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What Is an IEP? | Individualized Education Program Explained

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Universal Design at United Nations Convention

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Universal Design at United Nations Convention

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In 2006, the UN Convention on the Rights of Persons with Disabilities was adopted by the UN General Assembly. The convention has since been ratified by France, Germany, UK, New Zealand, Australia, Canada and many other countries.[1]

The convention aims to " promote, protect and ensure the full and equal enjoyment of all human rights by persons with disabilities."

Universal Design has also been defined in the Convention on the Rights of Persons with Disabilities:

"Universal design" with the means the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. "Universal design" shall not exclude assistive devices for particular groups of persons with disabilities where this is needed. [2]

[1] United Nations, Convention and Optional Protocol Signatures and Ratifications, http://www.un.org/disabilities/countries.asp?navid=17&pid=166, viewed 27 August 2015

[2] United Nations, Convention on the Rights of Persons with Disabilities, http://www.un.org/esa/socdev/enable/rights/convtexte.htm#optprotocol, viewed 19 August 2015

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Universal Design in the UN Convention on the Rights of Persons with Disabilities

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In 2006, the UN Convention on the Rights of Persons with Disabilities was adopted by the UN General Assembly. The convention has since been ratified by France, Germany, UK, New Zealand, Australia, Canada and many other countries.[1] The convention aims to "promote, protect and ensure the full and equal enjoyment of all human rights by persons...

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The power of inclusive education | Ilene Schwartz | TEDxEastsidePrep

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Universal Design | RL Mace Universal Design Institute

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The Ronald L. Mace Universal Design Institute is a non-profit organization based in North Carolina dedicated to promoting the concept and practice of accessible and universal design.

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Teacher's Desktop Reference

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Fans of modern architecture will feel right at home in every major Canadian city and Edmonton is no exception. Wonders of contemporary architecture are scattered all around it and here are three stunning buildings...

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Transforming Inclusive Education

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Shelley Moore: Transforming Inclusive Education

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Teacher's Desktop Reference

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Teachers' Desk Reference: Universal Design for Learning - PaTTAN Publications - PaTTAN

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This issue of Teachers' Desk Reference provides an overview of Universal Design for Learning, an approach to designing curriculum and learning experiences that address the needs of increasingly diverse learners.

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Joy Zabala

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Dear Teacher: Heartfelt Advice for Teachers from Students

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Center for Independent Living - Berkeley

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The 7 Principles of Universal Design | Ed Roberts Campus

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A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard). Navigation and interaction in those limited ways will raise barriers for some learners-those with physical disabilities, blindness, dysgraphia, or who need various kinds of executive functioning supports. It is important to provide materials with which all learners can interact. Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know-to allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and others.

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A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard).

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click here for more info

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Simply said video

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National Center on Accessible Educational Materials

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Kirk Behnke, M.Ed., ATP
Behnke Consulting, LLC
kirkatp@outlook.com

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Providing Accessible Instructional Materials

Pennsylvania students who are unable to use textbooks and instructional materials in the traditional way may need accessible instructional materials (AIM) in order to have meaningful and equal access to the general education curriculum. Such access is guaranteed federal education statutes, such as the Individuals with Disabilities Education act (IDEA) as well as in the Pennsylvania Special Education Regulations: Chapter 14 for school districts and chapter 711 charter schools.

AIM Request Form APH Order Form

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Pennsylvania students who are unable to use textbooks and instructional materials in the traditional way may need accessible instructional materials (AIM) in order to have meaningful and equal access to the general education curriculum.

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Rose, Hasselbring, Stahl and Zabala

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[PDF] Assistive Technology and Universal Design for Learning : Two Sides of the Same Coin | Semantic Scholar

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A framework for further discussion of this significant issue is provided by articulating the points of commonality and difference between AT and UDL, which believe that the lives of individuals with disabilities will ultimately be improved. Over the past decade, evolving technologies have revolutionized the way we do business, communicate, make war, farm, and provide medical treatment.

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Parent Guide to Special Education, PADOE

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Parent Guide to Special Education, PADOE

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Apple – Accessibility – Sady (with Audio Descriptions)

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#1 Hybrid Learning

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Special Ed Evaluation/IEP Process flowchart

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Special Ed Evaluation/IEP Process flowchart

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AEM Center - National Center on Accessible Educational Materials at CAST

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The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

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AT, UD, UDL: Improved Learning Opportunities

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Events

The purpose of this initiative is to provide training and technical assistance to educators supporting students with disabilities in virtual (hybrid, blended, fully online, etc.) environments.

Specific areas of focus include:

Planning and Designing for Learning in Virtual Environments

Evidence-based, trauma-informed instructional and intervention practices

Universal Design for Learning

Digital tools and platforms

Assessing Learners in Virtual Environments

Evidence-based practices for progress monitoring

Digital tools to support formative and summative assessments

Multi-disciplinary, Cross-grade, Cross-curricular Collaborative Practices

Resources and strategies to support multi-disciplinary, cross-grade, and cross-curricular planning

Digital tools and platforms to support collaboration between related service providers, educators, and families

Engaging and Empowering Parents/Adults in the Home

Family and student centered practices in support of transitioning students between face-to-face and virtual school environments

Best-practices for conducting virtual IEP meetings

Strategies for empowering parents/adults to support students' learning

SSDVE Presents | Monthly Webinars

The "SSDVE Presents:" series offers educators, service providers, and parents resources and supports for navigating education in virtual environments. Please see below under "Events" for links to register for upcoming SSDVE events being offered by PaTTAN.

Monthly SSDVE Presents webinar are held on the 2nd Thursday of each month from 3:00PM - 4:00PM, registration is required.

SSDVE Schoology

Join the SSDVE Schoology course to access recordings and materials from SSDVE events, open discussion forums, and announcements of relevant news and opportunities.

To join: feel free to share the access code (3PT2-2TM9-F4X84) and instructions ( accessible PDF) with others.
For support: access quick how-to videos or contact bestpracticesonline@pattan.net.

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Supporting Students with Disabilities in Virtual Environments (SSDVE)

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The purpose of this initiative is to provide training and technical assistance to educators supporting students with disabilities in virtual (hybrid, blended, fully online, etc.) environments.

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Goals and Challenges

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Sheet1 Name,GOAL for Workshop,Biggest challenge Kirk,Learn from others at C2P2,Strategies for a more inclusive environments Mel,I dont know if I have one? ,getting others to understand the more obscure inclusion necessities. Amy,Learn to become more confident when talking to others about my be...

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#2 Engaging Learners in Online Learning

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Endrew F. Worksheet (Understood)

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What is Accessible and Electronic Information Technology?

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UDL Guideline research for AT in the classroom

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UDL Guideline research for AT in the classroom

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The research evidence in this category is minimal and suffers, undoubtedly, from the same apparent "face validity" of the advantages in "response and navigation." For students with physical and motor disabilities, the advantages of providing alternative tools and assistive technologies is so evident that researchers have not adequately researched their actual advantages for learning. The available research is also widely scattered in terms of the types of options provided (e.g., switch options, overlays, alternative keyboards, etc.). Scholarly reviews are devoted most often to highlighting best practices and comparative techniques.

Experimental & Quantitative Evidence

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. TAM Board Members, 21(2), 47-64.

Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13-22.

Mechling, L. C. (2006). Comparison of the effects of three approaches on the frequency of stimulus activations, via a single switch, by students with profound intellectual disabilities. The Journal of Special Education, 40(2), 94.

Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15-27.

Stoner, J. B., Beck, A. R., Bock, S. J., Hickey, K., Kosuwan, K., & Thompson, J. R. (2006). The effectiveness of the picture exchange communication system with nonspeaking adults. Remedial & Special Education, 27(3), 154-165.

Scholarly Reviews & Expert Opinions

Behrmann, M., & Schaff, J. (2001). Assisting educators with assistive technology: Enabling children to achieve independence in living and learning. Children and Families, 42(3), 24-28.

Brown, M. R. (2000). Access, instruction, and barriers: Technology issues facing students at risk. Remedial and Special Education, 21(3), 182-192.

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 4.1 compatible: Maximize compatibility with current and future user agents, including assistive technologies. Retrieved January 19, 2009, from http://www.w3.org/TR/WCAG20/#ensure-compat

George, C. L., Schaff, J. L., & Jeffs, T. (2005). Physical access in today's schools: Empowerment through assistive technology. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 355-377). Whitefish Bay, Wisconsin: Knowledge by Design, Inc.

Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology. 21(4), 17-24.

Lee, C. M. (1999). Learning disabilities and assistive technology: An emerging way to touch the future. Amherst, MA: McGowan.

Lewis, R. B. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31(1), 16-26, 54.

Lodge, J. (2000). Will the overlay board survive in the mainstream primary classroom? Closing the Gap, 18(6), 16-17.

Lueck, A. H., Dote-Kwan, J., Senge, J. C., & Clarke, L. (2001). Selecting assistive technology for greater independence. RE: View, 33(1), 21-33.

Male, M. (2002). Technology for inclusion: Meeting the special needs of all students (4th ed.). Boston, MA: Allyn and Bacon.

McKenna, M. C., & Walpole, S. (2007). Assistive technology in the reading clinic: Its emerging potential. Reading Research Quarterly, 42(1), 140-145.

Newton, D. A., Case, D. A., & Bauder, D. K. (2002). No- and low-tech tools to access the general curriculum. Closing the Gap, 21(4), 1-36.

Peterson-Karlan, G. R., Parette, H. P., & Center, S. E. A. T. (2007). Supporting struggling writers using technology:Evidence-based instruction and decision-making, National Center for Technology Innovation.

Raskind, M. H., & Higgins, E. L. (1998). Assistive technology for postsecondary students with learning disabilities:An overview. Journal of Learning Disabilities, 31(1), 27-40.

Research Center, Center for Implementing Technology in Education (CITEd). Using assistive technologies to support writing. Retrieved January 19, 2009, from http://www.cited.org/index.aspx?page_id=108

Rose, D., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning:Two sides of the same coin. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 507-518). Whitefish Bay, WI: Knowledge by Design.

Thompson, T. (2003). The interdependent roles of all players in making technology accessible. Journal of Special Education Technology, 18(4), 21-28.

Zabala, J., Blunt, M., Carl, D., Davis, S., Deterding, C., Foss, T., et al. (2000). Quality indicators for assistive technology services in school settings. Journal of Special Education Technology, 15(4), 25-36.

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The research evidence in this category is minimal and suffers, undoubtedly, from the same apparent "face validity" of the advantages in "response and navigation." For students with physical and motor disabilities, the advantages of providing alternative tools and assistive technologies is so evident that researchers have not adequately researched their actual advantages for learning.

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PaTTAN - Optimized Inclusive Practices (OIP) Professional Development Series

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PaTTAN is offering a series of nine (9) professional development modules designed to provide an overview of the big ideas, concepts and competencies described in the OIP Framework . The modules are designed to support district and school leaders, classroom educators, related service providers and…

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Disabling segregation: Dan Habib at TEDxAmoskeagMillyard

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Disabling segregation: Dan Habib at TEDxAmoskeagMillyard

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Benefits and reservations about inclusion

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AnswerGarden " Benefits/ reservations on Inclusion

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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#3 Assessing Learners: Hybrid and Virtual