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Match student to devices

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Learn about assistive technology basics. Read more about optical character recognition, universal design for learning and other types of assistive technology.

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National Center on Universal Design for Learning

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National Center on Universal Design for Learning

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About UDL | National Center On Universal Design for Learning

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The UDL Guidelines have a new home! Check 'em out at udlguidelines.cast.org! (The Guidelines will remain here at udlcenter.org until June 30, 2018, so you'll have plenty of time to work on updating your links.)

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Resource Articles for Educators

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Use this guide to help you keep growing as an educator. Find inspiration for encouraging struggling students, writing assessments, and establishing trust with parents so that both you and your students can succeed.

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Landing your first teaching job is not easy. It takes time, hard work and a lot of patience. Before you hit the ground running make sure you have the appropriate degree and credentials for the position you are applying for. Once that's all in order, follow these tips to help you get that dream job.

7 Steps to Landing the Job of Your Dreams

Follow these seven steps and you'll be on your way to your first teaching job.

Step 1: Create a Cover Letter

Resumes have always been the most important piece of getting an employer's attention. But when an employer has a stack of resumes to look through, how do you think yours will stand out? That is why a cover letter is essential to attach to your resume. It makes it easy for an employer to see if they even want to read your resume. It's important to tailor your cover letter to the specific job you are applying for. Your cover letter should highlight your accomplishments and explain things that your resume cannot. If you have a special teaching certificate this is where you can add that. Make sure that you request an interview at the end of the cover letter; this will show them that you are determined to get that job.

Step 2: Create Your Resume

A well written, error-free resume will not only grab the attention of the prospective employer, but it will show them that you are a qualified contender for the job.

A teacher resume should include: identification, certification, teaching experience, related experience, professional development and related skills. You can add extras like: activities, memberships, career objective or special honors and awards you received if you wish. Some employers look for certain teacher "buzz" words to see if you are in the loop.

These words can include, cooperative learning, hands-on learning, balanced literacy, discovery-based learning, Bloom's Taxonomy, integrating technology, collaboration and facilitate learning. If you use these words in your resume and interview, it will show that you know what you are on top of issues in the education field.

Step 3: Organize Your Portfolio

A professional teaching portfolio is a great way to introduce your skills and achievements in a hands-on, tangible way. It's a way to showcase your best work to prospective employers beyond a simple resume. Nowadays it's an essential component of the interview process. If you want to land a job in the education field, make sure you learn how to create and use a teaching portfolio.

Step 4: Get Strong Letters of Recommendation

For every teaching application you fill out, you will have to provide several letters of recommendation. These letters should be from professionals that have seen you in the education field, not from a family member or friend. The professionals you should ask can be your cooperating teacher, former education professor or instructor from student teaching. If you are in need of additional references you can ask a daycare or camp that you worked at.

Make sure that these references are strong, if you think they do not do you justice, don't use them.

Step 5: Be Visible: Volunteer

Volunteering for the school district you want to get a job in is the best way to be visible. Ask the administration if you can help out in the lunch room (schools can always use extra hands here) the library or even in a classroom that needs extra help. Even if it is only once a week it still is a great way to show the staff that you really want to be there and are making an effort.

Step 6: Start Subbing in the District

One of the best ways to get the attention of other teachers and the administration is to substitute in the district that you want to teach in. Student teaching is the perfect opportunity for you to get to your name out there and get to know the staff.

Then, once you graduate you can apply to be a substitute in that school district and all the teachers that you networked with will call you to substitute for them. Tip: Make yourself a business card with your credentials and leave it on the desk of the teacher you subbed for and in the teachers' lounge.

Step 7: Get a Specialized Certification

If you really want to stand out above the rest of the crowd then you should acquire a specialized teaching certification. This credential will show the prospective employer that you have a variety of skills and experience for the job. Employers will like that your knowledge will help enhance students learning. It also gives you the opportunity to apply for a variety of teaching jobs not just one specific job.

Now you are ready to learn how to ace your first teaching interview!

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How to Land Your Very First Teaching Job

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Landing your first teaching job is not easy. It takes time, hard work and a lot of patience. Before you hit the ground running make sure you have the appropriate degree and credentials for the position you are applying for. Once that's all in order, follow these tips to help you get that dream job.

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Resource room is a separate setting, either a classroom or a smaller designated room, where a special education program can be delivered to a student with a disability, individually or in a small group. Resource rooms are used in a variety of ways ranging from instruction, homework assistance, meetings, or representing students' alternative social space.

Resource Room vs. Least Restrictive Environment

According to IDEA (Individual with Disabilities Educational Improvement Act), children with disabilities are to be educated in the "least restrictive environment," which means they are to learn alongside children without disabilities to the maximum extent possible.

However, remaining in the same space as general education students may be at times difficult or less than beneficial for students with disabilities, and it is in those cases that they are brought to the resource rooms.

IDEA states that this removal, which is labeled as "restrictiveness," should only happen when the student's education in regular classes, despite the use of "supplementary aids and services cannot be achieved satisfactorily."

Sometimes, this form of support is called Resource and Withdrawal or "a pull-out." The child getting this type of support will receive some time in the resource room-which refers to the withdrawal portion of the day-and some time in the regular classroom with modifications and/or accommodations-which represent the resource support in the regular classroom. This type of support helps ensure that the "least restrictive environment" or the inclusional model is still in place.

Purpose of Resource Room

Resource room is both for students who qualify for special education services or for general education students who need some special instruction in an individualized or small group setting for a portion of the day. Individual needs are supported in resource rooms as defined by the student's Individual Education Plan (IEP).

Students come or are pulled to the resource room for a variety of reasons. Most commonly, they come there to access the educational materials in a manner that better suits their learning styles and capabilities.

Sometimes, the regular classroom can be noisy and full of distractions, and the students come to the resource room to be better able to focus and take in the material, especially when new information is being introduced.

At other times, the material taught in the general education classroom is above the student's level and the resource room serves as a more serene place where the student can go over the material at a slower pace.

The resource room has almost always a maximum ratio of five students to one teacher, and students often find themselves working with a teacher or a paraprofessional one on one. This heightened attention helps students focus better, be more engaged, and understand the material more easily.

Other Uses of Resource Rooms

Very often, students also come to the resource room to be assessed and tested, whether for their special needs or any other academic exams, as the resource room provides a less distracting environment and thus a better chance at success. Regarding special needs testing, to determine special education eligibility, a child is re-evaluated every three years, and in most cases, the reevaluation happens in the resource room.

Many resource rooms also support the social needs of their students, as the small group setting is less threatening, and students who sometimes fall on the outskirts of the general education classes are more willing to step out of their comfort zones and make friends.

The resource room also more readily provides opportunities for behavior interventions, and teachers frequently coach students on their social skills, often by helping them take on leadership responsibilities, such as helping another student learn.

Very often, the resource room also serves as a meeting place for IEP evaluations. Teachers, paraprofessionals, parents, students, and any legal representatives typically spend well over 30 minutes discussing the specificities of the student's IEP, reporting on how the student is currently doing in all aspects outlined in the plan, and then revise any sections as needed.

How Long Is a Child in the Resource Room?

Most educational jurisdictions have time increments that are allocated to the child for resource room support. This will sometimes vary based on the child's age. Often, 50% of a student's academic time is a mark not frequently crossed. It is very rare for a child to spend more than 50% of their day in the resource room; however, they may indeed spend up to 50% of their time there.

An example of allocated time could be a minimum of three hours a week in time increments of 45 minutes. In this way, the teacher in the resource room is able to concentrate on the specific area of need with some consistency.

As children gain more maturity and self-sufficiency, the resource room support changes with them. There are resource rooms in elementary, middle, and high schools, but sometimes the support in high school, for example, may take on more of a consultative approach. Some older students feel a stigma when they go to the resource room, and teachers try to make the support as seamless for them as possible.

The Teacher's Role in the Resource Room

Teachers in the resource room have a challenging role as they need to design all instruction to meet the specific needs of the students they serve to maximize their learning potential. The resource room teachers work closely with the child's regular classroom teacher and the parents to ensure the support is indeed helping the student reach their full potential.

The teacher follows the IEP and takes part in the IEP review meetings. They also work very closely with other professionals and paraprofessionals to support the specific student. Usually, the resource room teacher works with small groups students, helping one on one when possible, even though there are frequent occasions when the special education teacher follows one or multiple students in their classes and assists them directly there.

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How Resource Rooms Help Students Get Special Education

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Resource room is a separate setting, either a classroom or a smaller designated room, where a special education program can be delivered to a student with a disability, individually or in a small group. Resource rooms are used in a variety of ways ranging from instruction, homework assistance, meetings, or representing students' alternative social space.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Get the kids moving!

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Autism Resource

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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CAST through the years: One mission, many innovations.

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Today, UDL frames all of the organization's research and development. Through strategic collaborations, CAST is seeding the field of curriculum planning, software development, state and national policy, teacher preparation and support, and education research with UDL-based solutions.