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This website and resource gives an overview of multiple aspects regarding UDL. This is done by recognizing the 5 W’s.

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Center for Excellence in Learning and Teaching

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Universal Design for Learning Overview - Center for Excellence in Learning and Teaching

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Universal Design for Learning Table of Contents Universal Design for Learning (UDL) is an approach to curriculum and teaching that provides equal opportunities for learning to all students. The Higher Education Opportunity Act of 2008 includes a concise definition of UDL that emphasizes reducing barriers while providing appropriate supports without compromising rigor.

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This resource is for teachers to use as a guide to teach UDL.

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology.

Imagine this: Your students are going to write an essay on the stages of butterfly metamorphosis.

Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don't know anything about butterflies and are nervous about writing on this topic. And some students don't like to write - they dread this activity from the moment you say "essay."

In any class, you know there's a wide range of enthusiasm, background, and skills among your students. When you plan with this range in mind, you can approach the lesson in several ways.

You could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or you could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level.

But take a step back. In any lesson or task, you can anticipate this range of variability among your students. There's another approach you can take to plan for this variability in all your lessons : Universal Design for Learning (UDL).

The ultimate goal of UDL is for all learners to become "expert learners." Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning.

UDL is a powerful approach because from the very start of your lesson, it helps you anticipate and plan for all your learners. It can help you make sure that the greatest range of students can access and engage in learning - not just certain students.

From the series: Reaching and teaching all students with UDL

Discover how to use Universal Design for Learning (UDL) to plan lessons, reduce barriers to learning, and engage all students.

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Articles in this series: Reaching and teaching all students with UDL

You don't need specific tools or technologies to follow UDL's principles either. Instead, your students choose from the tools and resources you already have. They might use them in different ways.

Also, UDL may change how you think about what prevents students from learning. Instead of thinking that something needs to change about the students, UDL looks at the learning environment. The learning environment can include barriers to learning, like the design of the curricular goals, assessments, methods, and materials. In this way, the learning environment itself can be "abled" or "dis-abled."

UDL gives you a framework to follow so you can reduce the barriers to learning. The main way to do this is to prepare a learning environment where students have what they need to flexibly meet learning goals.

Universal design can be found just about anywhere you look - both inside and outside your school. Curb cuts change sidewalks so that they're accessible to the greatest range of users, including people who use wheelchairs and those pushing strollers. Closed captions make television accessible to people who are deaf or who have hearing loss, as well as people at the gym or spouses who can't agree whether or not to keep the TV on at night. No two forms of universal design are the same.

Universal Design for Learning looks different in every classroom. But there are commonalities. To start with, there's always a focus on building expert learning for all. Other common elements of a UDL experience include:

All learners knowing the goal

Intentional, flexible options for all students to use

Student access to resources from the start of a lesson

Students building and internalizing their own learning

In a UDL environment, students rarely do the same task in the same way at the same time. The flexible options will differ across developmental ages. But the framework for having clear goals and flexible options is consistent no matter the grade level or content areas.

UDL describes human variability based on parts of the brain that manage the "why" (affective network), the "what" (recognition network), and the "how" (strategic network) of learning. Watch as CAST co-founder David Rose explains why UDL emphasizes variability instead of disability.

CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression.

The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action. You can print a one-page version of this chart to have on hand while planning a lesson, activity, or routine for your students.

Families may not be familiar with the concept of students being active participants in setting their learning goals. They may have questions about letting students make their own learning choices.

Explain at back-to-school night or in a class that you'll be using Universal Design for Learning. You can even share a family-friendly article about the UDL approach to teaching .

Assure families that you have high expectations for all students to become expert learners in your classroom. And explain that you'll keep working with the students and their families to build the skills and interest to make that happen.

Read these articles to learn how to use UDL with distance learning.

From the series: Reaching and teaching all students with UDL

Discover how to use Universal Design for Learning (UDL) to plan lessons, reduce barriers to learning, and engage all students.

Show articles Hide articles

Articles in this series: Reaching and teaching all students with UDL

What it's like

"Elijah came with me to his IEP meetings. At first, he would just sit there quietly, taking things in. But by middle school, he began to be more vocal about his needs."

About the Author

About the Author

Allison Posey, MEd, CAST, Inc. is a curriculum and design specialist at CAST.

Reviewed by

Reviewed by

Brittney Newcomer, MS, LSSP is the director of instructional design at Understood for Educators, which she joined after serving in public schools for more than a decade as a teacher, evaluator, and curriculum manager.

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Universal Design for Learning (UDL): A teacher's guide

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student.

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This website offers resources including lesson plan apps, instructional videos, whiteboard apps, etc. that help teachers create and curate positive, effective learning environments.

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Best Apps and Websites for the Flipped Classroom | Common Sense Education

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Help students brush up on key content at home so that they come to class eager to clarify, explore, and use what they've learned. Explore this Best Apps and Websites for the Flipped Classroom Top Picks list of 33 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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This website offers resources that helps teachers overcome challenges that come up in online learning and helping students to feel included.

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A safe and positive learning environment, whether in-person or online, is essential for student learning. The resources below can help you overcome the challenges of creating an online learning environment to ensure students feel included, safe, and connected to educators and their classmates. Because the blended learning model may include face-to-face interaction, health and safety considerations are of utmost importance.

What is Blended Learning?

Blended Learning is an education program that integrates a virtual and face-to-face learning environment for students. In a blended learning environment:

The student has some control over place, path, and pace of learning;

Learning usually occurs through an integrated curriculum;

The learning cycle flows best when unpacked as pre-learning activities that prepare students to engage in both the virtual and face-to-face learning environment;

The next phase of learning is the instructor-led session in which the educator directs student activities to ensure that learning goals are met; and

Post-learning activities in which the educator uses evaluative data to provide appropriate assignments that reinforce and expand learning goals.

Health and Safety Resources

CDC Toolkit for K-12 Schools links to multiple topics related to COVID-19 including the use of face coverings in schools, student screening, and strategies for protecting school staff.

Guide to SEL During COVID contains a curated list of resources to address trauma and students' basic needs during the pandemic.

NEA All Hands on Deck provides guidance in planning for school reopening focusing on health, safety, student learning, and equity.

NEA Guidance for Meal Service provides information on continuing meal service during school closures.

NEA Webinar Safe Return to In-Person Instruction is a 90-minute webinar covering questions related to reopening, accommodations for high-risk individuals, federal leave laws, and basic protections needed for a safe reopening.

Student Screening Questionnaire can be used in the school or by families to monitor student wellness.

Communication Resources

Check-in Survey can be customized to assess the needs and well-being of students and parents.

Distance Learning Cheat Sheet is a template designed for student and family use that contains quick reference information on school contacts and how to locate and submit assignments and learning resources.

Equity Resources

Classroom resources from Teaching Tolerance provides lessons, texts, and activities emphasizing social justice and anti-bias.

Meeting Digital Needs of Underserved Families is a short video sharing tips and ideas for supporting students in their digital needs.

NEA Equity in Digital Instruction for Special Education offers guidance on meeting the needs of special education students during school closures.

NEA LGBTQ Checklist provides educators with a tool to assess their virtual classroom for LGBTQ supports.

NEA Online Checklist for Social Justice provides guidance on planning online instruction to ensure equity for all students.

UDL Apps contains a curated list of tools to support Universal Design for Learning implementation.

Community Resources

Building Community provides resources on building a nurturing online community.

Connected Learning provides six principles to build a connected online learning community.

Engagement Strategies for Online Learning is a short webinar on how to use student engagement to build community.

Virtual Back-to-School Night provides ideas and tips for hosting a successful back-to-school meeting.

Technology Resources

Apps and Websites for Learning lists free apps and websites across grade levels in a variety of content areas including music, arts, STEM, computer science, mathematics, English language arts, science, social studies, and more.

Internet Access & Devices provides information on access to tools for distance learning, such as free and low-cost Internet and devices.

NEA Protecting Privacy During Pandemic provides an overview of guidelines related to online student and educator privacy.

NEA Digital Learning Policy Statement provides NEA's beliefs and guidance related to digital learning.

NEA Digital Supports contains multiple resources focused on pivoting to a virtual learning environment including NEA's Remote Teaching and Learning Courses.

What is Cyberbullying? contains resources for parents and teachers on how to recognize, report, and prevent cyberbullying.

Keeping Children Safe Online provides tips for parents on how to protect children from online predators and how to report suspicious activity.

Digital Learning Agreement is a customizable document that can be used to establish norms for responsible and safe digital learning practices.

Devices for Learning is a downloadable quick reference document to share with students and parents with school-issued devices.

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Resources for the Blended Learning Environment | NEA

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A safe and positive learning environment, whether in-person or online, is essential for student learning. The resources below can help you overcome the challenges of creating an online learning environment to ensure students feel included, safe, and connected to educators and their classmates.

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This website offers more free websites that offer blended learning resources for students to educators.

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(Image credit: iStock/KeremYucel)

Blended learning is a teaching approach that combines both traditional instruction and digital technologies to create lessons. Face-to-face teaching is augmented with online lessons and content.

These sites provide support, lessons and other resources for educators using a blended learning approach.

- A free visual and student-based response system that educators use to blend learning and assess students in real-time on browser-based devices.

Blended Play - Uses gamification to support blended learning, and allows educators to create the questions used in the multiple games available.

- An easy-to-use platform encourages creativity and sharing by supporting digital storytelling, project-based learning, interactive presentation and more.

- A free social learning environment where educators can share class materials, collaborate with students, and keep parents informed.

- Allows educators to flip a classroom or lesson by editing a video and adding questions. Ideal for self-paced learning.

- A new learning management system (LMS) that allows educators to create courses and lessons, track student progress, and integrate group discussions.

FlipSnack Edu - Build your own online classroom in which you can add new lessons or upload existing ones, and where students can create and share projects.

- Uses a web interface and mobile app to create digital lessons, blend learning, and generate detailed reports.

- A free platform for teaching civics through multiple resources and through various approaches such as game-based learning, project-based learning, and web quests.

- An engaging and popular game-based site that provides opportunities for students to take control of their learning and educators to track student development.

Khan Academy - A vast, curated resource for online learning where users learn at their own pace through interactive exercises and videos.

MySimpleShow - A very popular site for creating beautiful looking explainer videos/slideshows, as well as to "flip" or "blend" learning.

- Educators can build device-friendly lessons, manage and track student performance, take attendance and notes, grade, communicate and more.

- Take classroom engagement to the next level through virtual hand raises, data-driven class discussions, best practices and more.

- Provides a variety of tools for professional development, including quizzes, polls, infographics, live broadcasts, and more.

Other resources:

Blended Learning Tool Kit

Blended Learning Infographics
A version of this article was crossposted at David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at dkapuler@gmail.com and read his blog at cyber-kap.blogspot.com

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(Image credit: iStock/KeremYucel) Blended learning is a teaching approach that combines both traditional instruction and digital technologies to create lessons. Face-to-face teaching is augmented with online lessons and content. These sites provide support, lessons and other resources for educators using a blended learning approach.

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This website offers 100 different learning resources for teachers to use and implement within classrooms.

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by TeachThought Staff

The following is a compilation of some of our favorite blending learning resources for teachers in 2020
Blended Learning Resources: Examples, Ideas, Benefits, and Definitions
1. The Definition Of Blended Learning

2. 12 Different Types Of Blended Learning

3. The Benefits Of Blended Learning

4. 6 Ways Teachers Are Using Blended Learning

5. 10 Drivers Of Blended Learning

6. 10 Steps Towards Creating A Blended Learning Program

7. 50 Of The Most Popular Online Courses Of All-Time
TeachThought Recommended Blended Learning Resources: Learning Management Systems for K-12
8. Google Classroom

11. Classter

12. Desire2Learn

13. Haiku Learning

14. Schoology

16. Blackboard

17. Feather Cap
TeachThought Recommended Blended Learning Resources: University Resources & Free Open Courseware 20. MIT Open Courseware 21. Harvard University Open Courseware
22. Stanford University Open Courseware
23. Stanford University Open Learning Initiative 24. Yale University Open Courseware 25. University of Kentucky Open Courseware 26. UMass Boston Open Courseware 27. edX Open Courses 28. The Open Education Consortium 29. Open Culture 30. University of the People 31. Open Courseware Consortium 33. Washington State's Open Course Library 34. The Open University 35. Class Central
A portal for the best online courses-links, reviews, information, etc.
TeachThought Recommended Blended Learning Resources: Free Online Texts & Library Resources
36. ipl2 (Internet Public Library)
37. Project Gutenberg 38. Planet eBook 39. High Wire 40. OER Commons: Free Open Education Textbooks 41. eBooks Directory 42. OER Commons Lesson & Activity Builder 43. Flatworld Knowledge
Flatworld Knowledge is a platform whose goal is to allow instructors to create affordable textbooks that can be printed or downloaded digitally.
TeachThought Recommended Blended Learning Resources: Tools To Create & Organize Video Content
44. Explain Everything Drive

45-48. YouTube or Vimeo Pro or Voo Player

49. Google Drive (or Dropbox)

50. WeTransfer

51. HighTail

52. FlipGrid
TeachThought Recommended Blended Learning Resources: Video Content
53. Smarter Every Day

54. YouTube Learning
55. Veritasium 56. AsapSCIENCE 57. Crash Course or 58. MIT Open Courseware Crash Course Kids
59. MIT K12 Videos

60. Bozeman Science

61. PBS Idea Channel

62. Numberphile
Cloud-Based Grading Apps & Platforms For Blended Learning
63. Vimeo Instructional Videos

Note, we have not had a chance to test these platforms out so these aren't 'recommended' but rather offered as possibilities to learn more about. If we review any of these platforms in-depth, we'll link to those reviews here.

64. Think Wave Gradebook

65. ZipGrade
TeachThought Recommended Blended Learning Resources: Content Curation & Sharing
66. Alma Gradebook

These are all tools-among dozens and dozens of alternatives-that allow teachers and students to both find and curate learning materials, articles, texts, and more for blending learning activities and units.

Each of the above has a sweet spot-Storyify is more for social media 'storytelling' while Pocket is more for simple curation, while Paper.li is more of a 'newspaper' approach that allows users to share what they've found in a format that's easy to read. Obviously, choose the best fit for you and your students.

69. Microsoft Teams

70. Flipboard

73, 74. WordPress or Blogger (create simple websites to publish curated content)
Other TeachThought Recommended Blended Learning Resources
75. Pearltrees

76. Google Education

77, 78. Apple Keynote (also see Google Slides and Microsoft PowerPoint)

79. Google Forms

80. Slideshare

83. iBook Author

84. TED: Ideas worth spreading

85. Dosomething.org

89. TeachersPayTeachers

90. Newsela

91. ReadWorks

92. Read Theory

93. Go Formative

94. Voice Thread

95, 96 Zoom or Microsoft Teams

97. Khan Academy
100 Of The Best Blended Learning Resources For Teachers [Updated For 2021]
99. Edgenuity

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100 Blended Learning Resources For Teachers

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From Open Courseware to tools, models, and definitions, this is a collection of 50 of the best blended learning resources for teachers.

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This resource provides flexible in-school, at home blended curricula for students and educators.

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Like many educators across the country, Lori Rice, fourth-grade teacher and Camp InventionOne parent suggested that perhaps the school could offer a STEM club, and that prompted Rice to consider what such a club could look like. "The challenge was that I didn't want anyone to be left out due to a lack of materials or resources," Rice said in an interview with the National Inventors Hall of Fame ® Director at West Elementary School in Wamego, Kansas, had to quickly adjust to meet the needs of her students as COVID-19 forced the closure of her school building.

To evaluate this school district's transition to online learning, surveys were sent to each family. While the feedback was largely positive, a few parents expressed the desire for more resources beyond the typical school day.

® (NIHF).

She then remembered NIHF's free which offers many accessible STEM activities, and she realized that these projects could be used to create a STEM club for any interested students. After running the idea by her principal, the plan was approved and soon the STEM club was up and running.

Offering weekly sessions throughout the month, the club was made available to anyone who wanted to join and ultimately included 30 participants. Because Rice selected STEM activities that use accessible household materials, the students were immediately engaged with their projects.

"The children were so excited about the club, that a week later they would tell me they had continued working on their creations, which is what I had hoped for," Rice said. "The piece that was huge for students was that the activities were project-based - they didn't realize they were learning about the science behind airspeed for example; they were just playing, which is exactly what kids need."

By combining virtual instruction with hands-on activities, the students who attended Rice's STEM club were able to experience the best of both worlds: direction from an instructor and the ability to collaborate with other students, paired with engaging activities that make learning fun.

While no one is sure what the upcoming school year will look like, Rice plans to use the lessons she learned when hosting her STEM club to inform her teaching. "I feel like we talk about how important project-based learning is, but it's easy to fall into our patterns and what's been done before," Rice said. We have got to move projects and personalized learning to the forefront of what we're doing." To help schools prepare for all learning situations, NIHF has developed a new program for the school year: Invention Project

®. Comprised of more than 30 activities spanning 22.5 hours, this cross-cutting curriculum complements existing lesson plans and provides effective hands-on experiences for in-school, at-home and blended settings. Aligned to State, Common Core State Standards and Next Generation Science Standards, Invention Project supports social-emotional learning (SEL) and sparks imagination through open-ended exploration.

To learn more about our new programs and opportunities for the fall, we invite you to visit our website!

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A Creative Approach to Blended STEM Learning

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Like many educators across the country, Lori Rice, fourth-grade teacher and Camp InventionOne parent suggested that perhaps the school could offer a STEM club, and that prompted Rice to consider what such a club could look like.

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This website offers basic rights that we should know as educators.

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Welcome to FindLaw's Teacher's Rights section, where you can find information and resources on the rights of teachers in public schools. Teachers have the same basic rights as others -- such as the right to be free from discrimination based on race, sex, and national origin -- as well as the right to academic freedom to teach without undue restrictions on content or subject matter. Educators, like other employees, also have the right to collectively bargain through teachers' unions. This section includes articles on the process of joining a teacher's union and resolving union conflicts. Also included are articles on contracts, tenure, dismissal, and much more.

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Welcome to FindLaw's Teacher's Rights section, where you can find information and resources on the rights of teachers in public schools. Teachers have the same basic rights as others -- such as the right to be free from discrimination based on race, sex, and national origin -- as well as the right to academic freedom to teach without undue restrictions on content or subject matter.

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This website offers very needed legal guidance not only for educators but also anyone who may need it. This is a great place for anyone looking to fact check themselves.

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General Counsel's Resource Library

For over 150 years, NEA members have come to rely on their Association for support and service in a wide variety of areas. NEA's Office of General Counsel is here to provide advice and assistance in regard to labor relations, individual rights, education reform, political activity, and other matters with legal implications.

Visit our resource library to see some of the legal insight we provide.

Attorney Referral Program

The NEA Attorney Referral Program provides members with legal advice on personal matters. Each eligible member is entitled to two 30-minute consultation sessions free during each membership year. And if you need additional legal help, the NEA Attorney Referral program lets you get that help at rates below participating attorneys' usual fees. Contact your state association legal services program office or your local UniServ office for more information.

Educators Employment Liability (EEL) Program

All eligible association members receive professional liability insurance through the NEA Educators Employment Liability (EEL) Program. Click here to learn more.

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For over 150 years, NEA members have come to rely on their Association for support and service in a wide variety of areas. NEA's Office of General Counsel is here to provide advice and assistance in regard to labor relations, individual rights, education reform, political activity, and other matters with legal implications.

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This article answers some of the most asked questions about teacher conflict of interest.

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Public school teachers - teachers who work for school districts, regional schools, and charter schools -- are subject to the conflict of interest law, G.L. c. 268A. This information sheet answers some questions about the law frequently asked by teachers. The following topics are covered:

teacher gifts;

school field trips where a chaperone teacher's expenses are paid;

accepting payment of travel expenses;

teacher political activity relating to town budget overrides;

tutoring;

second jobs, such as coaching, and summer jobs with the same town or district;

running for school committee; and

receiving services from students in vocational programs, such as automobile oil changes.

Teacher Gifts

Gifts: Public employees, including teachers, are prohibited by Sections 3 and 23(b)(2) of the conflict of interest law from accepting gifts worth $50 or more that are given to them because of the position they hold, or because of some action they could take or have taken in their position. Teachers and other public employees may accept gifts that are worth less than $50, but they have to disclose in writing the fact that that they have done so if, based on the circumstances, a reasonable person would think that the teacher might unduly show favor to the giver or the giver's child because of the gift. G.L. c. 268A, § 23(b)(3). Therefore, whether you may accept the gift depends on its value, and whether you must disclose a gift you are allowed to accept depends on the circumstances.

Class Gifts: The Commission created an exemption in its regulations at 930 CMR 5.08(14) to permit class gifts to teachers in certain circumstances. Under the exemption, the parents and students of a class, acting together, may give a gift worth up to $150 to a teacher, provided that the gift is identified only as being from the class, and the names of the givers and the amounts given are not identified to the teacher. A single class gift worth up to $150, or several class gifts during the school year with a total value up to $150, may be given. A teacher may not accept any other gift from someone who has contributed to a class gift. Therefore, if an individual gift is offered, before accepting it, the teacher must confirm that the giver did not contribute to the class gift.

A teacher who is offered an end of the year gift worth less than $50 by someone who did not contribute to a class gift may accept it, after confirming by asking that the giver did not contribute to the class gift. A gift worth less than $50 must be disclosed in writing if, based on the circumstances, a reasonable person would think that the teacher might unduly show favor to the giver or the giver's child because of the gift. G.L. c. 268A, § 23(b)(3).

Gifts for the Classroom: A gift given to a teacher to use solely in the classroom or to buy classroom supplies is not considered a gift to the teacher personally, and is, therefore, not subject to the $50 limit on personal gifts to teachers. Parents may give gifts to the classroom or the school in accordance with the rules of the school district. A teacher who receives such a gift must keep receipts documenting that the money was used for classroom supplies.

Handmade Gifts or Gifts Worth Less than $10: A gift without retail value, such as a plate of cookies or other homemade food items, hand-picked flowers, handmade gifts, or other items worth less than $10, need not be disclosed, because a reasonable person would not think that a teacher would unduly show favor to the giver. A gift that might create such an appearance of a conflict - for example, a $40 bottle of wine given to a teacher who is going to write a college recommendation for a student - must be disclosed, in writing, to the teacher's appointing authority. A teacher who accepts a gift worth less than $50 from a student or parent during the school year must file a disclosure if she will continue to teach the student during the rest of the year and the gift is valuable enough that it might create an appearance that she would unduly favor the student. The form that should be used for such a disclosure is the Receipt of Gift Valued at Less than $50 Disclosure.

Gifts Given After the School Year: If a teacher gets a gift after the school year has ended and grades have been reported, and the gift is one that she may accept because the giver did not contribute to the class gift and the item given is worth less than $50, she need not file a disclosure unless she expects to perform official duties in relation to the student again, because if she will not have further contact with the student, there will be no appearance that she might unduly favor the student.

Expenses paid by your employing district: When a teacher-chaperone's travel expenses will be paid for by her employing district (or by the teacher herself), no conflict of interest law issues are raised.

Travel Expenses Teachers May Accept (Disclosures Required)

Expenses paid by parents or travel company: When a teacher-chaperone's expenses will be paid by anyone other than the employing district - such as a travel company or parents - issues arise under §§ 6 or 19 and 23(b)(2) of the conflict of interest law. A teacher may receive payment of travel expenses as a chaperone for school-sponsored trips provided that he fills out two separate disclosure forms (one before he starts planning the trip and a second one before he travels), gives them to his appointing authority, and obtains prior written approval.

Sections 6 and 19 of the conflict of interest law prohibit state or municipal teachers, respectively, from participating in any matter in which they have a personal financial interest. For example, a teacher who arranges a student trip to Mexico knowing that the parents of the students taking the trip will pay her travel expenses has a personal financial interest in the matter. However, there is an exemption that allows a public employee to participate in a matter in which she has a financial interest if she makes a prior written disclosure to her appointing authority about her financial interest and receives prior written authorization. Before beginning to plan a school trip that will involve paid-for travel valued at $50 or more, the teacher should fill out a disclosure form and obtain prior written approval. Charter school teachers should use the Appointed state employees financial interest disclosure form. Teachers employed by a school district should use the Financial interest disclosure form for appointed municipal employees

Section 23(b)(2) prohibits public employees from accepting anything valued at $50 or more that is given because of their official position. If parents or a travel company offer to pay a teacher-chaperone's out-of-state travel on a school-sponsored trip valued at $50 or more, the teacher may accept only if he first fills out a disclosure form giving details of the anticipated travel, and his appointing authority concludes, in writing and in advance, that the proposed travel will serve a legitimate public purpose. The regulation creating this exemption is 930 CMR 5.08(2)(d). The required form is Appointed employee reimbursement of travel expenses disclosure

In summary, a teacher planning a school trip that will involve someone other than the teacher or the school district paying her travel expenses on the school trip of $50 or more, must file two disclosure forms and have them approved by her appointing authority: (1) the § 6 or 19 form before she begins to plan the trip, and (2) the travel disclosure form before she travels.

A teacher planning or participating in a school trip is prohibited under §§ 3 and 17 of the conflict of interest law from accepting a stipend or travel rewards including points valued at $50 or more from a travel company in relation to the school trip.

Teacher Political Activity Relating to Town Budget Overrides

Serving on a ballot question committee: You may serve on or assist a ballot question committee about a tax limit override provided that you do so without pay, do not fundraise, and do not act as the agent for the campaign in any matter involving your town (such as filing required campaign finance reports). You may, outside of school and on your own time, distribute campaign literature, make get-out-the vote telephone calls, conduct campaign polls and research, drive voters to the polls, and display or hold signs as long as you do not do so on town time or by using town resources.

Private political activity: Teachers and other public employees have most of the same rights as other citizens to engage in private political activity. A teacher may engage in private political activity using his own or other private resources, and when he is acting for himself and not as an agent or representative of anyone else. However, a public employee may not use his public position to engage in political activity. Section 23(b)(2)(ii) of the conflict of interest law prohibits the use of one's public position to engage in political activity, because a public employee who does so is using his official position to secure for himself or others (such as a candidate or a ballot question committee) unwarranted privileges of substantial value ($50 or more) not properly available to similarly situated persons.

Engaging in political fundraising: The campaign finance law, G.L. c. 55, restricts the ability of public employees to engage in political fundraising. The campaign finance law is enforced by the Office of Campaign and Political Finance ("OCPF"), which can answer questions about fundraising. You can call OCPF at (617) 979-8300.

Engaging in private political activity through your school: While in general, it is permissible to notify the public that an election will be held on a certain date and encourage all voters to vote, public resources may not be used to notify only a subset of voters (such as parents of school children) in order to influence the outcome of the vote or meeting. Notifying only the parents of school children about a ballot question whether to fund a new public school, and not notifying other homeowners who do not currently have a child attending school in the district, would be prohibited, because it would not be neutral.

Tutoring

Tutoring students you do not teach: You may not advertise your services in any way, but the parents of a child who attends school in your district, but is not one of your students, may solicit your services in tutoring even if the school has not found that the tutoring services are necessary. The parents may pay you per hour and you may go to their home to provide the tutoring. You must use your own materials, not school materials.

Tutoring students in your own district: The conflict of interest law places some restrictions on teachers tutoring students in their own districts, but does not forbid it. The following are the types of situations that may violate the law, as explained further below:

A teacher recommends that one of her own students receive private tutoring, and then is paid to do the tutoring.

A teacher privately tutors her current students.

A teacher conducts a private tutoring business after hours in his public school classroom.

A teacher is paid by her own district in a second job to provide tutoring.

A teacher is paid to provide services that the district has found to be necessary for a child, for instance under an IEP.

A teacher tells one of his students that he is available for private instruction over the summer.

Providing Tutoring You Recommended: A teacher cannot recommend that one of his or her own students get tutoring, and then be paid to tutor that same student in a second job. This would be a conflict of interest, because the teacher has a financial interest in providing those services. This restriction is imposed by § 6 (charter school teachers), and § 19 (school district teachers).

Privately Tutoring Current Students: A teacher may not tutor students who are currently in her class. Even if the teacher does not recommend that her current student receive private tutoring, the teacher should not tutor her current students as this raises issues under § 23(b)(3), the appearance of a conflict section, § 23(b)(2), the use of position section, and § 19, the financial interest section.

Using School Resources for Private Tutoring: A teacher cannot use his position to get unwarranted privileges for himself, or to give them to anyone else. This restriction is imposed by § 23(b)(2). For example, a teacher cannot use school resources such as classrooms or materials in connection with a private tutoring business. A public school employee cannot use a school or district website to advertise private tutoring services. A school cannot send home brochures for a particular tutoring service with the children. The only exception to this is that a district may, if it chooses, create a policy permitting the use of its resources in specified circumstances by anyone (teachers or non-teachers) who meets its objective and reasonable criteria. For example, a district could create a policy under which it will list on its website any provider of private tutoring services that meets stated criteria. Any such listing, however, should include a disclaimer that the district is not endorsing any private tutoring service

Tutoring Paid for by the District: Apart from their primary employment (which is viewed as a contract for conflict of interest purposes), teachers and other public employees are not allowed to have a financial interest in a contract with an agency at their same level of government, unless an exemption applies. This means that a teacher cannot have a second paid position with her school district or her charter school unless there is an applicable exemption, because the second paid position is a financial interest in a municipal or state contract. This restriction is imposed by § 7 (charter school teachers) and § 20 (school district teachers). These sections make it impossible for full-time teachers to tutor in their own district if the district is going to pay for the tutoring (as may be the case, for example, with SES services). A district that wishes to be able to pay its teachers directly to perform tutoring must include a provision in the teachers' collective bargaining agreement providing a set amount of extra pay for tutoring by teachers that will be included in the teachers' regular paychecks. This solves the problem because then teachers only have a financial interest in one contract (that is, their primary employment, which is governed by the collective bargaining agreement). This part of the law applies less restrictively to some part-time employees.

Tutoring Required by District: Teachers and other public employees may not be paid by or act for others in matters that are of direct and substantial interest to their public employers. Where a district has determined that a particular child needs tutoring, that is a matter of direct and substantial interest to the district. Consequently, a teacher who works for the district cannot be paid privately to provide that tutoring. For example, if tutoring is required as part of an IEP, a teacher in the district may not accept payment from the student's family to provide that tutoring. The teacher is likewise prohibited from communicating with his own school or district on behalf of a private tutoring program. This restriction is imposed by §§ 4 and 17. These provisions apply less restrictively to some part-time employees. A district paying its own teachers directly to provide tutoring pursuant to a collective bargaining agreement by including tutoring-related compensation in their regular paychecks does not create a problem under this section, because the employees are not being paid by someone other than their employer.

Approaching Students or Parents for Work: Teachers and other public employees may not initiate private business relationships with persons under their authority pursuant to § 23(b)(2). This means that a teacher may not approach a student, or the student's parents, seeking private tutoring work. A teacher may provide tutoring when the relationship is initiated by the parents or a student, but, if the student is, or in the future may be, under the teacher's authority, the teacher will need to do a written disclosure. The form to be used for this disclosure is Appearance of undue favor or improper influence disclosure.

School District Policies Prohibiting Private Tutoring: A school district may adopt policies that are more restrictive than the conflict of interest law. For example, a school district may choose to adopt a policy prohibiting teachers from privately tutoring any students in the same school in which they teach or in the same school district in which they work. In that situation, the tutoring would be prohibited, even if it doing so would otherwise be permissible under the conflict of interest law.

In sum, a teacher who is approached by parents of a student in his district but who is not one of his own students, and is asked to tutor their child, for payment by the parents, and using no public resources in connection with that tutoring, may do so. Teachers, however, should avoid tutoring in any of the situations described above that would raise issues under the conflict of interest law or district policy.

Second Jobs (Coaching) and Summer Jobs with the Same District, Town or State

Coaching in your district as a second job: The only way that you can coach while a teacher and comply with the conflict of interest law is if the collective bargaining agreement for teachers in your district includes a provision authorizing teachers to be paid for coaching, and the additional payment is included in your regular paycheck. You cannot have a second paid arrangement with the district for which you are paid separately.

A teacher may not have a financial interest in a contract with an agency at his same level of government, unless an exemption applies. This means that a teacher cannot have a second paid position with her school district or her charter school unless there is an applicable exemption, because having that second paid position would give the teacher a prohibited financial interest in a municipal or state contract. This restriction is imposed by §§ 7 and 20. A district that wishes to be able to pay its teachers extra to perform services in addition to teaching, such as coaching, should include a provision in the teachers' collective bargaining agreement providing a set amount of extra pay for such services, to be included in regular paychecks. This solves the problem, because then the teachers only have a financial interest in one contract, that is, their primary employment, which is governed by the collective bargaining agreement. This part of the law applies less restrictively to some part-time employees.

Summer Jobs: A teacher may not have a financial interest in a contract with an agency of the town in which he works under §§ 7 and 20, which includes a second job in the same town, unless an exemption applies. You may only take this summer job if you can satisfy the requirements of the § 20(b) exemption. This will require that the town gave public notice of the availability of the recreation department job; that you do not work more than 500 hours in the recreation department job; that the head of the recreation department certifies that no one from the recreation department is available to do the job; and that the board of selectmen (or town council) approves the exemption. You will also have to file a written disclosure with the town clerk establishing that these requirements are met. A form for that disclosure Financial interest in a municipal contract disclosure for municipal employees.

Running for School Committee

You may run for school committee in the town where I teach but you will have to give up your teaching job if elected. G.L. c. 71, § 52 provides that school committee members may not be teachers in their own districts. This restriction also applies to per diem substitute teachers.

Receiving Services from Students in Vocational Programs

In general, a teacher may not have a financial interest in a contract with his school, which includes purchasing services from the school. However, an exemption from that rule permits teachers and other public employees to enter into any fee-based contractual relationship that is readily available to the public at a set price. The regulation that creates this exemption is 930 CMR 6.16.

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Public School Teacher FAQs on the Conflict of Interest Law

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Public school teachers - teachers who work for school districts, regional schools, and charter schools -- are subject to the conflict of interest law, G.L. c. 268A. This information sheet answers some questions about the law frequently asked by teachers.

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TEAL Center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning

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TEAL Center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning

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This document offers amazing pointers on what UDL is and how the best way to incorporate it into any lesson would be.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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TEAL Center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning

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UDL is an approach to curriculum design that can help teachers customize curriculum to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background. UDL provides a blueprint for designing strategies, materials, assessments, and tools to reach and teach st…

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Cast uses UDL and shows how it can be implemented in classrooms everywhere by all teachers.

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.

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This is an amazing source for Teachers because it offers a very detailed look through at what UDL is and how to best use it.

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This is a very detailed but short video explaining what the Universal Design for Learning is and how it can be used.

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What is Universal Design for Learning (UDL)?

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As a future educator this is one of the best websites I have found that offer activities, worksheets and even lesson plans.

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Resources for teachers are available for any subject and grade, and range from simpleworksheets to educational software for use in the classroom. They are especially useful these days with the increased standards in education and greater expectations from society.

JumpStart has its own collection of free teacher resources. Check them out:

Online Teacher Resources: A Teacher's Best Friend

Sharing classroom experiences and teaching material with other teachers is a great thing, but it may not be possible all the time. Coming up with one's own educational resources is time-consuming and tedious. It may be possible once in a while, but it is certainly difficult to do for every lesson. Moreover, with the number and variety of teachers' educational aids readily available online, why bother? Online teacher resources are collections of hundreds of teaching materials designed by experts or tried and found useful by other teachers. In many cases, making use of the online material may prove to be even more useful and effective than relying on those borrowed from fellow teachers at school. Regardless of one's teaching style and requirements, the huge amount of online collections ensures that teachers never go back without finding the resources they need.

The Different Kinds of Teacher Resources

It is astounding to see the variety of teacher resources available for immediate use for teachers across the country. The most basic ones are worksheets and lesson plans. Tons of these are available in multiple websites and teacher forums. There are also teaching ideas and classroom activities which teachers can make use of to liven up lessons and help students understand concepts better. Teachers can also find descriptions and reviews of various teaching tools - using these helps teachers make informed decisions about the educational material used in the classroom. Social networking sites for teachers allow teachers from across the country to share experiences and advice about teaching. Educational resources also include learning games, audio-visual teaching tools, and interactive educational software. Finally, there are websites that list and describe various sites that offer supplementary teaching material for teachers.

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Resources for teachers are available for any subject and grade, and range from simpleworksheets to educational software for use in the classroom. They are especially useful these days with the increased standards in education and greater expectations from society. JumpStart has its own collection of free teacher resources.

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Discovery ED also offers amazing lesson plans that are available for all teachers.

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This website is great for teachers to have free resources to fun and interactive things to incorporate into their lessons.

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For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

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The CommonLit assessment questions are aligned to our ELA standards, which is extremely helpful when prepping for the state exam.

Teachers trust CommonLit to foster students' reading comprehension

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CommonLit | Free Online Reading Passages and Literacy Resources

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CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

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This is a great website for teachers to incorporate into their online classrooms because it can be synced up directly to the children.

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Educational Games, Worksheets, and More for Kids

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An Educational platform for parents and teachers of pre-k through 7th grade kids. Support your kids learning journey with games, worksheets and more that help children practice key skills. Download, print & watch your kids learn today!

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This website offers great recourses for teachers everywhere to get some amazing lessons.

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Search Results for Common Sense Education

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Common Sense is the nation's leading nonprofit organization dedicated to improving the lives of all kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century.

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Fun and interactive dictionary that provides users with the translations as well as multiple definitions.

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The coolest dictionary known to hombre! (Click to find out what it means.)

* Even though the bearing of a torch formed an integral aspect of Greek ceremonies, the ancient Olympic Games did not include it, nor was there a symbol formed by interconnecting rings.

* Upon winning the games, the victor would have not only the prestige of being in first place but would also be presented with a crown of olive leaves.

* From the 241 participants from 14 nations in 1896, the Games grew to nearly 11,100 competitors from 202 countries at the 2004 Summer Olympics in Athens.

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lingro: The coolest dictionary known to hombre!

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lingro is a free multilingual AJAX dictionary and language learning site. Currently supporting English (ESL), Spanish, Italian, French, and German.

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This link provides teachers with the essential tools necessary to successfully teach specific vocabulary.

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Greetings, felicitations, and welcome!

We're back with a bundle of vocabulary resources to help you advance the lexicons of your burgeoning wordophiles! Although some of these pieces were designed to be used in connection with our Jargon Journal program, they can easily be adapted for other vocabulary activities.

To quickly assess your students' depth of vocabulary knowledge about a set of words, we've added our take on the Fist-to-Five activity. Students rate their knowledge of words on a scale from "I've never heard this word before" to "I can tell you everything about this word." The students relay their rating by showing a certain number of fingers. If a child is unfamiliar with the vocabulary word, he would display a fist (0 fingers) to match "I've never heard the word before." If a child is very comfortable with this word and used it in a story last week, she would show all 5 fingers.

If you see a bunch of 1,2,3 fingers, you know this is a word unfamiliar to your students. If you see mostly 4 and 5 fingers, this is one most students know. I use these posters each week with our Jargon Journals. I hang the posters on the board and display one of our vocab words. After the kids rate the word, I share a kid friendly definition (or have one of the kids who showed 5 fingers share what they think). We discuss examples and usage. Then I show the book and we predict how that word will be used in the story. These steps are repeated for the remaining 3 words.

Self-assessment is an important piece in our vocabulary work, not just because I'm curious about my students' word knowledge, but because it gets the kids thinking about their connection to each word. Even if the word is entirely new to them, they're getting the validation of seeing that other kids may not know the word either. I'm also fueling a curiosity to learn more. Because some kids may not be comfortable publishing their lack of knowledge to their peers, I encourage everyone to keep their Fist-to-Five rating right in front of their chests as opposed to waved in the air. In our Tools for Vocabulary Instruction pack we also provide some paper self-assessments.

Using these forms not only preserves privacy, but gives you a written record of student thinking. These may be useful in place of the Fist-to-Five activity or you may use them as a vocabulary pretest before starting a science unit or to see which Jargon Journal words are remembered from November. They're versatile forms to have on hand.

Interactive Notebook Flap

Another component of our weekly Jargon Journal routine is completing our Vocabulary Flap. The paper is folded vertically into a gatefold and a bottom strip is cut off (so the page will fit in the notebook). Four little lines are snipped on each fold, which is why my students refer to these as " Vocabulary Flaps ". There is one flap for each word and another flap next to it for the definition.

If you're having students make these, have them cut off the bottom strip. Then stress FOLDING BEFORE CUTTING. It will save you a lot of headaches if the word flaps are all folded first. Also, point out the little octagon on each line. That's the STOP CUTTING! mark.

As a class, we generate a very simple, kid friendly (2-3 word) definition of each word. I write these on the board and the kids write it on the right side of their vocabulary flap.

On the inside is a place to mark the part of speech (noun, verb, adjective or adverb).

They also include a personal connection, "What meaning does this word have in your life?" They may use the word in this connection, but I don't mandate it. And I don't require that they use the word in a sentence. That's because these activities are just an introduction. It takes a lot of experiences before children know these words well enough to use them in context.

Think about the word thaw. If a student understands the meaning to be, "something frozen melting" They may write this sentence: My ice cream is thawing. It's technically right, but it lacks an understanding of nuance-an understanding that only comes with time and repeated exposure to the word. A more mature learner would understand that thaw often connotes something returning to its normal state after being very cold; therefore, melt would be a more appropriate word to use in the context of ice cream becoming soup. (This is the same reason why, in the Morning Work, I provide a sentence stem before asking children to use the word in context.)

Anyway, continuing on with the Vocab Flaps...

On the right is a place to draw a picture of the word or connection. Visual representations provide vital support for helping kids internalize words. Of course, at the beginning we go through all of this together. We brainstorm ideas for an appropriate picture and talk about why a simple sketch-just to help your brain remember-is more important than a detailed drawing that will take 45 minutes to finish!

Resource Organization Tools

Vocabulary Flaps are a great tool to help students organize a lot of information about words. If you're needing to organize a lot of word information we have some tools to help. If you're a binder fan, we have a cover and monthly divider pages to help you contain your vocabulary materials. These may be your monthly Jargon Journal lessons or anything else you do for vocabulary. Remember, in order for it to be effective it has to be routine, and in order for it to be routine the teacher has to have a plan. Keeping materials organized is an important part of any teacher's instruction plan.

While I'm typically a binder organizer, I found the files worked best for my Jargon Journals. I had a hanging folder for each month and then 4 manila folders inside for each week's lesson. The nice thing about folders is that I could plop the books right in with the lessons. No more scrambling to find things on Monday morning! A few of the books were hard cover and were too cumbersome in the folder. I found they fit nicely (and didn't tip) when I set them right behind their month's hanging file. We've included labels for each book we've done so far and we will update the file when we're done with the year to include all the books. We also have blank labels. Also included is small monthly labels you can put on the hanging file folders if you wish.

We don't have a photo of the file organization yet but here's how we organize our morning messages, which is the same idea. Monthly hanging file folder, then manila folders inside for each unit you do each month.

Because we want students to retain and use the words we're teaching, it's important to include review activities in your vocabulary study. In our Tools for Vocabulary Instruction pack is a review game called PAW. It stands for Pick-a-Word. For this activity you need a list of vocabulary words and a set of questions. Students take turns choosing a question and the teacher leads a brief discussion of words that could be an answer. There are open-ended questions like: pick a word you might use on a good day. There are also questions with multiple possible answers, but with a narrower focus. For example, "Pick a word that is an adverb."

There are a couple different formats for this game. One is a set of question cards. Just decide if you want black and white or color. The print, cut, and play. If you want a little more work, the questions are also formatted to fit on craft sticks. A little more labor intensive, but don't they look nice!

Regardless of the format you choose, each set contains the 30 discussion-starting questions. The more kids think and talk about words the better they remember them!

Interactive Notebook Resources

Hopefully you make vocabulary notebooks an important part of your classroom routine. In Vocabulary Their Way, the authors have this to say:

Vocabulary notebooks are a critical tool in student learning, providing a single place for students to record...vocabulary activities...Because students are collecting all of their vocabulary work in one place, vocabulary notebooks can serve as a portfolio of work-similar to an artist's portfolio-that can be used to document and assess their vocabulary growth over time.

The notebook can have sections for whatever is most useful in your class, but there should be at least three parts:

1. Teacher chosen words. This is (probably) the largest section and where students glue their weekly Vocab Flaps and Jargon Journal cards, if you use our program. This can also include practice with any other words that would be beneficial for your class.

2. Word Bank. This is a place for students to collect words that interest or inspire them. These words may be collected from books or conversations. We have some glue-in pages to organize the words that students find. To keep interest high with this activity, make sure to discuss students' word banks from time to time or provide a space (like a poster) for students to share favorite found words with the class.

3. Word Roots. Students need strategies for learning how to determine word meanings independently. Working with roots is one of, if not the absolute, best ways to do this. Whether it's second graders practicing the un- prefix or fifth graders working on the base word aqua, roots are an important vocabulary focus. This section of the notebook gives students a place to store and study words according to their roots (a word part that carries meaning, i.e. prefix, suffix, base). We've included word a basic version and an advanced version for practicing prefixes and suffixes.

A vocabulary notebook is the perfect place to collect all a student's vocabulary activities. If you're doing a word web, have students glue the page into their notebook.

Anytime you have students practice a word, have them include it in their notebooks. In the Tools for Vocabulary Instruction pack there are two printables to help students study (and hopefully retain!) a word. This Word Portrait graphic organizer guides students to analyze a word and connect it to their prior knowledge.

There are 2 versions of this form. Although both look similar, they have different questions to allow you to differentiate the activity for different ability levels.

If all this talk of word study has left you thinking, "Okay, great, but where do I get these words the kids are supposed to study?" We've got you covered. Words from books, either ones you read aloud to the students or ones they read to themselves, are the best source for collecting vocabulary words. In the Tools for Vocabulary Instruction pack, we also have a list of 300 Tier 2 words that would be appropriate for study at almost any grade level.

We're confident that these are tools that will help vocabulary become a hot topic in your classroom!

Here is a list of everything included in the pack:

300 tier 2 words list

A guide for assessing word knowledge

6 assessment forms

13 pages for making a binder to organize your vocabulary resources

6 fist-to-five posters, full color

6 graphic organizers, perfect for interactive notebooks

Blank name labels for student notebooks

Labels for hanging file folders to organize your vocabulary resources

Labels for manila file folders to organize your vocabulary resources

Pick-A-Word review game (formatted as cards or as labels)

Prefixes and Suffixes word bank (1 page each for beginner and advanced, 4 total pages)

Word Bank (6 pages)

That's over 50 pages of resources included in this pack!
See all our Jargon Journal units and resources here.

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Tools for Vocabulary Instruction: A Teacher Resource Pack

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Greetings, felicitations, and welcome! We're back with a bundle of vocabulary resources to help you advance the lexicons of your burgeoning wordophiles! Although some of these pieces were designed to be used in connection with our Jargon Journal program, they can easily be adapted for other vocabulary activities.

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This website is an easy to use tool that anyone who can access it can benefit from it. It provides students with an easy to use platform for word learning.

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Children who comprehend the most from their reading are those who know a lot about words. They are familiar with word prefixes, suffixes, word roots, and multiple meanings of words. Families can help develop word knowledge through simple conversations focused on words.

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Teachers can use this brief list of things to make sure they look out for when reading a students IEP.

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Have you ever read through a student's Individualized Education Program (IEP) and felt unsure about what to focus on?

There are best practices for getting the most important information from an IEP. Here are five key things to be on the lookout for when you read an IEP and how they apply to your classroom.

1. Present Level of Performance

Sometimes, present level of performance is shortened to PLOP or PLP. It may also be called PLAAFP (present level of academic achievement and functional performance) or PLEP (present level of educational performance).

Present level of performance describes a student's current abilities, skills, challenges, and strengths at the time the IEP is written. It covers both academic performance and everyday functional skills.

This information helps you best support the student's learning in your classroom. If the student's challenges are in the subject you teach, knowing the present level of performance will help you adjust your instruction to meet those needs. Keep in mind that some challenges-like reading-may impact many subjects.

All IEPs have annual goals. These goals build on the student's present level of performance. The IEP team believes the student should be able to achieve the goals in one calendar year. Depending on when an IEP is written, the goals may span more than one academic year. For instance, an IEP written in May will have an annual review next May.

Each goal describes the skill or subject area the student is focusing on and the targeted result. It's like a map describing where the student is going this year, the route for getting there, and the stops along the way.

If you teach the content area of one of these goals, like language arts or math, you may be responsible for tracking and reporting on progress. The same is true if you're helping the student with functional skills. Special education law requires that student progress toward IEP goals be reported as often as progress is reported for students without IEPs.

3. Special Education and Related Services

Every IEP has a section that describes the services a student receives. This includes specially designed instruction ( special education ) and related services, like speech therapy, occupational therapy, and social work services.

Sometimes, special education and related services take place in the general education classroom. That means you and other school staff will need to plan and work together to provide instruction for the student. The IEP may list "consultation services" to account for this planning time.

It's also helpful to know how often a student may be pulled out of your classroom for services. You can then work with the service provider on scheduling to help the student get as much instructional time in your classroom as possible.

4. Supplementary Aids, Services, Modifications, and/or Supports

The IEP will have a section on supplementary aids and services. It may list accommodations , modifications , and assistive technology , along with when and where they'll be used. These supports will help the student access learning in your classroom, as well as throughout all school activities.

This is one of the most important parts of the IEP for you as a general education teacher. Chances are you'll need to manage the student's accommodations in the classroom. You may need specific training to do what the IEP requires, so don't hesitate to ask for it.

Sometimes, the IEP team may determine that a certain test isn't appropriate for the student. The IEP will explain why and give information about other ways to assess the student.

5. Notes and Considerations-Including Special Factors

It can also help you know what other obstacles are in the way of learning. If your student is an ELL, you might need to learn more about how to support that student and connect with the family.

A student whose disability involves behavior challenges that impact learning might also have a behavior intervention plan . If the plan isn't attached to the IEP, ask the IEP case manager to see it. You may be responsible for putting parts of the plan into practice in your classroom.

Keep in mind these aren't the only things in an IEP. An IEP will have evaluation results and comments from other teachers, which can also be helpful.

Although IEPs often take a standard form, they can have some differences from state to state and even from district to district. That's why it's important to read the whole IEP, even as you focus on the five key ideas above.

About the Author

About the Author

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

Reviewed by

Reviewed by

Timothy King, EdD is the statewide program director for the Multiagency Network for Students with Emotional/Behavioral Disabilities, University of South Florida St. Petersburg.

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How to Read an IEP: 5 Things Teachers Should Look for

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Have you ever read through a student's Individualized Education Program (IEP) and felt unsure about what to focus on? There are best practices for getting the most important information from an IEP. Here are five key things to be on the lookout for when you read an IEP and how they apply to your classroom.

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This is a resource for teachers who need a refresher on what an IEP is and who needs them.

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Students who require extra help and support might be eligible for special services that provide individualized education programs (IEPs) in public schools, free of charge to families. Understanding your role in educating a student with an IEP will benefit both you and the student.

The Individuals with Disabilities Education Act (IDEA) makes teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for a student for the school year, and any special support needed to help reach those goals.

The IDEA requires states to provide free appropriate public education to students who are eligible for special education from ages 3 to 21, in the "least restrictive" environment. This means that kids with disabilities should learn alongside their classmates who don't have disabilities as much as possible.

Who Needs an IEP?

Students who are eligible for special education services require an IEP. Students could be eligible for many reasons, such as if they have:

Students might have a learning disability if they are consistently unable to meet standards that are normal for their age range. Some common signs of a learning disability can include:

trouble mastering tasks or applying academic skills to other tasks

trouble with communication and language processing, as well as expressive and receptive language

a lot of frustration with school and homework

having strong general knowledge, but not being able to read (dyslexia), write (dysgraphia), or do math (dyscalculia) at that level

needing ongoing, step-by-step guidance for tasks

poor grades despite a lot of effort

poor memory of spoken or written material

not being able to remember problem-solving steps if they don't understand the tasks or the logic behind them

not being able to remember skills and facts over time

How Are Services Delivered?

Usually, the services outlined in an IEP can be provided in regular education classrooms. In other cases, they might be given in separate classrooms or even separate schools, depending on the students' needs. Some students may have an IEP for one subject area only, while others may have one for all academic subjects and for social skills instruction.

Students with IEPs can participate in all subject areas, especially classes like science, social studies, art, music, library, gym, and health. It is critical for regular classroom teachers to read students' IEPs and be familiar with the services and monitoring required by the plan.

Services can also be provided in a separate supported environment within the school. In this setting, groups of students with similar needs are together for small-group instruction. A certified special education teacher is the instructor and other school personnel (aides or support teachers) help with teaching.

Students who need intense intervention, though, may be taught in a special school environment. These schools have fewer students per teacher, allowing for more individualized attention. Teachers in these schools usually have specific training in helping students with special educational needs.

How Are Students Evaluated?

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom.

The first step is to gather specific data regarding the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

observations of the student

analysis of the student's performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps teachers and school personnel decide on the next step. Strategies specific to the student could be used to help them be more successful in school prior to any formal testing. If this doesn't work, the child can receive an educational assessment, which could identify a specific learning disability or other health problem.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school.

To decide on eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's on the Team?

The professionals on the evaluation team can include:

classroom teachers

occupational therapist

physical therapist

psychologist

special educator

speech therapist

vision or hearing specialist

others, depending on the child's specific needs

If more testing is needed, parents will be asked to sign a permission form that details who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.

After the team members finish their assessments, a comprehensive evaluation report is developed. It includes an educational classification and outlines the skills and support the child will need.

The parents can review the report before the IEP is developed. If they disagree with it, they will have the chance to work with the school to come up with a plan that best meets the child's needs.

How Is the IEP Developed?

The next step is an IEP meeting, during which the team and parents decide what will go into the plan. Also, a regular classroom teacher should attend to offer suggestions about how the plan can help the child's progress in the standard education curriculum and how it can be used in a regular classroom setting, if that's appropriate.

At the meeting, the team will discuss a student's educational needs - as described in the evaluation report - and develop specific, measurable short-term and annual goals for each of those needs.

What Does the IEP Include?

The cover page of the IEP outlines the related services and supports students will get and how often they will be provided. These can include many different things; for example, transportation; speech-language pathology and audiology services; psychological services; physical therapy and occupational therapy; recreation, including therapeutic recreation; social work services; and medical services (for diagnostic and evaluation purposes only).

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with a child's teacher to come up with ways to help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

If a child has academic needs and is working below grade level, services may be offered outside the regular education classroom. Students might get small-group instruction in a particular subject area (usually language arts or math) by a special education teacher along with other students who have similar needs.

How Often Should the IEP Be Updated?

The IEP should be reviewed annually to update the goals and ensure the levels of service meet the student's needs. During the school year, progress monitoring is done often to make sure the student is achieving goals set in the IEP. IEPs can be changed at any time on an as-needed basis.

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and stay informed.

If parents disagree with any part of the evaluation report or the IEP, mediation and hearings are options.

It is important for teachers to understand the IEP process and their role in delivering instruction to students who have an IEP. Any questions related to an IEP can be directed to the team or the case manager assigned to a student.

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Individualized Education Programs (IEPs): Tips for Teachers

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IEPs make teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. This article is for educators.

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This is a website that offers information all about IEP's to parents. Other free resources and webinars are accessible through this website.

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Current as of April 2022
In Spanish | En español

When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child's parents and school staff.

The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we've listed below will help you learn more about IEPs-what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.

_______________________________

The Short-and-Sweet IEP Overview
Find out fast what an IEP is, who writes it, and what it contains.

The IEP Team
A child's IEP is developed by a team of individuals that includes key school staff and the child's parents. Find out who's required by law to serve on the team and what they might contribute to developing the IEP.

Contents of the IEP
A child's IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there's so much more in an IEP! Find out in detail.

When the IEP Team Meets
What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here.

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Current as of April 2022 In Spanish | En español When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive.

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This is a website that offers tools, resources, and apps (free, just sign up) that help create and discuss IEP's.

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IEP (Individualized Education Plan) Apps, Tools, and Resources That We Love

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Spread the loveAre you looking for IEP apps, tools, and resources that you can use with your students? If so, we have you covered. Check out our list below. Let us know if there are any that we missed. Summit Learning- Summit Learning is a learning approach with a unique view of education and instruction.

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This website is a peer tutoring strategy that teachers, parents and even students can use to better understand certain topics.

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This module outlines the benefits of implementing PALS for Grades K-1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2020 Vanderbilt University. All rights reserved.

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This module outlines the benefits of implementing PALS for Grades K-1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials (est. completion time: 1 hour).

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IDEAs: Preparing Children and Youth with disabilities for success 

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IDEAs: Preparing Children and Youth with disabilities for success 

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This is a website that offers EBP in instruction for teachers and families along with SEL, behavioral, and academic resources.

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Evidenced-based practices are those "effective educational strategies supported by evidence and research" (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement of CCRS. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.

Explore the resources below for further information on identifying, selecting and using evidence-based practices and then, evidence-based strategies for teaching English Language Arts, Math, and Science.

The IRIS Center offers a free Evidence-Based Practice (EBP) Module series that takes education professionals through the step-by-process of identifying, selecting, implementing, and evaluating evidence-based practices, including procedures for scenarios when the research is insufficient."

This Module discusses the importance of identifying and selecting evidence-based practices and answers questions such as:

What is an evidence-based practice or program?

What trustworthy sources can I use to find EBPs?

How do I know which EBP to use when multiple practices or programs seem to meet my needs?

What do I do if I can't find an EBP that seems suited to my needs?

This Module discusses implementing an evidence-based practice or program with fidelity, and offers notes and cautions about how and under what circumstances adaptations might be appropriate. More specifically, it answers questions such as:

What is fidelity of implementation?

How can I implement an EBP with fidelity?

I usually adapt strategies and practices to make them work with my students. Is anything wrong with that?

This Module examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working and provides information about assuring fidelity of implementation. In particular, it answers questions such as:

How can I tell whether an EBP is effective for my students?

How can I determine whether my students are improving?

How do I know whether I'm implementing an EBP correctly?

What does all this data mean and how can I use it?

Link to website: ( http://iris.peabody.vanderbilt.edu or http://iriscenter.com)

NCII has created an Academic Intervention Tools Chart that assists educators and families in becoming informed consumers who can select academic intervention programs that best meet their individual needs. This tools chart presents information about studies that have been conducted about academic intervention programs.

The U.S. Department of Educationprovides a PowerPoint description of explicit and systematic phonics instruction:

NTACT provides reviews of the literature regarding effective academic instruction in middle and high schools in specific content areas of English/Language Arts, Mathematics, Science, and Social Studies. They also provide a resource list of Research-Based Practices.

Math

English Language Arts

Improving Writing Performance: A Strategy for Writing Persuasive Essays: This Module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students a writing strategy to help them produce better persuasive essays.

Written Expression: Grades 2-5: This Case Study offers information about writing strategies that will benefit those students who struggle with written expression, helping them to feel less anxious or frustrated when faced with a writing assignment.

Science

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Evidenced-based practices are those "effective educational strategies supported by evidence and research" (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement of CCRS. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.

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MAAPS: Sources of Evidence Based Practices in Special Education 

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MAAPS: Sources of Evidence Based Practices in Special Education 

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This website offers a breakdown of several evidence based practices in categories.

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University of Hawaii 3/6/2011
Sources reviewed (i.e., Best Evidence Encyclopedia, journal articles, National Autism Center, National Center on Response to Intervention, National Professional Development Center on Autism Spectrum Disorders, National Secondary Transition Technical Assistance Center, Promising Practices Network, What Works Clearinghouse) apply standards related to research design, methodological quality, quantity, and magnitude of effect of supporting research to identify effective or evidence-based practices for children and youth with disabilities.

I briefly review identified sources related to: name of organization and website, general purpose of organization, categorization scheme, specific evidence-based practices for children and youth with disabilities, additional features of website/ source. See websites for specific information on standards applied.
Best Evidence Encyclopedia http://www.bestevidence.org/ General
"The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
Categories
Practices are categorized as having strong, moderate, or limited (with strong evidence of modest effects, or with weak evidence of notable effects) effects.
Evidence-based Practices
Of particular relevance for special educators, one of the areas of review reported on the BEE is "struggling readers." The BEE identifies 8 programs as having strong evidence of effectiveness:

- Success for All

- Direct Instruction/ Corrective Reading

- Peer Assisted Learning Strategies (PALS)

- Reading Recovery

- Targeted Reading Intervention

- Quick Reads

- One-to-One Teacher Tutoring with Phonics Emphasis

- One-to-One Paraprofessional/ Volunteer Tutoring with Phonics Emphasis
Additional Features
Email contacts and website URLs are provided for each EBP. Links to Educator's Summaries or Guides, with details on the reviews conducted for each topic area (including effect sizes), are provided.
Journal Articles General
A variety of author teams have employed the standards proposed by Gersten et al. (2005) and Horner et al. (2005) for identifying evidence-based practices in special education on the basis of group experimental and single-subject research studies, respectively.
Categories
Gersten et al. (2005) provided standards to categorize practices as evidence-based and promising on the basis of group experimental research.

Horner et al. (2005) provided standards to categorize practices as evidence-based (or not evidence-based) on the basis of single-subject research.
Evidence-based Practices (with article reference)

Cognitive strategy instruction found to be an evidence-based practice for reading comprehension of expository text for students with LD.

Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135-159.

Self regulated strategy development (SRSD) for writing found to be an evidence-based practice for writing for students with or at-risk of LD.

Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303-320.

Time delay found to be an evidence-based practice for literacy for students with severe developmental disabilities.

Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343-364.

Using a reduced set of quality indicators, found time delay (for sight word vocabulary and fluency) and pictures (for reading comprehension) as EBPs.

Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006), Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.
Additional Features
Articles provided definitions and descriptions of practices, as well as descriptions of and references for research studies reviewed.
National Autism Center
http://www.nationalautismcenter.org/affiliates/reports.php
General
"The National Autism Center is May Institute's center for the promotion of evidence-based practice. It is a nonprofit organization dedicated to serving children and adolescents with Autism Spectrum Disorders (ASD) by providing reliable information, promoting best practices, and offering comprehensive resources for families, practitioners, and communities.

In 2009, the National Autism Center completed an unprecedented multi-year project - the National Standards Project - to establish a set of standards for effective, research-validated educational and behavioral interventions for children on the spectrum. These standards identify treatments that effectively target the core symptoms of ASD."
Categories
The NAC identifies practices as established, emerging, unestablished, ineffective, and harmful.
Evidence-based Practices
Established Treatments:

Antecedent Package

Behavioral Package

Comprehensive Behavioral Treatment for Young Children

Joint Attention Intervention

Modeling

Naturalistic Teaching Strategies

Peer Training Package

Pivotal Response Treatment

Schedules

Self-management

Story-based Intervention Package

Emerging Treatments:

Augmentative and Alternative Communication Device

Cognitive Behavioral Intervention Package

Developmental Relationship-based Treatment

Exercise

Exposure Package

Imitation-based Interaction

Initiation Training

Language Training (Production)

Language Training (Production & Understanding)

Massage/Touch Therapy

Multi-component Package

Music Therapy

Peer-mediated Instructional Arrangement

Picture Exchange Communication System

Reductive Package

Scripting

Sign Instruction

Social Communication Intervention

Social Skills Package

Structured Teaching

Technology-based Treatment

Theory of Mind Training
Additional Features
Summary tables for each of the reviewed practices in the National Standards Report include treatment definition, skills increased and (undesirable) behaviors decreased by the treatment in the research, age range with which the treatment is effective, and diagnosis classification (i.e., autistic disorder, Asperger's syndrome, PDD-NOS).

The Evidence-Based Practice and Autism in the Schools Educator Manual (http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdf) provides information on understanding Autism Spectrum Disorders, integrating professional judgments and data-based decision-making, incorporating family values and preferences, building and sustaining capacity to deliver treatments that work, and definitions and descriptions of each of the 11 established treatments.
National Center on Response to Intervention http://www.rti4success.org/ General
"The American Institutes for Research and researchers from Vanderbilt University and the University of Kansas - through funding from the U.S. Department of Education's Office of Special Education Programs (OSEP) - have established the National Center on response to intervention. The Center's mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/EIS [early intervening services]."
Categories
The NCRTI does not categorize practices as evidence-based per se. Rather, the center rates various elements of studies on interventions that might be used as part of RTI (i.e., participants, research design, fidelity of implementation, and measures). Evidence related to participants is rated as convincing or unconvincing, whereas evidence for the other elements are rated as convincing, partially convincing, or unconvincing.

Additionally, information on effect sizes for reviewed studies are provided (i.e., number of outcome measures, mean effect sizes based on adjusted and unadjusted posttests, availability of disaggregated data).

Consumers can then determine the quality and level of research support for a particular practice based on this information.
Evidence-based Practices
- Stepping Stones to Literacy (2 studies rated as having convincing evidence across all areas with moderate/large effects for reading outcomes)

- Self-regulated Strategy Development (SRSD) for Writing (1 study rated as having convincing evidence across all areas; 2 other studies rated as having a partially convincing design but all other areas convincing with moderate to large effect sizes)

- Sound Partners Kindergarten (1 study rated as having convincing evidence across all areas; 1 study rated as having a partially convincing design but all other areas convincing with small to moderate effect sizes)
Additional Features
Provides information on each program/ practice related to descriptive information (general overview of how to implement the practice), usage (with whom and where the practice has been implemented), acquisition and cost, program specifications and requirements, and training. Citations for research studies reviewed provided. Site also includes ratings for progress monitoring and screening tools that can be used in RtI.
National Professional Development Center on Autism Spectrum Disorders
http://autismpdc.fpg.unc.edu/content/evidence-based-practices
General
"The National Professional Development Center on Autism Spectrum Disorders is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. The Center operates through three sites that include the FPG Child Development Institute at the University of North Carolina at Chapel Hill, the M.I.N.D. Institute at University of California at Davis Medical School, and the Waisman Center at the University of Wisconsin at Madison. Each year, three states are selected through a competitive application process for a two-year partnership with the Professional Development Center. The Center works in coordination with each state's Department of Education, Part C agency, and University Center for Excellence in Developmental Disabilities to provide professional development to teachers and practitioners who serve individuals from birth through twenty-two years with autism spectrum disorders."
Categories
The NPDC on ASD uses a threshold approach in which practices are identified as EBPs or not.
Evidence-based Practices
* Antecedent-Based Interventions (ABI)

* Computer-Aided Instruction

* Differential Reinforcement

* Discrete Trial Training

* Extinction

* Functional Behavior Assessment

* Functional Communication Training

* Naturalistic Intervention

* Parent-Implemented Interventions

* Peer-Mediated Instruction and Intervention

* Picture Exchange Communication System (PECS)

* Pivotal Response Training

* Prompting

* Reinforcement

* Response Interruption/Redirection

* Self-Management

* Social Narratives

* Social Skills Groups

* Speech Generating Devices/VOCA

* Structured Work Systems

* Task Analysis

* Time Delay

* Video Modeling

* Visual Supports
Additional Features
After completing the free registration process at http://www.autisminternetmodules.org/user_reg.php, users can access autism internet modules that contain various information (e.g., videos) about the EBPs.

Links provided to EBP Briefs, which provide (a) an overview of the EBP (e.g., number of studies meeting criteria, age range for which EBP has been found to be effective in supporting research, skills or intervention goals addressed by the EBP in research, settings in which the EBP has been shown to be effective in research), (b) references for supporting research studies, (c) step by step instructions for implementation, (d) an implementation fidelity checklist, and (e) data collection forms to evaluate the effectiveness for each EBP.
National Secondary Transition Technical Assistance Center
http://www.nsttac.org/ebp/ebp_main.aspx
General
"NSTTAC is a national Technical Assistance and Dissemination center funded from January 1, 2006 through December 31, 2010 by the U.S. Department of Educations Office of Special Education Programs (OSEP) (Award #H326J050004)." Its purpose is "to assist states to build capacity to support and improve transition planning, services, and outcomes for youth with disabilities."

NSTTAC reviewed the literature to identify EBPs in 5 areas: student-focused planning, student development, interagency collaboration, family involvement, and program structure.
Categories
NSTTAC uses three categories to describe the level of evidence for causal inference (i.e., that a practice causes improved outcomes): Strong, moderate, and potential.
Evidence-based Practices
Student-focused planning: involving students in the IEP process, the Self-Advocacy Strategy, and the Self-Directed IEP all have moderate levels of evidence.

Student development: Teaching functional life skills and teaching purchasing skills have high levels of evidence. A number of areas of life skills instruction and (e.g., social skill training; teaching self-determination skills, banking skills, grocery shopping skills, safety skills) and employment skills instruction (e.g., self-management for employment, computer assisted instruction) have moderate levels of evidence.

Interagency collaboration: No practices identified.

Family involvement: Training families has a moderate level of evidence.

Program structure: Community-based instruction and extending services beyond secondary school have moderate levels of effect.
Additional Features
For each reviewed program, information is provided on "With whom is it implemented?" (i.e., disability categories, age range, gender, and ethnicity), "What is the practice?" (i.e., an overview of the practice), "How has the practice been implemented?" (i.e., steps involved in implementing the practice), "Where has it been implemented?" (i.e., settings in which the practice was implemented in reviewed research), "How does this practice related to national standards?", "Where is the best place to find out how to do this practice?" (i.e., links to useful information on implementing the practice), and "Reference(s) used to establish evidence base."
Promising Practices Network http://www.promisingpractices.net/ General
"The PPN website is a unique resource that offers credible, research-based information on what works to improve the lives of children and families." Practices examined in the following areas: Healthy and Safe Children, Children Ready for School, Children Succeeding in School, and Strong Families.
Categories
The PPN categorizes practices as proven, promising, or screened.
Evidence-based Practices
In the area of Children Succeeding in School:
Proven Practices:
Big Brothers Big Sisters of America

Carolina Abecedarian Project

Child-Parent Centers

Class Wide Peer Tutoring Program

The Effective Learning Program

HighScope Perry Preschool Program

New Hope Project

Nurse Family Partnership
Promising Practices:
Accelerated Academics Academy (AAA)

Child Development Project

Cognitively Guided Instruction (CGI)

Communities In Schools

Cooperative Integrated Reading and Composition

Core Knowledge

Direct Instruction

Early Intervention in Reading

Parents as Teachers

Partners in Reading

Peer-Assisted Learning Strategies

Reading Recovery

Reciprocal Teaching

Resolving Conflict Creatively Program (RCCP)

Seattle Social Development Project

Student Achievement Guarantee in Education (SAGE)

Syracuse Family Development Research Program

Team Accelerated Instruction: Math

Teen Outreach Program
Additional Features
The PPN provides extensive information on the practices reviewed in the following areas: Program Info, Program Overview, Program Participants, Evaluation Methods, Key Evaluation Findings, Probable Implementers, Funding, Implementation Detail, Issues to Consider, Example Sites, Contact Information, Available Resources, Bibliography, (date) Last Reviewed
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ General
"Established in 2002, the What Works Clearinghouse (WWC) is a central and trusted source of scientific evidence for what works in education. ... The WWC:

* Produces user-friendly practice guides for educators that address instructional challenges with research-based recommendations for schools and classrooms;

* Assesses the rigor of research evidence on the effectiveness of interventions (programs, products, practices, and policies), giving educators the tools to make informed decisions."

Topic areas include Adolescent Literacy, Beginning Reading, Early Childhood Education for Students with Disabilities, Elementary School Math, English Language Learners, High School Math, Middle School Math, Students with Learning Disabilities, Character Education, Dropout Prevention, Early Childhood Education, and Emotional or Behavioral Disorders (currently in progress).
Categories
Practices categorized as having positive, potentially positive, mixed, no discernible, potentially negative, or negative effects.
Evidence-based Practices
In the topic area of Early Childhood Education for Students with Disabilities, Dialogic Reading reported to have potentially positive effects on communication and language competencies; and Lovaas Model of Applied Behavior Analysis reported to have potentially positive effects on cognitive development.

In the topic area of Students with Learning Disabilities, The Lindamood Phoneme Sequencing® (LiPS®) program reported to have potentially positive effects in alphabetics, reading fluency, and math; and Read Naturally ® reported to have potentially positive effects in writing.

Interventions with positive effects in other areas include:
Beginning Reading: DaisyQuest (for alphabetics), Earobics (for alphabetics), Fast ForWord (for alphabetics), Reading Recovery® (for alphabetics and reading achievement), Sound Partners (for alphabetics, reading comprehension, and reading fluency), SpellRead™ (for alphabetics), Stepping Stones to Literacy (for alphabetics), Success for All ® (for alphabetics)

Character Education: Positive Action (for academic achievement and behavior), Too Good for Drugs and Violence (for knowledge, attitudes, and values)

Drop out Prevention: Accelerated Middle Schools (for progressing in school), Check & Connect (for staying in school)

Early Childhood Education: Building Blocks for Math (SRA Real Math) (for mathematics achievement), DaisyQuest (for phonological processing), Dialogic Reading (for oral reading), Literacy Express (for oral language, phonological processing, and print knowledge), Phonological Awareness Training (for phonological processing), Phonological Awareness Training plus Letter Knowledge Training (for print knowledge), Pre-K Mathematics (for mathematics achievement)

English Language Learners: Peer Tutoring and Response Groups (for English language development)

Middle School Math: I CAN Learn® Pre-Algebra and Algebra (for mathematics achievement)
Additional Features
The WWC provides Intervention Reports on reviewed practices that include

- Program Description

- Additional Program Information (e.g., developer and contact information, teaching procedures, cost)

- Research (e.g., specific descriptions of studies that meet evidence standards with or without reservations, extent of evidence rating [small or medium to large depending on number and sample sizes of studies meeting evidence standards])

- Effectiveness (e.g., rating of effectiveness [positive, potentially positive, mixed, no discernible, potentially negative, or negative effects], improvement index [represents the difference between the percentile rank of the average student in the intervention condition and the percentile rank of the average student in the comparison condition]

- References (for studies reviewed that did or did not meet evidence standards)

Companion "Doing What Works" website ( http://www2.ed.gov/nclb/methods/whatworks/edpicks.jhtml) features information on implementing some of the practices promoted on the What Works Clearinghouse.

Download the article: Special Education EBPs

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Sources of Evidence-based Practices in Special Education: A Brief Overview

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University of Hawaii 3/6/2011 Sources reviewed (i.e., Best Evidence Encyclopedia, journal articles, National Autism Center, National Center on Response to Intervention, National Professional Development Center on Autism Spectrum Disorders, National Secondary Transition Technical Assistance Center, Promising Practices Network, What Works Clearinghouse) apply standards related to research design, methodological quality, quantity, and magnitude of effect of supporting research to identify effective or evidence-based practices for children and youth with disabilities.

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Office of Elementary and Secondary Education 

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Office of Elementary and Secondary Education 

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This is a website that offers resources that include an assistance center, success stories, and information for education providers and families

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Office of Elementary and Secondary Education

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The Office of Elementary and Secondary Education (OESE) offers technical assistance across grant programs to support grantees and address K-12 educational needs. OESE provides technical assistance support and resources through a variety of technical assistance Centers working directly with State educational agencies, local educational agencies, schools, communities, and parents. On this page, you will find information about specific resources, organized by topical areas and intended audience. Resources include websites, webinars, guidance documents, practice briefs and tools created by OESE, our technical assistance Centers and other partners across the Department and government to support K-12 education programs. Click on each topic below to explore available resources and supports.

Click here to learn more about OESE's Technical Assistance Centers and to request support.

Access the Department's COVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel.

Click here to read Back-to-School Success Stories. In their own words, parents, students, teachers, school officials, and other community members share written accounts of their positive experiences
returning students to learning.

This page is intended to be a dynamic resource and will be updated regularly with new information. We would appreciate your suggestions on additional resource topics and improvements that would make this page more useful to you.

Please Contact Us with questions or comments.

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Resources for Education Providers and Families - Office of Elementary and Secondary Education

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The Office of Elementary and Secondary Education (OESE) offers technical assistance across grant programs to support grantees and address K-12 educational needs. OESE provides technical assistance support and resources through a variety of technical assistance Centers working directly with State educational agencies, local educational agencies, schools, communities, and parents.

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This is a PDF that offers a list of evidence based practices, programs, and policies for a variety of subjects.

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This is a website that offers ways to teach reading, helping struggling readers, videos, blogs, and other information about evidence based practices at school and home.

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References

Click the "References" link above to hide these references.

Beghetto, R. (2003). Scientifically Based Research. ERIC Digest. Accessed online February 9, 2011 at: http://www.eric.ed.gov/PDFS/ED474304.pdf.

Cook, B.G., Tankersley, M., & Landrum, T.J. (2009). Determining evidence-based practices in special education. Council for Exceptional Children, 75(3), 365-383.

Gersten, R. (2009). Types of research and their roles in improvement of practice. National Center for Learning Disabilities. Accessed online February 9, 2011 at: http://www.ncld.org/at-school/especially-for-teachers/effective-teaching-practices/types-of-research-and-their-roles-in-improvement-of-practice.

Turnbull, A., et al. (2010). Knowledge to action guides: Preparing families to be partners in making educational decisions. Teaching Exceptional Children, 42(3), 42-53.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. (2003). Prepared by the Coalition for Evidence-Based Policy. Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User-Friendly Guide. Accessed online February 9, 2011 at: http://www2.ed.gov/rschstat/research/pubs/rigorousevid/index.html.

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Evidence-Based Practices at School: A Guide for Parents

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All parents want their children to receive the best education possible. One way to help your child succeed is to know if the school is using effective teaching and intervention practices. But how can schools and parents know if a practice is effective?

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This is a website and community for fellow teachers that  offers a library of resources for equitable and inclusive anti racism books to share with students or in a classroom.

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"In Culturally Responsive Teaching and The Brain, Hammond explains how traditional methods of instruction are based on the dominant culture's perception of education. These methods contribute to the achievement gap as well as limit the cognitive development of underrepresented groups, specifically ELL and students of color. Hammond weaves the importance of understanding how one's culture influences their cognitive learning process. Applying neuroscience research, Hammond identifies key instructional strategies that support the growth mindset of culturally responsive teaching practitioners." - Teacher Michelle Ellis
Everyday Antiracism: Getting Real About Race in School, by Mica Pollock For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education, by Christopher Emdin
"After reading this, my entire perspective on classroom management has changed. The examples Emdin used could have been taken from my own experiences in the classroom. From now on, instead of enforcing draconian 'law and order,' I will take active steps to empower my students to use their voices as opposed to forcing them to conform and erase who they are." - Teacher Alex Vicchio How To Be An Antiracist, by Ibram X. Kendi Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy, by April Baker-Bell We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be, by Cornelius Minor "Cornelius Minor facilitated my introduction to his book We Got This during a teacher leadership institute here in Arizona. The book makes equity work feel achievable with a clear framework of suggestions for implementing change, such as trying something new for five days and reflecting on its impact. It helps you to focus on what matters most in your classroom." - Teacher Erica Davis We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom, by Bettina L. Love
"This book has been an awakening on many levels. Envisioning educational justice through abolitionist teaching has completely inspired my approach in the classroom."- Educator Mary DiPaola
If have a book you'd like to recommend for this list, please share it here!

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A Library of Anti-Racist Resources for Educators

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"In Culturally Responsive Teaching and The Brain, Hammond explains how traditional methods of instruction are based on the dominant culture's perception of education. These methods contribute to the achievement gap as well as limit the cognitive development of underrepresented groups, specifically ELL and students of color.

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This is a downloadable PDF Program that have programs for teachers and families that offer playlist with culturally responsive education practices that advance equity.

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Program Outcomes:

Acknowledge systemic inequities and commit to dismantle them together

Develop an asset-based approach to building relationships between teachers, families, and students

Create equitable conditions for all students to engage in rigorous learning connected to their interests and experiences

Build a culturally responsive community of motivated, independent learners, equipped with tools to drive their own success

*Important ESSER Funding Information: Our culturally responsive education programs meet the definition of eligible expenses under ESSER I and II and the American Rescue Plan. Please review guidance from your district about using possible CARES Act and COVID Relief funds to provision these services.

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Acknowledge systemic inequities and commit to dismantle them together Develop an asset-based approach to building relationships between teachers, families, and students Create equitable conditions for all students to engage in rigorous learning connected to their interests and experiences Build a culturally responsive community of motivated, independent learners, equipped with tools to drive their own success *Important ESSER Funding Information: Our culturally responsive education programs meet the definition of eligible expenses under ESSER I and II and the American Rescue Plan.

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R.A.C.E (Reflect Acknowledge Call to Action Educate 

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R.A.C.E (Reflect Acknowledge Call to Action Educate 

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This is a website offering Videos, Podcast, Articles, and Books discussing important events in history to be past and present to teach and make them knowledgeable of things happening in the world regarding learning and culture.

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Additional Resources
Ignorance is not bliss and knowledge is power. The number one correlation to biased thinking is level of ignorance. Reading, listening, and/or watching texts, videos, webinars, podcasts, etc, and then discussing them. Rinse and repeat.

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Ignorance is not bliss and knowledge is power. The number one correlation to biased thinking is level of ignorance. Reading, listening, and/or watching texts, videos, webinars, podcasts, etc, and then discussing them. Rinse and repeat.

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Abolitionist Teaching Network: Guide for Racial Justice and Abolitionist Social and Emotional Learning 

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Abolitionist Teaching Network: Guide for Racial Justice and Abolitionist Social and Emotional Learning 

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This is a PDF that offers questions, ways to engage students, ways to build relationships, readings and organizations that tie racial justice and SEL.

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Avid: Committed to an Anti-Racist Education?

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Avid: Committed to an Anti-Racist Education?

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This is a website that offers videos, books, articles, and webinars that discuss hard conversations in the classroom, Family engagement, and other things that may occur in the classroom.

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This is a website that links resources for abolitionist teaching, Anti-Racist SEL Learning, Anti-Racist teaching tools, Podcasts and TED Talks.

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Resources for Agitators | Abolitionist Teaching Network

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This website discusses types of technology that can be used to be of assistance and empower students in the classroom.

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Technology Solutions That Drive Education

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This is just one example of how technology can give students who think and learn differently a more personalized and accessible learning experience.

Referred to as assistive technology, these tools are "any type of equipment or software that helps people to work around the challenges they have, whether that be with learning, communication or mobility," explains Kara Ball, an elementary science and STEM education specialist for Baltimore City Public Schools and a special education expert at Understood, a nonprofit organization providing support for people with disabilities and their families.

But what types of assistive technology tools are out there? And how can educators best use them in a modern learning environment to help students of all abilities reach their full potential?
MORE ON EDTECH: Read about the 2020 ed tech trends that focus on equity and tech accessibility.
Examples of Assistive Technology in the Classroom

Nearly 7 million students in the U.S. - almost 14 percent of all students - received special education in the 2017-2018 school year under the Individuals with Disabilities Education Act (IDEA), according to the most recent figures from the U.S. Department of Education.

To ensure those services are provided and that instruction is inclusive of all learners, school districts are increasingly integrating assistive technology tools in general education classrooms.

Ball categorizes them into two areas: high tech and low tech. High tech refers to devices or equipment with digital or electronic components, such as augmentative communication devices, alternative keyboards and power wheelchairs. It also includes software or built-in accessibility features on devices such as text to speech, word prediction and optical character recognition. Low tech refers to simple adaptive tools such as timers, graphic organizers and flexible furniture.

"Assistive technology really gives students the ability to access grade-level content and allows them to be independent," Ball says.
Discover how immersive technology sparks critical thinking, communication, collaboration and creativity.
Adopting Assistive Technology in a Modern Learning Environment

As schools increasingly embrace modern learning environments and integrate technology into classrooms and the curriculum, they must also be mindful about potential barriers of technology in special education.

Here are a few ways educators can use digital tools in the classroom to meet the individual needs of their students and help them through learning challenges:

For students who are blind or visually impaired: Today, many devices such as Google Chromebooks come with audiovisual assistance. For example, Chromebooks have a built-in screen reader called ChromeVox, which reads content out loud for users on the Chrome browser. Chromebooks also have features that make on-screen content easier to read, such as screen magnifiers, high-contrast mode and select-to-speak. Teachers can also plug in or pair a Braille keyboard with Bluetooth if students need Braille support. Popular cloud-based applications such as G Suite for Education and Microsoft Office 365 also have dictation capabilities, allowing students to type by using their voice.

For students who are deaf or hard of hearing: Ball says she uses FM systems - wireless devices that directly transmit sounds to a hearing aid - to communicate clearly with students who have hearing loss, even in a noisy classroom. For teachers using video technology in the classroom, there are educational apps such as Flipgrid with closed-caption features, as well as videoconferencing tools such as Microsoft Teams, which comes with live captioning and subtitles.

For students with speech disabilities: Speech-to-text software and word prediction tools can assist students with speech disabilities in communicating with their teachers and peers. For example, Office 365 applications have Dictate, an AI-enabled add-in that allows students to speak into a microphone and have their speech converted into text on the computer.

For students with learning, cognitive and developmental disabilities: Besides creating VR experiences for students with autism, tools such as memory aids, audio books and text-to-speech systems are especially helpful for students who need assistance with learning, attention and organization. One particular tool is Microsoft's Immersive Reader, which was specifically designed to support students with dyslexia and dysgraphia. With the Immersive Reader, students can have text read out loud and broken into syllables - even in other languages. Microsoft's Tell Me feature allows students to access commands on Office 365 applications without having to remember them. There are also downloadable fonts such as OpenDyslexic, which can enhance readability and reading speed for students with dyslexia, Ball says. Plus, there are handy smart tools such as the Livescribe Echo Smartpen, which acts as an all-in-one microphone, speaker and storage device.

For students who need mobility assistance: One way teachers can optimize their classrooms for all students is by adopting flexible furniture, a key component of a modern learning environment. Standing desks, wobble stools and even exercise balls give students more freedom and comfort to move around in the classroom, Ball says. Another example is having students use interactive displays or touch-screen monitors if they aren't physically able to use a keyboard or computer mouse.

With assistive technology, schools can create more inclusive classrooms and empower students with disabilities to participate in the general education curriculum.

"If I'd had any of those options available to me, I probably would have been a very different student," says Ball, who has dyslexia and dyscalcula. "Being able to give students these resources to help them be independent is really the benefit of these technologies."

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Assistive Technology in The Classroom Empowers Students with Disabilities

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Assistive technology (AT) is available to help individuals with many types of disabilities. Learn how assistive technology gives students a voice in their education.

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This website offers different explanations of software updates and apps that support students learning based on different needs they may acquire.

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Add to favorites
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

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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

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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 website offers four free assistive technology tools to use in your classroom.

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What do pencil grips, talking calculators, wheelchairs, and augment ative communication devices have in common? They are all examples of assistive technology (AT). Per the Individuals with Disabilities Education Act (IDEA), assistive technology devices are defined as, " any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."

Assistive technology devices can range from low-tech tools such as pencil grips to assist students with wri tten communication, to high-tech tools such as electric wheelchair s to increase personal mobility. Whether low tech or high tech, AT devices help individuals achieve an increased level of independence. As a special education resource teacher by trade (working mainly with students with learning disabilities and ADHD), I am always thrilled to find tools which help students access grade-level content. Outlined below are four of my favorite online AT tools that you can access today to support and enhance learning in your classroom.

1. Bookshare®: Offering "the world's largest collection of accessible titles," Bookshare ® is one of my top resources to encourage and nurture a love of reading. Bookshare ® is basically an online digital library offering popular books and textbooks for students of all ages. Students can listen to the books while seeing the highlighted words on the screen (voices and fonts can be adjusted). Bookshare ® is free, but for qualified U.S. students only. For a student to become a Bookshare ® member, an "expert", such as a special education teacher, school psychologist, family physician, etc. must confirm that the student has a print disability that "severely inhibits or prevents reading traditional print materials." Students with visual impairments, physical disabilities, and learning disabilities may qualify for Bookshare ®. Check out the ir website for more information! https://www.bookshare.org/cms/bookshare-me

2. Mercury Reader is a free Google Chrome extension that "cleans up" online articles by eliminating clutter, such as advertisements and pop-ups , and transforms the articles into an easy to read format. This tool is especially beneficial for students who are easily distracted online as the article is transformed to what looks like a PDF or Word document . No more tempting advertisements or videos to click! Mercury Reader can be downloaded here : https://chrome.google.com/webstore/detail/mercuryreader/oknpjjbmpnndlpmnhmekjpocelpnlfdi .

3. Skimzee is another free Google Chrome extension that I am excited to share, which pairs well with Mercury Reader. I have both extensions downloaded on my computer toolbar . Don't have time to read an entire web article? Allow Skimzee to summarize it ! Skimzee magically identifies the most relevant and important content from an article and produces a condensed version of the article a s long or as short in length as you wish. This is a beneficial tool for students with learning disabilities or other students who struggle with reading who become overwhelmed by content volume . You can download Sk imzee here: https://chrome.google.com/webstore/detail/skimzee/kjoljgbjigkpiecakkgojhdngmgflghl?hl=en-GB

4. Google Select and Speak: I love the capabilities of all these extensions-thank you, Google ! Select and Speak (formerly SpeakIt ! ) is a text-to-speech Google Chrome extension that reads te xt aloud with just a few clicks of a button . Students can select text, press the 'play' button, then hear the text read aloud. What an amazing way for students to access grade-level content when they might otherwise struggle! Check out Select and Speak here : https://chrome.google.com/webstore/detail/select-and-speak-text-to/gfjopfpjmkcfgjpogepmdjmcnihfpokn?hl=en

My list is just the "tip of the iceberg" of the wide range of AT devices available. Although IDEA's definition of AT focuses on individuals with disabilities, AT can benefit anyone by increasing independence and confidence with learning. Interested in learning more about implementing quality assistive technology to enhance teaching and learning in all content areas, as well as promoting organizational skills, engagement, and positive behavioral skills? Register for course 5034: Equitable Learning with Assistive Technology in the Classroom.

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4 Free Assistive Technology Tools for Your Classroom

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What do pencil grips, talking calculators, wheelchairs, and augment ative communication devices have in common? They are all examples of assistive technology (AT). Per the Individuals with Disabilities Education Act (IDEA), assistive technology devices are defined as, " any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."

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This is a website that offers assistive technology tools to help with reading, writing, and math.

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By Jamie Martin

You may have heard that assistive technology (AT) can help your child with learning and thinking differences. However, AT like computer software and apps can cost money. The good news is there are many free online tools your child can try.

To use web-based AT tools, your child will need a computer or a tablet, an internet connection, and a web browser like Safari, Chrome, Firefox, Microsoft Edge, or Internet Explorer. (These tools can typically be used on smartphones, too, but they may not function the same as they do on a computer or tablet.)

If you don't own a computer or tablet, your child may be able to use one at school. A local library or a community center may also have computers available.

Here are some free online AT tools that can help kids (and adults) with reading, writing, organization, and math issues. Keep in mind that these tools may not work perfectly all the time.

Bookshare is the largest online library of accessible books in the world. All of its books are digital and can be read aloud with text-to-speech (TTS). Kids can read and listen to them online with the Bookshare Web Reader. Bookshare has a huge selection of titles, from the latest popular books and magazines to textbooks and classics. Bookshare is a program ofBenetech, an Understood founding partner. To qualify for Bookshare, your child must have a documented print disability. If your child has a learning difference like dyslexia, your child may qualify. Nonstudents may also be able to access Bookshare for free through a local public library.

NaturalReader offers free TTS. Kids can paste text or import documents into the tool, press play, then listen and read along as the text is read aloud. They can choose different voices and speed up or slow down the reading speed. NaturalReader also offers many free e-books with TTS.

Online OCR converts text in image files into digital text files using optical character recognition (OCR). Kids just have to upload a file, enter a Captcha code, and press "convert." Once converted, the files can be read aloud with TTS. The tool will convert up to 15 images per hour for free. When they register as users, kids can purchase additional images at 100 pages for $7.95.

Rewordify simplifies text to make it easier to understand. Kids paste text or a web page address into the tool. Rewordify then replaces the difficult words in the text or web page with simpler words or definitions. In the tool's settings, kids can choose their reading level. They can also choose how the simplified text is displayed. Rewordify has a library of classic literature and historical documents with simplified text. Some kids may find it easier to understand the Rewordify version of certain texts, like Shakespeare's plays or the Declaration of Independence.

Quizlet is a study tool that lets students create electronic flashcards. Lots of kids may enjoy Quizlet, but it has features that are especially helpful for kids with reading issues. The flashcards can have images and audio recordings. They can also be read aloud with TTS. Quizlet offers activities and games to help with studying, too, and syncs to a mobile app for studying on the go.

TalkTyper is a simple online dictation tool. When kids speak into their computer mic, the tool types out what they're saying. The dictated words and sentences are collected in a basic word processor and can be edited with a keyboard. The finished writing can then be printed, emailed, or copied and pasted elsewhere. Two other online dictation options are Dictation and Speechnotes. All three of these tools work only in the Chrome web browser.

EasyBib creates citations for books, videos, websites, and other sources. So when kids are writing research reports, creating a bibliography, or listing their sources, EasyBib makes it easier. Kids just need to input basic information about the source, like a book title or a web address. Then EasyBib automatically fills in the details and provides a citation in the correct format. EasyBib also puts citations into alphabetical order. Kids can download, copy and paste, or print the completed list. The free version of EasyBib creates citations in the common MLA format. There's also a version that costs $9.95 per month, which can create citations in other formats.

Grammarly is an online proofreader. It's more advanced than typical proofreaders found in word processing programs like Word and Pages. The tool finds possible mistakes in spelling, grammar, and punctuation, and suggests corrections. It also gives explanations so kids can learn from their mistakes. Kids can paste text right into the tool, or upload documents from a hard drive. The free version has basic spelling and grammar checking. The premium version makes vocabulary suggestions, checks for plagiarism, and allows kids to use the tool directly in Microsoft Office programs (Windows only). The price of the premium version starts at $30 per month.

Scrible allows kids to take notes on internet articles as they research online. Kids can use highlighters, sticky notes, and other tools to mark key information. All of their work is saved in an online account. Scrible automatically creates citations for articles and puts them into a bibliography, too. The free version of Scrible has all of the basic note-taking tools. The Pro student version ($35 per year) has more storage space and more functions, like .

MindMeister is a digital graphic organizer. It's a helpful organization tool, as kids can use it to organize ideas with visual mind maps, diagrams, and pictures. It also helps with taking notes, outlining the main ideas in a book, or getting started writing an essay. The tool comes with several built-in templates. Kids can also create their own diagrams from scratch. The free version of MindMeister lets kids work on three projects at a time. There's also a version that costs $4.99 per month, which allows unlimited projects and has advanced features, like saving to different file types. Another digital graphic organizer tool to check out isMindomo.

National Library of Virtual Manipulatives is a large library of math manipulatives. These are virtual objects like number lines and blocks that let kids solve math problems in different ways. The library is broken down by grade and by topic. For instance, if kids pick grades 3-5 and numbers, they'll find objects like a virtual abacus, pie charts, and Venn diagrams.

Geogebra is an online drawing and graphing tool. Kids can type in an equation and the tool graphs it on virtual graph paper. If kids draw a shape or line on the virtual graph paper, Geogebra will translate it into an equation. For instance, draw a circle, and the tool will give the equation for that circle. Graphs and equations can be saved or printed. The tool has a calculator function, too.

WebMath is an online calculator and problem solver. It has templates for many different math problems, like counting coins, calculating area, and even solving calculus equations. The templates are divided into categories like Algebra and K-8 Math. Kids choose a template and fill in the numbers and symbols. WebMath gives the answer, along with a step-by-step explanation for how it's solved. Some of these free tools, like MindMeister, can also be helpful for kids who struggle with organization. Another organization tool isGoogle Keep, which lets kids create digital sticky notes, arrange them on a blank screen, and set reminders for each note. It also syncs with mobile apps for iOS and Android and Chrome tools.

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You may have heard that assistive technology (AT) can help your child with learning and thinking differences. However, AT like computer software and apps can cost money. The good news is there are many free online tools your child can try.

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UCONN Center for Students with Disabilities 

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UCONN Center for Students with Disabilities 

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This is a website that list free/ low cost assistive technology for different supportive needs and subjects.

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This page includes technology, software, or mobile apps that may be used to help students excel academically and/or in the workforce. Our recommendations include technology that is compatible with Mac, Windows PC, iOS devices, and Android Devices. We strive to find assistive technology that can be obtained at a minimal cost for students. Majority of these recommendations have free versions or trials that can be upgraded if the student likes it. Please note that some of the suggestions are only available to students with the proper accommodations.

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Free/Low Cost Assistive Technology | Center for Students with Disabilities

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CSDTech is committed to identifying the latest assistive technology for students to use at little to no cost This page includes technology, software, or mobile apps that may be used to help students excel academically and/or in the workforce. Our recommendations include technology that is compat ...

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This is a website offering different assistive technology for new students, old students, and even faculty that are free and supportive

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Assistive Technology: What Is It?

Assistive Technology is any device, piece of software, equipment or tool that helps people with disabilities improve, maintain or increase their functional capabilities. Essentially, what tools and software help you do, what you want to do more quickly, easily or independently. Although Assistive Technology has traditionally been developed for people with disabilities, the applicability of much of this technology has been found to be useful to almost all of us at some point throughout our lives.

Approximately 75% of college students with a disability who would qualify for Assistive Technology, don't know what Assistive Technology is and don't know there are tools and programs available to support them prior to starting college. Students who have access to these tools and resources prior to starting classes, feel more prepared for their classes, the work, and tasks required of them in a college setting. With this preparedness and training on these technology tools comes increase confidence towards and a more positive outlook on one's college career.

How to Use This Website:

This website which focuses on Assistive Technology has two parts. First, for students who access services through the CLASS Office, or are prospective students with a disability to Augsburg, a page is dedicated to providing information about the Assistive Technology available to you, should you qualify based upon your disability.

The second part of this page focuses on Free and Low-Cost Assistive Technology that any student or individual on any college campus or point in life may find useful, regardless of if you have a disability or not. Many of these tools may help you complete tasks more quickly, easily, or independently.

This website is meant to be a starting point to research Assistive Technology tools available for anyone. If you're a CLASS Office student or a prospective Augsburg CLASS Office Student, please contact the Assistive Technology & Accommodations Specialist at 612-330-1053 or at class@augsburg.edu to schedule a time to meet. For all other students or individuals who visit, we hope this website serves as a starting point for researching and finding tools and programs that best fit the tasks you need to complete.

We welcome suggestions and feedback on this site, specifically, regarding new software programs and tools that should be added to our site. Please follow our suggestion guideline for Free or Low-Cost Assistive Technology (under approximately $20). Please email suggestions to class@augsburg.edu for additional consideration.

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Assistive Technology - CLASS Disability Resources

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Assistive Technology: What Is It? Assistive Technology is any device, piece of software, equipment or tool that helps people with disabilities improve, maintain or increase their functional capabilities. Essentially, what tools and software help you do, what you want to do more quickly, easily or independently.