight reading and decoding abilities. In addition, text-to-speech software can improve the reading comprehension of individuals with specific deficits in phonological processing (difficulty hearing letter-sounds) as students can learn to decode new words when they are highlighted as they are read aloud (Fasting & Halaas Lyster, 2005; Holmes & Silvestri, 2009). Kurzweil 3000 provides reading, writing, studying, and organizational support for students who have difficulty reading or writing (e.g., Elkind, 1998). The use of Kurweil 3000 software also improves students' perception of their work and their ability to write expressively (Chiang & Jacobs, 2009). Programs such as Kurzweil 3000 may decrease the negative emotions students associate with reading and provide students with a more complete comprehension of the text (Young, 2012), and as a result, text-to-speech programs are recommended for use along with research-supported reading intervention practices.

Speech-to-text - Writing involves low-level transcription skills (e.g., handwriting, spelling, punctuation, and grammar), as well as high-level composition skills (e.g., planning, generating content, and revising). Speech-to-text software transcribes spoken word into computer text, allowing the student to bypass the demands of typing or handwriting; freed from these effortful tasks, students may compose stories that are longer, more complex, and contain fewer errors (Graham, 1999). Speech recognition accuracy improves with use; however, new users can become frustrated with the training process, and they may lack the ability to efficiently edit the program's text output. Titles such as XpressLab are licensed by the Ministry of Education and can be used to improve expressive oral language for students in grade 7-12.
Software Summary Point
Voice recognition software can improve word recognition, spelling, and reading comprehension skills for students with learning disabilities (Higgins & Raskind, 2000). MacArthur and Cavalier (2004) found that for students with learning disabilities, essays dictated using Dragon Naturally Speaking were better than handwritten essays, but essays dictated to a scribe were even better. These authors found a differential impact on students with and without disabilities, providing evidence that this technology removes a barrier based on disability.
Click here to access a list of Ministry of Education approved software titles.
Word Prediction - Word prediction software was originally designed for students with physical disabilities who experienced difficulty typing. However, word prediction with text-to-speech is also effective for students with learning disabilities because it reduces the need for handwriting, and improves students' spelling accuracy and writing skills (Cullen, Richards, & Frank, 2008; Evmenova, Graff, Jerome & Behrman, 2010; Handley-More, Dietz, Billingsley & Coggins, 2003; Lewis, Graves, Ashton, & Kieley, 1998; Silió & Barbetta, 2010). In addition, students may find it enjoyable to have the words recommended through word prediction and be able to form sentences without having to worry about spelling and word-choice (Evmenova et al., 2010).

An analysis of 25 years of research found that word prediction increases transcription accuracy and may also increase word fluency and compositional quality of writing for students with learning and academic difficulties (Peterson-Karlan, 2011). In one particular study, children and their families generally found WordQ to be helpful, and reported improved vocabulary use and increased independence, productivity, and motivation to write (Tam, Archer, Mays, & Skidmore, 2005). While there are potential benefits to the use of WordQ, a basic foundation of phonological awareness is required as students who are unable to identify the beginning sound of words will not benefit from using word prediction software because the user has to provide the first letters of the word (MacArthur, 1999). In addition, word prediction demands a fairly high level of attention to make use of the suggested words (MacArthur, 1998); and as a result, each child must be considered on an individual basis in order to select the appropriate technology for his or her learning needs.

1. Text-to-speech software helps students to bypass the task of decoding words. Seeing individual words highlighted as the text is read aloud may help to improve students' sight word vocabulary.

2. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

3. Speech-to-text software bypasses the tasks of handwriting and spelling, allowing the student to concentrate on developing their ideas and planning their work.

Mid-tech Devices

Mid-tech devices such as audio recorders, portable note takers, mp3 players, calculators, and pentop computers (such as LiveScribe smartpen) can be useful without the cost associated with high-tech devices. For example, the AlphaSmart is a note-taking device that can provide basic word-processing, without the cost related to the purchase and maintenance of a laptop. AlphaSmart devices were discontinued in 2013, but NEO Direct still provides support for users.

Figure 2: Exploring technology for students with learning disabilities
While assistive technology can be low or high-tech, most of the assistive technology for students with learning disabilities is high-tech (Lewis, 1998). Teachers should become familiar with assistive technology and understand how it can be incorporated within their teaching to support an inclusive learning environment.

Graphic Organizers - Graphic organizers benefit individuals who experience difficulty expressing their thoughts on paper as well as visual learners who need to see their ideas mapped out. While graphic organizers completed without technology can help students with learning disabilities to improve the quality of writing (Institute for the Advancement of Research in Education, 2003), electronic versions, such as Inspiration, allow students to arrange their thoughts on the computer screen without worrying about order, level of importance or categories because the text can be easily manipulated. Graphic organizers provide an organizational framework to help writers generate topics and content for writing projects and can assist with the planning and organizational stages of writing, and using concept mapping software can increase the quality and quantity of writing (Sturm & Rankin-Erickson, 2002). Using a web-based graphic organizer with procedural prompts enabled students to produce better organized and higher quality papers, than they could produce with handwritten organizers (Englert, Wu & Zhao, 2005; Englert, Zhao, Dunsmore, Collings, & Woblers, 2007). Being taught a strategy to plan and organize writing can improve the compositions of students with learning disabilities (MacArthur, 2009).

Pentop computers - Pentop computers, such as LiveScribe smart pens, are cheaper than high-tech devices like iPads but can provide text-to-speech, strategy feedback, and other organizational functions. As cost-effective and self-regulated reading aides, pentop computers may be a useful tool for students with reading disabilities (Schmitt, McCallum, Hennessey, Lovelace, & Hawkins, 2012). Pentop computers are also useful because they utilize instruction strategies such as providing auditory feedback during composition or math work. Handheld computerized devices that provide feedback have shown to be helpful for students with learning disabilities for essay composition (Bouck, Bassette, Taber-Doughty, Flanagan, & Szwed, 2009), and receptive note-taking and multiplication skills (Bouck, Flanagan, Miller, & Bassette, 2009). For example, pentop computers are able to provide reminders such as "don't forget to carry" during multiplication questions (Doughty, Bouck, Bassette, Szwed, & Flanagan, 2013).

Calculators and math software - Students with learning disabilities may have a history of academic failure, which contributed to their development of learned helplessness in math. For some students, a fear of failure and low academic self-concept can lead to math related anxiety. While the use of calculators can level the playing field for students with learning disabilities, some research has shown that calculators may provide unfair advantage (Bouck & Flanagan, 2009). Graphing calculators may be particularly effective because they provide visual conformation of the graph-shape. The added advantage of visual data can be highly motivating for students with learning disabilities (Bethell & Miller, 1998). Math drill programs can be an effective way for students to learn to mentally solve math questions (Adcock et al., 2010), they are also effective in increasing motivation and the addition and subtraction skills of students with dyscalculia (Amiripour, Bijan-zadeh, Pezeshki, & Najafi, 2011). Math Trek 1,2,3 is an example of software licensed by the Ministry of Education for use in classroom. Click here to find the full list of approved software titles.

1. Concept organizers, whether completed electronically or by hand, may contribute to better writing in students with learning disabilities.

2. Pentop computers can be used for reading (text-to-speech), writing (digitizing written words), and math (strategy feedback).

3. Calculators can help students with learning disabilities demonstrate their understanding of mathematical computations. Graphing calculators can provide additional support as they verify graph shapes and help solve algebraic equations.

Considerations

Much needs to be done to improve the quality of special education technology research (Edyburn, 2009). Little research has been conducted on the use of assistive technology in inclusive schools (Watson, Ito, Smith, & Andersen, 2010), and only a few researchers are conducting systematic, well-designed research that can lead to confident conclusions on how the use of assistive technology affects learning (Edyburn & Gersten, 2007; MacArthur, Ferretti, Okolo, & Cavalier, 2001; Wanzek et al., 2006). In addition, research cannot be produced quickly enough to match the rate of technological innovations, and as a result, educators tend to rely on the claims of the producers of the technologies rather than evidence-based research (Blackhurst, 2005).

Despite the enthusiasm that may surround the application of assistive technology in the classroom, assistive technology is not a panacea. Lack of common vision, limited training, access to support services, insufficient funding, and lack of teacher time are commonly cited problems in regards to the implementation of assistive technology (Ault, Bausch, & McLaren, 2013; Flanagan, Bouck, & Richardson, 2013; Morrison, 2007; Okolo & Diedrich, 2014). Researchers have noted that there is still an enormous gap between the potential of assistive technology and how much it actually helps (Burne, Knafelc, Melonis, & Heyn, 2011).

Assistive technology can reduce students' dependence on others to read, write, and organize their work (MacArthur, Ferretti, Okolo, & Cavalier, 2001; Mull & Sitlington, 2003). When provided with effective strategy instruction, outlining programs and concept mapping software can help with planning, and word processing, spell check, word prediction, and speech recognition can offer support for transcription and revision (MacArthur, 2009). While assistive technology can support struggling learners, MacArthur (2009) cautions that technology by itself has little impact on learning. In order for students to benefit from the technology, educators must have an understanding of assistive technology and how to embedded it within quality instruction (Batorowicz, Missiuana, & Pollock, 2012; Lee & Vega, 2005; Marino, Marino, & Shaw, 2006; Michaels & McDermott, 2003).

Staff Training

In a large scale survey study nearly three-quarters of respondents indicated that improved staff training and knowledge were the most important actions that could be taken to promote technology use (Okolo & Diedrich, 2014). Assistive technology devices and services have to be coupled with context-appropriate instruction from trained teachers (Specht, Howell, & Young, 2007), as students' successful implementation of assistive technology is directly related to the knowledge, skills, and dispositions of special education teachers (Michaels & McDermott, 2003). While educators acknowledge the potential of assistive technology, they may feel overwhelmed by the responsibility of understanding and using this technology with their students (Lee & Vega, 2005; Ludlow, 2001). Many teachers feel that they lack the knowledge and support to more fully integrate assistive technology into the curriculum (Okolo & Diedrich, 2014). This is not surprizing given that only a third of special education programs surveyed by Judge and Simms (2009) addressed assistive technology, and few workshops or professional development opportunities exist to continually support teachers' use of assistive technology during instruction (Lee & Vega, 2005; Ludlow, 2001; Michaels & McDermott, 2003). Teachers' use and understanding of assistive technology may increase when provided with effective instruction during pre-service education or professional development opportunities (Flanagan, Bouck, & Richardson, 2013; Lee & Vega, 2005). General educators and special educators need to become familiar with assistive and instructional technology so that they can embed this technology within their instruction to meet the needs of all their students (Chmiliar, 2007; Chmiliar & Cheung, 2007; Flanagan, Bouck, & Richardson, 2013).

When recommending the use of assistive technology, one must consider how training can be provided for students, parents, and teachers to become competent with the technology, as well as environmental factors that will continue to support the child in using technology (Specht, Howell, & Young, 2007). Funding should be allotted for the training of teachers to effectively facilitate assistive technology use (Burne, Knafelc, Melonis, & Heyn, 2011), and all educators who support an individual student should be knowledgeable about that child's assistive technology and be able to embed the use of the technology within instruction (Nelson, 2006; Okolo & Diedrich, 2014). Computers shouldn't be restricted to a specific subject area, and the use of technology should not solely occur within a computer lab; rather, assistive and instructional technology should be an integral part of all subjects and the use of these tools should be built into the curriculum. Schools should encourage teaching staff to assume the role of technology co-ordinators as they understand the demands of the curriculum and may be best equipped to find free or low cost educational solutions to help students meet curricular expectations.

1. Due to the limited evidence-based research, teachers tend to make decision about assistive technology based on claims from the software companies.

2. In order to be effective, assistive technology has to be coupled with quality instruction.

3. Teachers require training to support their implementation of assistive technology.

Examples of Assistive Technology by Domain

Receptive
Notepad - Notepads are an excellent way to record information. Students with learning disabilities (LDs) may appreciate having the information colour-coded based on the purpose, topic, or function of the information.

Audiobooks - Provides a simple way to listen to many of the best classic books and modern titles .

Speaking
Cue cards - Cue cards provide helpful hints for the oral presentation of information, and the process of composing cue cards can help organize the information before-hand.

Prezi - A free 3D graphic organizer which can be used to create presentations. Prezis can be collaborative as students can comment and build upon other Prezis.

ShowMe Interactive Whiteboard -In order to reduce anxiety, students may opt to record presentations on their iPad beforehand. Video recordings can be uploaded on YouTube or a more private domain.

Reading
Highlighter strips - Translucent rectangles of colour can help eliminate extra visual clutter by blocking out the rest of the text. Sticky notes - Students with LDs may find it useful to summarize the main ideas of the text with sticky notes which can be stuck directly on the page.

Kurzweil 3000 - Text-to-speech software, such as Kurzweil 3000, can read aloud digital or printed text.

Storyline Online - A free online streaming video program featuring books read aloud. Each book includes accompanying activities and lesson ideas.

Project Gutenberg - Over 45,000 free e-books.

Wikipedia - The Simple English function on Wikipedia allows content to be "translated" into plain English which is easier to read.

Writing
Pencil grips - For students who struggle with handwriting, pencil grips can provide a surface that is easier to manipulate.

Computerized pens - These pens can automatically transmit handwriting into digital text. Some computerized pens have audio-recording functions that allow the writer to listen to specific sections of the audio file by tapping on the written notes.

Word processing - Functions such as spell check, dictionary options, synonym support, and word-prediction features are helpful for students with learning disabilities.

Reasoning
Graphic organizers - Organizing ideas visually allows students with LDs to see the connections between ideas. Audio recorders - Many students with LD experience difficulty translating oral language into written text. Recording ideas early in the thinking process can provide a record for later recall and clarification.

SimpleMind+ - This app allows you to brainstorm and organize your ideas. Completed concept maps can be automatically converted to an outline.

Math
4-function calculator - Depending on the type of work being done, a 4-function calculator can be a great help without providing disproportionate advantage to students with LDs.

Graphing calculator - Graphing computers can solve complex equations, and the dynamic display screen allows the student to verify the results before solving on paper.

Math Dictionary for Kids - An animated, interactive online math dictionary that explains over 600 common mathematical terms in simple language.

Braiing Camp - Animated lessons and interactive activities to assess student understanding.

IXL Math - IXL's math practice skills are aligned with pre-K through Grade 8 provincial curricula, and students' performance is assessed on each objective.

Sumdog - Sumdog's learning engine adapts its math questions to each student's ability. Covering number operations through to simple algebra, it is designed for students age 6 to 14.

ShowMe and ScreenChomp - These apps provide an interactive whiteboard interface to solve problems. The actions on the screen and audio can be recorded and shared as a video file.

References

Adcock, W., Luna, E., Parkhurst, J., Poncy, B., Skinner, C., & Yaw, J. (2010). Effective class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. The International Journal of Behavioral Consultation and Therapy, 6, 111-123.

Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2(10), 1611-1618.

Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts. Rural Special Education Quarterly, 32(2), 15-22. Retrieved from http://search.proquest.com/docview/1420524203?accountid=6180

Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79(4), 211-224. doi:10.2182/cjot.2012.79.4.3

Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.

Blackhurst, A. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disabilities Quarterly, 28, 175-178. doi:10.2307/1593622

Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367-380.

Bouck, E. & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 24-30.

Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology In Action. Journal of Special Education Technology, 27, 47-57.

Burne, B., Knafelc, V., Melonis, M. & Heyn, P. (2011). The use and application of assistive technology to promote literacy in early childhood: a systematic review. Disability and Rehabilitation: Assistive Technology, 6, 207-213. doi:10.3109/17483107.2010.522684

Chiang, H., & Jacobs, K. (2009). Effect of computer-based instruction on students' self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4(2), 106-118. doi:10.1080/17483100802613693

Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals and speech language pathologists have to say. Developmental Disabilities Bulletin, 35(1), 1-17.

Chmiliar, L., & Cheung, B. (2007). Assistive technology training for teachers - Innovation and accessibility online. Developmental Disabilities Bulletin, 35(1), 18-28.

Cullen, J., Richards, S. B., & Frank, C. L. (2008). Using software to enhance the writing skills of students with special needs. Journal of Special Education Technology, 23, 33-44.

Dell, A., Newton, D., & Petroff, J. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (2nd ed.). Boston, MA: Pearson.

Donovan, L., Green, T., & Hartley, K. (2010). An examination of one-to-one computing in the middle school: Does increased access bring about increased student engagement? Journal of Educational Computing Research, 42, 423-441. doi:10.2190/EC.42.4.d

Doughty, T., Bouck, E., Bassette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175. doi:10.1080/10400435.2012.743491

Edyburn, D. (2009). Using research to inform practice. Special Education Technology Practice, 11(5), 21-28. doi:10.1080/09362830902805699

Edyburn, D., Gersten, R. (2007). Defining quality indicators in special education technology research. Journal of Special Education Technology, 22(3), 3-18. doi:10.1598/RRQ.42.1.7

Elkind, J. (1998). Computer reading machines for poor readers. Perspectives International Dyslexia Association, 24, 9-13.

Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research and Practice, 20, 184-198. doi:10.1111/j.1540-5826.2005.00132.x

Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Woblers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 30, 9-29. doi:10.2307/30035513

Evmenova, A., Graff, H., Jerome, M., & Behrmann, M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170-182. doi:10.1111/j.1540-5826.2010.00315.x

Fasting, R. B., & Halaas Lyster, S. (2005). The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. European Journal of Special Needs Education, 20(1), 21-40. doi:10.1080/0885625042000319061

Flanagan, S., Bouck, E. G., & Richardson, J. (2013). Middle school special education teachers' perceptions and use of assistive technology in literacy instruction. Assistive Technology, 25(1), 24-30. doi:10.1080/10400435.2012.682697

Forgrave, K. (2002). Assistive technology empowering students with learning disabilities. Assistive Technology, 75, 122-126. doi:10.1080/00098650209599250

Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267

Handley-More, D., Dietz, J., Billingsley, F., & Coggins, T. (2003). Facilitating written work using computer word processing and word prediction. The American Journal of Occupational Therapy, 57, 139-151. doi:10.5014/ajot.57.2.139

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243-272. doi:10.1007/s11881-002-0015-8

Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37, 143-154. doi:10.1177/0022221940403

Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.

Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.

Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.

Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.

Judge, S., & Simms, K. A. (2009). Assistive technology at the pre-service level. Teacher Education and Special Education, 32, 33-44.

Langova, Anna. (n.d.) Word help. [Photograph] Retrieved from http://all-free-download.com/free-photos/word_help_185278_download.html

Lee, Y., & Vail, C. O. (2005). Computer-based reading instruction for young children with disabilities. Journal of Special Education Technology, 20, 5-18.

Lee, Y., & Vega, L. A. (2005). Perceived knowledge, attitudes and challenges of AT use in special education. Journal of Special Education Technology, 20, 60-63.

Lewis, R. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31, 16-26.

Lewis, R., Graves, A., Ashton, T., & Kieley, C. (1998). Word processing tools for students with learning disabilities: A comparison of strategies to increase text entry speed. Learning Disabilities Research and Practice, 13, 95-108.

Ludlow, B. L. (2001). Technology and teacher education in special education. Disaster or deliverance? Teacher Education and Special Education, 24, 143-163. doi:10.1177/088840640102400209

MacArthur, C.A. (1998). Word processing with speech synthesis and word prediction: Effects on the dialogue journal writing of students with learning disabilities. Learning Disability Quarterly, 21, 1-16. doi:10.2307/1511342

MacArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22, 158-172. doi:10.2307/1511283

MacArthur, C. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24(2), 93-103. doi:10.1111/j.1540-5826.2009.00283.x

MacArthur, C., & Cavalier, A. (2004). Dictation and speech recognition technology as test accommodations. Exceptional Children, 71(1), 43-58. doi:10.1177/001440290407100103

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273-301. doi:10.1086/499669

MacArthur, C. A., Graham, S., Haynes, J. B., & De La Paz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. Journal of Special Education, 21, 22-42. doi:10.1177/002246699603000103

Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research and Practice, 12, 16-28.

Michaels, C. A., & McDermott, J. (2003). Assistive technology integration in special education teacher preparation: Program coordinators' perceptions of current attainment and importance. Journal of Special Education Technology, 18, 29-41.

Montali, J., & Lewandowski, L. J. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29, 271-279. doi:10.1177/002221949602900305

Morrison, K. (2007). Implementation of assistive computer technology: A model for school systems. International Journal of Special Education, 22(1), 83-95.

Mull, C. A., & Sitlington, P. L. (2003). The role of technology in the transition to postsecondary education of students with learning disabilities. Journal of Special Education, 37(1), 26-32. doi:10.1177/00224669030370010301

Nelson, B. (2006). On your mark, get set, wait! Are your teacher candidates prepared to embed assistive technology in teaching and learning? College Student Journal, 40(3), 485 - 494.

Okolo, C. M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Results of a statewide study. Journal of Special Education Technology, 29( 1), 1-20.

Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-62.

Raskind, M. & Higgins, E. (1995). Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities, Learning Disability Quarterly, 18, 141-158. doi:10.2307/1511201

Raskind, M. & Higgins, E. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49, 251-281. doi:10.1007/s11881-999-0026-9

Rao, K., Dowrick, P., Yuen, J., & Boisvert, P. (2009). Writing in a multimedia environment: Pilot outcomes for high school students in special education. Journal of Special Education Technology, 24, 27-38.

Schmitt, A., McCallum, E., Hennessey, J., Lovelace, T., & Hawkins, R. (2012). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology, 24, 229-239. doi:10.1080/10400435.2012.659956

Silió, M. C., & Barbetta, P. M. (2010). The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities. Journal of Special Education Technology, 25, 17-32.

Specht, J., Howell, G., & Young, G. (2007). Students with special education needs and their use of assistive technology during the transition to secondary school. Childhood Education, International Focus Issue, 83, 385-389. doi:10.1080/00094056.2007.10522956

Stetter, M. E., & Hughes, M. T. (2010). Computer-assisted instruction to enhance the reading comprehension of struggling readers: A review of the literature. Journal of Special Education Technology, 25(4), 1-16.

Stodden, R. A., Roberts, K. D., Takahishi, K., Park, H. J., & Stodden, N. J. (2012). The use of text-to-speech software to improve reading skills of high school struggling readers. Procedia Computer Science, 14, 359-362. doi:10.1016/j.procs.2012.10.041

Strangman, N., & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 325-334). Whitefish Bay, WI: Knowledge by Design, Inc.

Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of students with learning disabilities. Learning Disabilities Research and Practice, 17, 124-129. doi:10.1111/1540-5826.00039

Tam, C., Archer, J., Mays, J., & Skidmore, G. (2005). Measuring the outcomes of word cueing technology. The Canadian Journal of Occupational Therapy, 72(5), 301-308. doi:10.1177/000841740507200507

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543. doi:10.1177/00222194060390060501

Watkins, M. (1989). Computerized drill-and-practice and academic attitudes of learning disabled students. Journal of Special Education Technology, 9, 167-172.

Watson, A. H., Ito, M., Smith, R. O., & Andersen, L. T. (2010). Effect of assistive technology in a public school setting. American Journal of Occupational Therapy, 64, 18-29. doi:10.5014/ajot.64.1.18

Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7thed.). Upper Saddle River, NJ, Pearson.
Dr. Gabrielle Young is an Assistant Professor at Memorial University of Newfoundland where she teaches undergraduate courses such as the Nature and Characteristics of Learning Disabilities and Inclusive Practices for Students with Learning Disabilities, as well as graduate courses such as the Nature and Assessment of Learning Disabilities. While completing her doctoral studies at Western University, Gabrielle was also actively involved with the Learning Disabilities Association - London Region, where she was Vice-President of the Board. Gabrielle's research interests include: the use of assistive technology by students with special learning needs; learners' self-beliefs and the self-esteem of individuals with learning disabilities; and the use of universal design for learning and differentiated instruction to support the inclusion of students with exceptionalities in the general education classroom. Jeffrey MacCormack is a PhD student at the Faculty of Education, Queen's University, with a focus on cognition. He is a teacher certified by the Ontario College of Teachers with 9 years of experience teaching elementary school. He worked as an instructor at Queen's University and has taught and authored online courses for educators. He is currently conducting research on several topics including: learning disabilities, autism, emotional well-being, and youth development.
Young, G. (2012). Examining assistive technology use, self-concept, and motivation, as students with learning disabilities transition from a demonstration school into inclusive classrooms. Unpublished Doctoral thesis, Western University, London, Ontario, Canada. Retrieved from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=2316&context=etd

Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32, 467-478.

Zcool.com.cn. (n.d.) Modern science and technology picture 02 hd pictures [Photograph]. Retrieved from http://all-free-download.com/free-photos/modern_science_and_technology_picture_02_hd_pictures_168754_download.html

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Assistive Technology for Students with Learning Disabilities

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Prepared by Gabrielle Young, Ph.D., Assistant Professor, Memorial University of Newfoundland and Jeffrey MacCormack, M.Ed., Doctoral Student, Queen's University Assistive technology refers to the devices and services that are used to increase, maintain, or improve the capabilities of a student with a disability (Dell, Newton, & Petroff, 2012).

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This is a website that is a great resource for parents, teachers, and students of all ages. There are a number of different resources within this one website that provides options for education, behavior, job tips, and social skills. The variety of options provides resources for all, and can be useful for parents or teachers that are struggling to manage the needs of their students. Depending on the needs of the students, the parents or teachers can download worksheets, picture schedules, or fact sheets to help with whatever is need by the student.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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TEACCH is program that was created at UNC Chapel Hill School of Medicine for people with autism. On their website, they provided 9 tips for parents with children on the autism spectrum. Along with each tip, they provide examples and hints to help parents support their children's learning and well-being. The TEACCH website has started with tips on how to manage children's anxiety and adjusting to change, and plan to provide other tips about more topics in the coming weeks.

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Welcome to our TEACCH Tips page. We are working to put together a collection of tips to help provide support to our families and provide ideas on how to support individuals with autism during times of change. We can all benefit from having some type of structure during times of change to help us maintain well-being and a sense of productivity. We will be updating the TEACCH tips page regularly with more tips translated into Spanish.

In times of uncertainty, everyone benefits from predictability!

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Welcome to our TEACCH Tips page. We are working to put together a collection of tips to help provide support to our families and provide ideas on how to support individuals with autism during times of change. We can all benefit from having some type of structure during times of change to help us maintain well-being ...

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This resource provides activities for all grade levels to work on daily life skills, motor skills, and regulation activities. It provides links to to different handouts that can be used by parents, teachers, and other support providers to have students work on OT at home while they are unable to receive services at the typical facilities. I love this resource because it has options for so many different ages with so many different levels of disabilities and needs.

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Supporting Individuals with Autism through Uncertain Time

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Supporting Individuals with Autism through Uncertain Time

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I love this resource because it focuses on children with Autism who may be struggling due to change in routine and loss of interaction. This resource could be used by parents or teachers/service providers. This article includes 7 strategies to provide support that are designed for children with Autism.

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I like this app because it allows students to compete against themself to earn a higher score. This is motivating for students. Math Drills encourages students to complete math quickly and efficiently. Parents and teachers can also use Math Drills to track scores and even give students tests.

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Well thought-out variable controls which help the parent make it fun. Let's face it, no fun = no learning. The number line is terribly smart, and begs the question, why haven't I found more apps using it like this one and Khan Academy? The Audio functionally is so cool. My almost 2 year old loves to watch and listen to her 4 year old sister run through addition and subtraction tables. No distractions, no clicking, or selecting, or out of sync audio tracks to distract my daughter.

In the beginning it was, reluctantly, IXL. An uninspiring, frankly uninspired, depressingly sad web based system. Then I stumbled upon Khan, which throws IXL back to the standards and creativity on par with 1972 ATARI Pong - no intent to besmirch the game gods Nolan and Ted. Then occasionally, small gifts come my way like this little program. The Karma thing is real man.

I hope this teem isn't taking business governance notes from Kajagoogoo. There's real talent evident here. The parents I know get the seriousness of our competitive disadvantage, and they can't bankroll an offshore boarding school at 60k per year where their kids at least have a fighting chance at educational parity.

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‎Graphically rich and fun environment allows up to 50 students to learn basic math skills in addition, subtraction, multiplication and division. --- FEATURES --- - Students have their own personalized settings, scores and test history. - Smart Drills(tm) places emphasis on problems answered incorrec...

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This article provides tips and tools to help IEP team members adjust to doing meetings remotely. Additionally, COVID-19 has created new considerations that may need to be included in an IEP. I like this resource because it is simple and provides functional tips on how to adjust IEP meetings to function effectively in an uncertain time.

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I've been a special education teacher for 11 years. So, I've had plenty of experience preparing for, participating in, and leading IEP meetings. But remote IEP meetings are a first for me.

The Individuals with Disabilities Education Act (IDEA) allows for alternative methods of participating in meetings when meeting in person isn't possible. Now that my state's schools are closed due to the coronavirus, I've had to move our IEP meetings to online settings.

I usually feel anxious in new situations, so I'm relying on my past IEP experience and systems. My priority is to make sure we hear from every team member and honor the rights of the student and family. Here are some of the ways I'm preparing for and leading remote IEP meetings.

1. I'm considering new realities as I schedule the IEP meeting.

When scheduling a remote IEP meeting, I need to find a time that works for everyone based on the new realities that come with school closures. I can no longer walk down the hallway to collaborate with colleagues or meet during common prep time. Families have new situations that can make finding time to meet more difficult.

I've been reaching out to families and other team members through phone calls, text messages, and emails to decide on the meeting date. I adjust my methods depending on team members' needs.

When I reach out, I also ask team members to start thinking about new needs, strengths, or concerns related to the school closure.

2. I'm personalizing the platform to best meet the IEP team's needs.

As I plan meetings, I consider how much access to technology team members have and how familiar they are with online platforms. I'm also following my school's policies around student privacy and confidentiality. A day or two before the meeting, I make sure all team members know how to enter the online meeting space.

So far I've used Google Hangouts for our meetings. But there are other options, like Skype and Zoom. (Make sure you set up a password requirement.) I prefer a platform where team members can see and hear each other. I also want to be able to share my screen to present documents. A chat box allows members to submit questions.

I use the captioning service on whatever platform I'm using. For instance, on Google Hangouts, each participant has the option to turn captions on. I make sure all team members know how to use this option in case they want it.

I also assign the role of note-taker to a team member from my school. The notes help capture the complexity of the discussion and fill in gaps in case anyone misses something due to technical glitches.

To ensure equitable language access for family members, you may need to have a translator present at the meeting. Read this article to learn more.

3. I'm ensuring that all team members feel valued.

Whenever I hold any IEP meeting-remote or in-person-I make sure that each team member feels valued. Right now, I'm especially aware of the need to be sensitive in my approach. Some team members may be caring for their own children, serving as essential workers, or experiencing loss. At the beginning and closing of each meeting, I state my appreciation for the time and perspective each team member is giving.

In a virtual environment, it can be hard to know when to speak and who is speaking. I make sure to give each person time to share their thoughts, ideas, and concerns about the student. I also ask everyone to say their name and role each time they speak.

Finally, I remind all team members that the IEP is a living document that can adapt and change with the student. Because of the current situation, I ask the team to consider specific supports and accommodations needed for distance learning.

Many family members are now in a unique position where they can provide new insights into the strategies they see working or not working at home. These observations can better inform the work we do as teachers.

The transition from in-person collaboration to virtual can be difficult. But as a teacher, I have bonds with my students, their families, and my co-workers. These bonds support me through any challenges that come up during the process.

I try to remember that not much should change when holding a remote IEP meeting other than the meeting space. I continue to keep the meeting student-centered and solutions-oriented. I remember that advocacy, empathy, flexibility, and inclusion of all voices transfer to a virtual space.

Any opinions, views, information, and other content contained in blogs on Understood.org are the sole responsibility of the writer of the blog, and do not necessarily reflect the views, values, opinions, or beliefs of, and are not endorsed by, Understood.

About the Author

About the Author

Lauren Jewett&nbsp

is a 2019-2020 Understood Teacher Fellow and a third/fourth-grade special education teacher in New Orleans.

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I've been a special education teacher for 11 years. So, I've had plenty of experience preparing for, participating in, and leading IEP meetings. But remote IEP meetings are a first for me. The Individuals with Disabilities Education Act (IDEA) allows for alternative methods of participating in meetings when meeting in person isn't possible.

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LetterSchool is an app that encourages children to tap through, trace, and write out letters using fun animations such as trains and flowers. This tool would be useful for students working on literacy skills, number skills, handwriting, and fine motor skills at home. It also includes letter sounds and names to help improve reading and could even be used for targeting speech sounds.

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Time to show off your brand-new skills! Go on and write the letter, this time without training wheels. You're on your own! Don't worry, though; while you're writing we'll make sure you don't stray too far from the path.

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Time to show off your brand-new skills! Go on and write the letter, this time without training wheels. You're on your own! Don't worry, though; while you're writing we'll make sure you don't stray too far from the path.

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Boom cards is a resource for teachers or speech language pathologists working with students to target speech and language skills. Boom cards are self-grading online exercises and games that target speech and language skills that can provide data about potential areas of strength and weakness. During COVID-19, service providers whose school systems have been impacted by quarantines are eligible for a free account.

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Boardmaker is a tool we discussed earlier in the semester for working with students who use core boards for communication. They have compiled various resources for parents or teachers who are working with students who use a core board for communication during the coronavirus outbreak. One resource  that I think is particularly important for students right now is they have a free core board available with terms like 'pandemic' and 'COVID-19'. I think this would be an excellent tool for parents or teachers trying to explain the outbreak to someone with limited communication.

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To help educators, parents, and learners during this time of need, our team has gathered our resources and created Coronavirus materials within them.

Communicating about Coronavirus

Home Learning for Educators, Parents & Learners

We want to assure you that we remain fully operational and that we are available, so you can contact us if needed. As the Coronavirus situation continues to unfold, we will keep you updated with important information from Tobii Dynavox. Stay up to date with the newest resources by liking and following our Facebook page.

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During this time of crisis and uncertainty, we at Tobii Dynavox want to let you know we are here for you. We put together many resources to help continue your child's learning while they are unable to go to school such as Snap Core First, Boardmaker Activities-to-Go, and much more!

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This website provides interactive games and information towards students across various topics. It goes from Pre-k to 6+ which means that it will be able to benefit a variety of age ranges and makes learning more fun for students.

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ABCya! • ABCya! • Learning Games and Apps for Kids

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Educational games for grades PreK through 6 that will keep kids engaged and having fun. Topics include math, reading, typing, just-for-fun logic games… and more!

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Storyline online is a free reading website for students with tons of book options as well as audio options which makes it useful for all students

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The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

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I chose this webpage because it has information and links to other articles that provide tips and supports to parents of and student with disabilities. This can help them with potential questions that they may have in regards to how to navigate this difficult time.

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Supporting Students with Disabilities during the COVID-19 Pandemic

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public educ

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I chose this article because it provides information and support towards parents of students with disabilities during this time

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This resource teaches those who are using TeleTherapy how to upload board games and make them interactive. This is a great resource to keep children engaged during sessions, especially with SLPs. Transitioning online can be difficult but learning the software is the best way to find ways to help your clients and students.

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USING BOARD GAMES WITH A GREEN SCREEN! Teletherapy on Zoom

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This is a free book that I found that a Speech Language Pathologist made for children, families, and teachers who may be struggling with distance learning. It addresses common issues for families and students. I chose this resource because I have found a lot of resources for parents and teachers but this is one of the few that is made for the children who are having difficulty during this time.

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I've written another FREE story to help children, teachers and families that may be struggling with some aspects of distance learning. This story was inspired by teacher Jen Ruskowski. She wrote to me asking if I could help write a story for a student who needed some tips:). From what I've seen and heard online, I think these may be common issues families and teachers are having right now. I hope this helps!

You may use and share this freely. Please give credit to Autism Little Learners.

www.autismlittlelearners.com

https://www.facebook.com/autismlittlelearners/

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Tips for Distance Learning Story for Children

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I've written another FREE story to help children, teachers and families that may be struggling with some aspects of distance learning. This story was inspired by teacher Jen Ruskowski. She wrote to me asking if I could help write a story for a student who needed some tips:).

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This website has resources for learning American Sign Language. Their focus is to teach communication for children who are deaf, hard of hearing, non-verbal or are having any difficulties with communication. This website has a free 14-day trial or you can pay $9.99 per month or $99.99 for a year. This is a great resource because it can help to mend the gap of sign language that could be lost during this time and it provides educational videos that will keep children both engaged and learning.

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My Signing Time is the home or the award-winning Baby Signing Time, Signing Time with Alex and Leah, Rachel & the TreeSchoolers, and more. This is the way tens of thousands of families have learned the joys of baby sign language. Come sign with us!

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This app is a one month free trial audiobook that offers help to students who struggle to read and also boost their listening skills. There are books for all ages in the app with different narrators to chose from. It can support students by giving them a fun way to ready and access books during this time when libraries and schools are closed.

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National Homework Hotline for Blind/Visually Impaired Students (NHH-BVI)

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National Homework Hotline for Blind/Visually Impaired Students (NHH-BVI)

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I chose this resource because it was created from a few teachers that teach blind/visually impaired students. They created this as a homework hotline to help students when they are struggling. It is free and open to grades K-12. It can support students who are blind or visually impaired with homework during this time.

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In response to the wave of K-12 school closures across the United States due to COVID-19, a few concerned teachers of the blind and advocates got together to organize a free, homework help hotline for students who are blind or visually impaired.

What:

Homework telephone hotline for blind/vision impaired students in grades K-12 experiencing emergency school closures due to COVID-19.

Areas of Hotline Help

Includes:

Navigating accessible websites with JAWS

Nemeth and literary braille reading and writing

Navigating tablet/laptop using JAWS and Over

Using refreshable braille display.

*The hotline does not provide tutoring in non-Expanded Core Curriculum content areas

When:

Tues -Thurs, 3:30pm - 8pm EST, March 17- April 16, 2020 (*end date may be adjusted based on school closure developments)

How:

Students submit a support request via email and receive a call-back during the designated NHH-BVI times.

Who:

NHH-BVI helpers are experienced, TVIs, counselors, blind mentors who want to help b/vi students get the support they need to access their remote learning programs.

For more info, and to request an initial NHH-BVI support call, please email nhh-bvi@vistaseducation.com.

About the NHH-BVI Helpers

Monique is a TVI and president of VISTAS Education Partners. She has 20 years of experience working with students in a range of K-12 public and private schools. Monique is currently a doctoral candidate at Rutgers University researching the intersection of disability, education, and diverse identities. She lives in Highland Park, NJ with her husband, three sons, two cats, and her faithful dog. She is an active member of her community who serves on the Board of Education and other local organizations.

Brianna Murray

Brianna is a visually impaired counselor who currently works for the Employment, Development, Guidance and Engagement (EDGE) 2.0 program, assisting high school students with pre-employment goals. Brianna also serves as a mentor for college students as a part of Learning Ally's College Success Program. She lives with her current and retired guide dogs, and they keep her very busy. In her free time she enjoys reading, writing, and volunteering with various blindness organizations.

Kristen Witucki

Kristen is a TVI who is also blind. She provides itinerant TVI services through VISTAS Education Partners, edits content and curriculum for Learning Ally's College Success Program and mentors college students for the EDGE Program. She lives in Highland Park, NJ with her husband and their three young children. She is the author of two fiction books for adolescents which explore blindness in all of its complexity and of several nonfiction articles about her journey parenting as a blind person. In her snatches of free time, she enjoys reading and writing.

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National Homework Hotline for Blind/Visually Impaired Students (NHH-BVI)

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In response to the wave of K-12 school closures across the United States due to COVID-19, a few concerned teachers of the blind and advocates got together to organize a free, homework help hotline for students who are blind or visually impaired.

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I chose this resource because I thought it was a fun website that offered different things for students to do to work on their math. it also offers interactive lessons which is beneficial to the students and teachers. This website offers activities that ranges from Pre-K to 12th grade. It can support students during this time because it offers games they can play while they are learning math. It also helps teachers by finding a fun interactive activity that is online.

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Illuminations Home - National Council of Teachers of Mathematics

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https://www.edutopia.org/article/new-strategies-special-education-kids-learn-home
This resource is a blog-style post that gives suggestions to individuals who are helping teach special education kids from home. The resource explores setting-up home based learning, recalibrating codes and objectives, proactively engaging, being flexible, emphasizing structure, setting goals, and meeting sensory and motor needs. This is an important article that provides helpful information for providing services and education for those with disabilities.

-Katie Beth Hill

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https://ldaamerica.org/educators/
This website includes various supports for students, educators, and specialists who encounter those with learning disabilities. There are separate tabs that include links for parents, adults, educators, and professionals. Currently, there is a special COVID-19 resource tab that includes resources for both students and parents. This tab includes the ability to speak and/or chat with a professional to gain more help. This is an important resource that can be very helpful to many individuals.

-Katie Beth Hill

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https://www.exceptionallives.org/resources?gclid=CjwKCAjw-YT1BRAFEiwAd2WRtjeYimbmhOvWUhr3ko0Zaehy24YdUe7j_dpDVZY0bUffXQQV0Eq1IBoCfdUQAvD_BwE

This website explores various resources and guides for individuals serving those with special learning circumstances. This website includes links that help give access to supplemental resources such as ASL, autism, AT, and children with other special needs. The website also provides supplemental resources for services such as OT, PT, and speech therapy. The website also includes links to support parents and caregivers during this time of coronavirus. Articles, advice and additional resources are provided. There are links for help with education from home, social stories for students, and links for adults with special needs. This is a great resource that provides an abundance of links for support for those with disabilities.

-Katie Beth Hill

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When learning about this app not only did I see its benefit for students with special needs, but also for English Language Learners. It is designed to help students put together sentences that are grammatically correct. This is great practice and a useful tool for a teacher to recommend that their students download.

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I use this app in my speech therapy practice. It is most appropriate for kids- but adults with aphasia also find it helpful. The colorful pictures are very engaging. Many individuals need work on written sentence formulation, but can't write or legibility is a big problem. This app is a wonderful way to get around those issues and focus on grammar and the connector words. I often expand on the app and encourage the kids or adults I am helping to say the final selection aloud and perhaps then generate another sentence or two to describe the picture or answer a question. It all depends on the therapy goals. If we are working on typing or handwriting sometimes I have them try to write the sentence again from memory.

What a great value for only $3.99. The kids I have used this app with love it and often then willingly practice learning the new skills on their own:)

I also appreciate the fact that the developer of this app is very responsive to my suggestions for ways that this app can be improved.

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‎Now the award winning SentenceBuilder and SentenceBuilderTeen are one app!! **WINNER** - 2010 IEAR Language Arts App of the Year!!! Own as an individual app or as part of our MES Speech Therapy Bundle. SentenceBuilder™ is designed to help children and teens aged 4-13 learn how to build grammatica...

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This app is only available on the iTunes store. This app helps students who need Augmentative and Alternative Communication (AAC). This app helps students who are unable to speak to help them communicate. Students can press on the preloaded boards with symbols and press them to prompt a verbal message.

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I liked this app as an option for helping a student with learning letters and phonics. The app reads the letters and their sounds aloud, as well as corrects the student in a non-threatening way. This app could be beneficial for students with disabilities who have difficulty creating letter sounds. It is an interactive app that a parent can download on their device and give to the child on the daily. Daily practice would provide the student growth and good practice throughout this time of online learning.

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Word Wizard - Talking Educational App for iPhone and iPad

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"I love the talking alphabet. The verbal feedback helps children decide if the letter they chose is indeed the letter intended. The voice reads whatever words the child creates, which give another opportunity for children to self-correct if the word does not sound like the word the child wrote.

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Exploring Apps: Anti-Coloring Book Collection

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Exploring Apps: Anti-Coloring Book Collection

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I chose this app because it provides a creative outlet for the student. Using creativity is a great way to relieve stress and get the student's mind off of their academics. I liked the concept of this app because it gives the students a prompt at the bottom of their digital coloring page and then provides blank space for the child to come up with their own way to draw the prompt. This is a great way to encourage creativity while guiding the child through new ideas. In addition, these prompts could easily be written onto paper and done without a device. The app can generate the prompt ideas for creation that could be both digital and non-digital.

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Coloring books cheat kids. They call for passive filling-in rather than planning, creating, thinking, solving problems and being creative. This app is a treasure trove of ideas designed to free imagination, foster healthy, active self-expression and affirm individuality.

Author: Susan Striker
Artist and Designer: Sally Schaedler
Developers: Matt Meyers & Calvin Hirsch
Voice: Jean Richards
Photography: TalismanPHOTO

Version 2.3.6

Added new app icon, updated to new iOS version, and slightly changed app name.

Great addition to at home art education

As a Mom & former school teacher, I sincerely believe in the philosophy behind this series. Children need to THINK to create art! Through their individual ideas and the creative process they develop in numerous other ways; from fine motor, to impulse control to reasoning and more. I personally feel that the best part of this app is that it addresses the one critical part of childrens' personal growth which is required for them to become young problem solvers & innovators. Kids need to be allowed the freedom to be FREETHINKERS, instead of just filling in the blanks with a 'tap' on a screen. This app is a perfect outlet for a child's personal expression.

Ms. Striker's ACB exercises not only promote free thinking and creativity in children, but they also intentionally oppose the "stay within the lines" mentality. The app even allows kids to erase parts of the author's drawings if they choose to! The activites are a fantastic way to keep kids engaged, while offering them a concrete means to show their individuality! In the app, the child is first offered an idea or question to start them thinking. Next the child has the ability to manipulate various colors, tints, shades and drawing utensils. They can make specific changes as well as corrections instead of a general 'undo' tab. They can even blend colors and mix textures! The app brings art to the child's fingertips in an intuitive manner, as well as making it convenient & easily accessible anywhere... anytime! Each unique final piece of artwork can be put into the child's personal online gallery, printed for display or even shared on social media!

In addition to all of these features and benefits, the app also links the drawing topics to related children's literature. This easily allows for extension activities or connections to a theme. You really can tell that this app was created by a teacher and not a tech company! As a personal sidebar, Ms. Striker's starter questions like "If you could fly your own airplane, where would you go?" have begun some amazing dinnertime conversations for our family! It would be simple to connect an ACB activity with a classroom discussion or possibly an online forum.

I personally have the books as well as the app. Both my 8yr old (artist) & 12yr old (athlete) truly enjoy them. Through the exercises, my kids are challenged to look at things in an open-ended way which requires THEM to become the author of THEIR own 'story' through art. It's so much fun for my husband and I to hear our children's different perspectives on the questions & statements given by the app. THERE ARE NO WRONG ANSWERS and my kids love that! The concepts offered in the app are truly thought provoking. We often hear our kids in their rooms talking about their ideas to each other as they work. The best part of the process is when we get to see each child's unique results and listen to WHY they designed what they chose to. Our kids also really enjoy us taking time out to slow down, look at their work & listen to their opinions, preferences, reasoning and even their values. The ANTI-Coloring Book exercises have become springboards for so many insights into our children's hearts & minds. It goes without saying that this app has become invaluable to us as a family.

Am I missing something?

I was so excited to get this. I loved the anti-coloring books as a child. But I seem to be missing something. First, do you really only get THREE pages after buying the app? I can't seem to find any others. The Art Gallery and the Begin seem to do the same thing. Additional books cost a dollar, which is no problem, but...how do you know how many pages you get for that dollar? What about the first, second, third, fourth, and fifth books?
And why don't the tools seem optimized for Retina displays?

Brilliant

Excellent app to engage a creative mind as well as connecting it to literature to further extend the experience. What a plethora of great resources built into the app adapted from Striker's already popular books.

Information

Compatibility

Requires iOS 12.1 or later. Compatible with iPhone, iPad, and iPod touch.

Languages

English, Japanese

Copyright

© Susan Striker

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎Coloring books cheat kids. They call for passive filling-in rather than planning, creating, thinking, solving problems and being creative. This app is a treasure trove of ideas designed to free imagination, foster healthy, active self-expression and affirm individuality. Author: Susan Striker Artis...

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This a very stressful time for everyone, especially children. How do you talk to your children about this pandemic? This website can help answer all of those questions. This website can be used to help parents answer these questions that their children may have or even how to explain to them what is going on.

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Looking for information about coronavirus (COVID-19)? Our articles and videos explain what the virus is, ways to prevent it from spreading, how to talk to kids about it, how to care for someone who is sick, and much more.

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I chose this resource because this is a stressful time for teachers. Some teachers have never had to teach online and these tips can help them stay calm during this unforeseen time.  Also there is a website I am going to attach that is titled Resources for Teaching Online Due to School Closures https://www.theedublogger.com/teaching-online-school-closures/. This website has so many great resources for teachers and I know it can help out a lot with stress.

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Download: Picture Schedules and Learning Agreements for Your Child

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Download: Picture Schedules and Learning Agreements for Your Child

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One way to provide structure and keep students motivated when they're stuck at home is to create a schedule. Children who learn and think differently struggle staying on task without a visual schedule in front of them. This resource provides families with differently abled children with resources to help and support their child's learning. I chose this resource because I have found that I needed a schedule myself to stay motivated and on task.

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Keeping kids motivated to learn when you're stuck at home can be challenging. So can staying on a schedule. That's especially true for families with kids who learn and think differently. To help make it easier to manage, we've created these resources to support you and your child.

Use the learning contract to get on the same page about how you and your child will work together to make distance learning more manageable.

The picture schedules can help your child stick to daily routines. Tape them in a spot where your child can easily see them. To make your own schedule, you can cut out the individual tasks and arrange them in a way that works for your family.

About the Author

About the Author

The Understood Team&nbsp

is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Amanda Morin&nbsp

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of The Everything Parent's Guide to Special Education. Two of her children have learning differences.

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Download: Picture Schedules and Learning Agreements for Your Child

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Keeping kids motivated to learn when you're stuck at home can be challenging. So can staying on a schedule. That's especially true for families with kids who learn and think differently. To help make it easier to manage, we've created these resources to support you and your child.

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Managing Coronavirus Anxiety: 4 Easy Tools and Tips to Share With Your Team

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Managing Coronavirus Anxiety: 4 Easy Tools and Tips to Share With Your Team

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I chose this resource because I can see how people could have a change in their mental health during this pandemic. With all the worry and anxiety that self isolation can bring, it is important for individuals to learn how to cope. This website provides four techniques to help adults reduce their anxiety. This resource can be useful for parents, teachers, and clinicians during this high stress time. Parents can take these techniques and help their children learn how to calm themselves in stressful situations as well.

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No matter which sector you're in, you're probably experiencing high levels of stress and anxiety at work due to the coronavirus pandemic. After all, managing coronavirus anxiety is a challenge to nearly everyone across the globe right now.

For some people with disabilities, this new anxiety may simply be adding to the chronic anxiety they live with on a regular basis. Or they may be feeling particularly nervous about the ways in which this pandemic could impact them due to a health condition.

Maybe that's you, or maybe it's not. Either way, there's a good chance that it's someone on your team.

After all, one in four adults in the U.S. has a disability. Employees aren't required to disclose their conditions to their employers, but it's safe to assume that most teams in the workplace include at least one person with a disability.

Helping your team to manage stress and anxiety is an inclusive practice at any time. Here are a few tools and ideas for you to use and share with your team.

Here's a quick breathing exercise that can physically reduce your stress levels, according to Healthline.

"Box breathing" is a simple trick to help calm your nervous system. Healthline describes the many benefits and offers beginner tips.

Box breathing isn't complicated, and it can be done from anywhere. According to Inc., U.S. Navy SEAL Mark Divine learned the trick during SEAL training. He says he uses it "while standing in line, while I'm stuck in traffic, and wherever else I can."

The news is changing by the minute. While keeping up with it right now can feel important-and even necessary-it can also be intensely anxiety-provoking.

Mindful Browsing is a free app that can put an automatic barrier in front of any websites you choose. It won't prevent you from checking the headlines-you can still choose to click through. But it will stop you with a prompt that you can customize. For example: "You said you'd rather take five deep breaths."

If this particular app doesn't work for you, there are lots of free site-blocking apps available. Forcing yourself to disconnect from any news that's not needed for practical purposes can go a long way toward relieving anxiety.

Stay Informed

Right now, lots of workplaces are operating remotely. For some employees with disabilities, remote work is a fact of life-or an accommodation that's often been unreasonably hard to get.

But for other employees with disabilities, remote work can introduce additional stress. And social isolation can compound anxiety for many people.

Donut is an app that can help remote team members get to know each other. If your company uses Slack, you can add Donut to have it set up opportunities for remote socialization.

4. Comedy can always reduce anxiety

Find some new comedians: The Invisible Disabilities Comedy Show is a stand-up comedy show for comedians with disabilities. They're on hiatus due to the coronavirus, but they've got a list of previous comedians for you to explore.

Calming tips for remote workers: Evelyn Ngugi, aka "Evelyn From the Internets," is a humor writer and YouTuber who works from home. Evelyn offers tips like her 7-Step Reset Routine, which helps her get back on track when she's feeling overwhelmed.

Right now is an anxious time for most people, whether they're managers or employees. And many people with disabilities are feeling especially anxious as the coronavirus situation unfolds.

It's a good time to be mindful of the anxiety of the people we're working with, whether they let you know about it or not. Sharing some tips to reduce anxiety can be a way to show inclusivity during a stressful time.

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Managing Coronavirus Anxiety: 4 Easy Tools and Tips to Share With Your Team

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No matter which sector you're in, you're probably experiencing high levels of stress and anxiety at work due to the coronavirus pandemic. After all, managing coronavirus anxiety is a challenge to nearly everyone across the globe right now. For some people with disabilities, this new anxiety may simply be adding to the chronic anxiety they live with on a regular basis.

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Special Needs Parents Support & Discussion Group

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Special Needs Parents Support & Discussion Group

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This is a Facebook support group for families with children with special needs. This would be an important resource for families during this pandemic because each parent can support each other and spit off ideas of how to best serve their children during this time. It is a safe space for parents to ask questions, have discussions, share feedback, and make friends with parents who understand their situation. This is an important time to have a support group to help you through this weird time! I chose this resource because it is important for not only the children to have the resources they need, but for the parents to have background support.

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Special Needs Parents Support & Discussion Group

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A group for everyone touched by someone with special needs to find support and resources. Feel free to ask questions related to special needs, have discussions, share feedback, and make friends with...

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I picked this resource because it gives teachers resources and ideas if they are considering remote learning for their special education students. This website is for teachers who teach kids with special needs. It gives them tips and tricks in order to give their students adequate help, support, and educational growth during this time. This website gives so many tools that you can use in many subjects that a teacher may teach. This can support teachers that teach students with special needs during this time by educating them on how to continue their students growth during this very unfortunate time.

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These materials are being provided as a resource for teachers considering remote learning options. The resources contained in this site do not reflect an endorsement from the North Carolina Department of Public Instruction. Please refer to local remote learning guidance, policies, and practices

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I personally picked this website because it has so much information for everyone on how to teach your child during this time and it also gives many resources on different topics. This website is for students with special needs during this time. It highlights these students by giving resources on how to give these students extra support during this time by giving parents and educators tools, tips, and tricks. This can support students with special needs by being able to continue their learning process and continue to grow through their academic process.

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ASHA: Telepractice resources during COVID-19! 

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ASHA: Telepractice resources during COVID-19! 

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Personally, I chose this resource because it has a lot to do with my major in Communication Sciences and Disorders. ASHA is our main resource for about everything, even our credentials. This website is for students and people who need speech-language pathology or audiology services. This can support students or people with speech-language or hearing issues during this time by being able to continue their therapy and progress during this uncertain time.

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We know that you are working hard to stay safe and healthy, take care of your families, meet the needs of the individuals you serve, and find creative ways to connect from a distance. ASHA members' and volunteers' safety is our top priority, and we're here to help you during this uncertain time. Check for the latest updates and resources, including on telepractice.

Please contact the Action Center (800-498-2071 or actioncenter@asha.org) with any questions.

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We know that you are working hard to stay safe and healthy, take care of your families, meet the needs of the individuals you serve, and find creative ways to connect from a distance. ASHA members' and volunteers' safety is our top priority, and we're here to help you during this uncertain time.

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how to talk about this virus with children

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how to talk about this virus with children

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How do we talk about the Coronavirus with our kids or our students? This is a very difficult question, and this resource suggests some ways to talk about this crisis with our students with various disabilities.

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People getting sick, schools closing, and news about the coronavirus can be scary and confusing for kids-especially for younger kids. Older kids may worry about grades slipping or not being prepared for upcoming exams. And in general, kids may feel anxious about the unknown.

Kids who learn and think differently can have added challenges. For example, it's common for kids with ADHD and other learning and thinking differences to also struggle with anxiety.

Language disorders can make it hard for kids to express their thoughts and understand what people say. Kids with slow processing speed need longer to take in and process what they hear. All of those things make talking about the unfolding crisis harder.

Having information and answers can help. But it's important to talk with kids in an age-appropriate way. Some kids may not want to open up about feelings or fears. Tell them that's OK, and that you're there to listen and answer questions any time.

And here are more tips from the Understood team for when your child:

About the Author

About the Author

The Understood Team&nbsp

is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Amanda Morin&nbsp

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of The Everything Parent's Guide to Special Education. Two of her children have learning differences.

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How to Talk About the Coronavirus With Kids

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People getting sick, schools closing, and news about the coronavirus can be scary and confusing for kids-especially for younger kids. Older kids may worry about grades slipping or not being prepared for upcoming exams. And in general, kids may feel anxious about the unknown. Kids who learn and think differently can have added challenges.

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Apps for students with special needs- Educational App Talk

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Apps for students with special needs- Educational App Talk

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This facebook group is a resource which provides information regarding free and paid apps that are beneficial for children with special needs having to learn remotely during this crisis. In addition to providing these apps, it also provides how to accommodate the apps to the specific learners on the specific devices based on their needs.

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Educational App Talk - a place for teachers, parents, students and therapists to come together to better tomorrow's education, today. Come to EAT - share and learn. The more you know, the more you...

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This resource is a website created by the Council for Exceptional Children. It provides information regarding many different topics related to this crisis and how to teach during it. Some of these include: webinars, information on how to communicate about this crisis with young children, resources to share with families, special education concerns, and many more.

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eLuma provides an array of online therapy, and assessment solutions to not only address the shortages and constraints plaguing K-12 eduction, but to help move it forward. eLuma's current offerings include online speech therapy, occupational therapy, mental health services, school psychology, assessments, and a ground-breaking case management system.

Recently, eLuma established an integrated mental health services model focused on student, family, and school staff support to address MTSS needs and support the increased number of children and adolescents in need of mental health services. eLuma's HIPPA, FERPA, and COPPA compliant telehealth services ensure maximum efficacy, efficiency, dependability and a better overall experience for students, families, and administrators alike.

eLuma's customized solutions empower educators to provide services in the most effective, cost-efficient and dependable way.
Schedule a Free Consultation Learn More About Our Services

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CEC is here to support special education professionals and your ongoing efforts to apply good teaching practices remotely due to precautions surrounding the COVID-19 virus. This page is a collection of suggested resources you can use as you determine the best means to provide services to your students and their families.

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Tar Heel Reader Books made by SPE 3380 Students

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Tar Heel Reader Books made by SPE 3380 Students

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These are accessible texts for beginning readers of all ages made by my awesome SPE 3380 students. The books can be speech enabled and can be accessed using multiple interfaces (e.g. touchscreen, switch access).