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Link to Modified Materials for Social Studies

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Link to Modified Materials for Social Studies

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Link to lesson ideas, materials and other resources for modifying social studies.

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Using Graphic Organizers to Support Students with Disabilities

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English news and easy articles for students of English

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News in Levels « World News for Students of English

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We write news in three different levels of English. We want to help you understand English more. Now all students can enjoy reading and listening to news.

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National Center on Health, Physical Activity and Disability (NCHPAD)

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Universal Design for Learning in Physical Education

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Happy Learning is a new channel with educational videos for kids of all ages, in which parents, teachers and students can find complementary contents to their own curricular ones. We educate by entertaining, we teach in a fun way and open the gates for our children to discover the wonderful world of knowledge, helping them grow their curiosity and desire to learn.

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padlet with an extensive collection of materials about various learning/instructional routines to actively engage all learners

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Additional Adaptations for Social Studies

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Additional Adaptations for Social Studies

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Link to lesson ideas, materials and other resources for modifying science.

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Access Science K Access Science 1st Access Science 2nd Access Science 3rd Access Science 4th Access Science 5th Access Science M/J Comp Science 1 Access Science M/J Comp Science 2 Access Science M/J Comp Science 3 Access Integrated Science Access Earth/Space Science Access Physical Science Access Biology Access Chemistry

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Interactive Learning Sites for Education

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Interactive Learning Sites for Education

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Link to Adaptation Folders for Various Subjects

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Link to Adaptation Folders for Various Subjects

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Introduction

Supporting students with significant communication needs who require augmentative alternative communication (AAC) use in inclusive classrooms can be challenging. However, the inclusive class is also the place with the most potential for supporting students to use all their communicative modes, including their AAC devices, because of the number of opportunities to practice communication.

Everyone benefits when we communicate well. In other words, when everyone models the use of AAC for a variety of communicative purposes, individuals better understand one another. When the school community collaborates to ensure fidelity in the implementation of communication strategies, the entire school community gains.

Evidence

The inclusive classroom has proven to be the most effective placement for supporting students who are AAC users and have complex communication challenges (Biggs, Carter, Mazur, Barnes, & Bumble, 2018; Biggs, Carter, & Gustafson, 2017; Ganz, Rispoli, Mason, & Hong, 2014; Kleinert, Kearns, Liu, Lazarus, Thurlow (2019). In inclusive classrooms there is an opportunity for everyone (e.g., teachers, paraprofessionals, peers, etc.) to model the use of AAC for a variety of communicative purposes. Peers play an especially important part in the inclusive classroom. Encouraging peers to use AAC provides a wonderful opportunity to develop relationships and increase understanding between classmates.

Definitions

Aided language modeling is modeling of the use of a student's AAC system by individuals in the environment who do not have significant communications needs.

Augmentative alternative communication (AAC) refers to communication methods (other than oral speech) used to express thoughts, needs, wants, and ideas (Kleinert, Holman, McSheehan, & Kearns, 2010).

Core words are words (e.g. verbs, adjectives/adverbs, and pronouns) used for a variety of communicative intents (e.g. requesting - "want"; commenting - "love"; refusing "stop"). These are the words that comprise most of the content in a typical conversation. There are a relatively small set of core words, which students can successfully use in a range of communicative opportunities and interactions throughout the day.

Fringe words are nouns that are specific to persons, places, or things that are highly specific or unique to the user and/or an activity in which they are involved.

Motor planning refers to planning, and carrying out a motor activity (in this case ones that are supportive of communication) in the correct sequence.

Multi-modal communication refers to the many ways people communicate with each other, including spoken language, written language, eye-gaze, facial expressions, gestures, signs, or combinations of these.

Implementation

Multi-modal communication encourages the student to use a variety of communicative forms, for a variety of purposes. This includes the use of AAC. And, as with all learning, an increased number of opportunities to communicate results in improved communication.

Acknowledge and Attribute. To help students with significant communications needs develop new communications skills as they participate in inclusive classrooms, it is important to acknowledge and attribute meaning to any potential communicative effort even if, and especially if, the listener is not sure of the intended message. Acknowledge by specifying the communicative behavior and the intended message (e.g., "Your smile tells me you like __" Or "Yikes, crying tells me you don't want to ___; you are saying "no".) Even challenging behaviors are communicative and generally occur because other communicative signals have not been acknowledged.

Ensure Access to AAC Always and Everywhere. In order to enhance access to AAC systems, it is a good idea to have both low-tech and high-tech AAC options available. Maintenance of the symbol/word position on the array is essential for fostering motor planning.

Access to content words is also important. This enables students with significant communications needs to participate in class discussions.

Encourage AAC Use by the Student Without Requiring It. The many forms of multi-modal communication (e.g., eye-gaze, facial expressions, gestures, signs, or combinations of these) makes it easy for an AAC user to communicate intents. The conversation can be expanded by modeling on the individual's device or using a separate picture symbol array on a folder, lanyard, or tablet to model asking a question or confirming the student's communication. It is important however, to use the student's preferred mode (e.g. facial expressions, eye-gaze, gestures, signs, etc.) while encouraging and modeling but NOT requiring them to use the device.

Model, Model, and Model More. Aided language modeling is a highly effective AAC intervention strategy. Modeling slows down the partner's speech so the student has time to process the partner's message. Individuals are often not aware of how fast they speak. Not only is this helpful for students using symbol and word arrays or speech generating devices (SGD), but also for students who use oral speech but need to work on vocal production. Using core words on lanyard, classroom poster, or speech generating device will be helpful.

Wait Expectantly. Waiting for the student to initiate or respond encourages participation and improves communication. This is especially important if a motor response is required. Some students may need up to 30 seconds to process the request and execute a response. Some students may need even more time.

Teach Everyone. Everyone who interacts with a student with significant communications needs should be taught how the student communicates. This includes teaching professionals, parents, paraprofessionals, and especially peers. Teach them to recognize all the communicative forms the student uses. With the appropriate permission, video clips of the student communicating can be a very helpful tool to share with others to help them learn how a student communicates. Teach everyone to use AAC with the student for a variety of communicative purposes.

Summary

Successfully including a student with significant communication needs in a general education classroom requires a team. This team includes all the Ps - professionals, parents, and peers. It is especially important to include peers. This team expects communication, attributes meaning, ensures access to AAC, encourages AAC use but does not require the student to use it, and waits an adequate amount of time for the student to respond. Everyone benefits when we better understand one another, and when multi-modal communication is the norm in a classroom.
PrAACtical AAC Project Core
TIPS Series: Tip #4, January, 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Kearns, J., & Kleinert, J. (2020). Successfully using communication practices in the inclusive class (TIPS Series: Tip #4). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota (# H326Y170004) and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and University of North Carolina-Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Communicative Competence | TIP #4: Successfully Using Communication Practices in the Inclusive Class

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Supporting students with significant communication needs who require augmentative alternative communication (AAC) use in inclusive classrooms can be challenging. However, the inclusive class is also the place with the most potential for supporting students to use all their communicative modes, including their AAC devices, because of the number of opportunities to practice communication.

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Livebinder for remote learning resources for complex needs

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Livebinder for remote learning resources for complex needs

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Modified Lessons for Students with Disabilities

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Modified Lessons for Students with Intellectual Disabilities

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TIES Belonging Resources | Creating communities of belonging for students with significant cognitive disabilities

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TIES TIPS | Foundations of Inclusion | Foundations of Inclusion TIPS

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Introduction

Standards-based grading and report cards align with a standards-based curriculum to provide an accurate appraisal of student progress or performance. They achieve the primary purposes of grading and reporting grades, which include that grades are accurate, meaningful, consistent, and support the learning process (O'Connor, 2009). Standards-based grading is a recommended grading practice for students with disabilities in inclusive classes (Jung, 2012; Jung & Guskey, 2015). This TIPS sheet provides guidance on how to provide fair and accurate grades for students with significant cognitive disabilities in inclusive settings. It also addresses ways to report standards-based grades for students with significant cognitive disabilities.

Evidence

Research is lacking on grading practices for students with disabilities, specifically for students with significant cognitive disabilities in inclusive settings. However, standards-based grading and reporting practices are recommended for all students with disabilities because of the direct connection to the curriculum standards. This connection between the content standards and the grading and reporting process improves accuracy, consistency, and meaningfulness (Jung, 2012; Jung & Guskey, 2015). Standards-based grading practices are recommended for use at all grade levels provided that they are aligned with grade-level content standards and performance expectations (Guskey & Bailey, 2001; O'Connor, 2009; Wormeli, 2006). Content standards are related to curriculum and achievement standards refer to statewide assessment performance. These are not the same. Content standards should have foundational alignment to the grade-level standard.

Implementation

Standards-based grading involves assigning grades based on mastery of specific learning standards (Tomlinson & McTighe, 2006). It communicates specific meaningful performance information against established standards and can be used for "diagnostic and prescriptive purposes" (Guskey & Bailey, 2001). One of the major benefits of using standards-based grading is that teachers can identify strengths and areas of need for each skill within a content area. Effective reporting of student performance focuses on the description of how the student performs on an explicit set of skills such as how the student sets up an addition word problem (Jung & Guskey; 2010). Example 1 illustrates a standards-based grading report card for reading in second grade.

A rubric is used to describe student performance. The number of levels in a rubric can be used across content areas, although the description of what each number means may differ. The rubric used in Example 1 has three levels of performance; the same three levels can be used across multiple content areas.

Sample Standards-based Grading Rubric

3 = Meets grade-level standard and can apply key concepts independently. Demonstrates processes and skills.

2 = Approaching the grade-level standard, requires some support to demonstrate key concepts, processes, and skills.

1 = Progressing toward the grade-level standard with on-going intensive support or modifications.

For example: A student scoring a "3" for the requirement of "Using basic skills to read fluently" consistently demonstrates grade-level expectations and independently applies key concepts and skills." A score of "1" indicates the student is progressing toward the standard but still requires intensive supports.

When a grading rubric includes a "below standard level" that indicates "no progress even with support," best practice suggests that there should have been communication about performance and appropriate supports provided well before the report card is delivered.

Report cards may also contain an evaluation of work behaviors such as responsibility, work habits, attendance, and homework. These should be rated separately so that teams and families can determine where additional supports are needed - for academic content or for work behaviors such as organization, work habits, or motivation. Example 2 shows a report card on work behaviors using a 3-level rubric.

A three-level rubric is used to describe student performance on each work behavior. The rubric used in Example 2 has three levels of performance.

Sample Rubric for Work Behaviors

3 = Demonstrates consistency and independence.

2 = Requires occasional support and reminders.

1 = Often requires support and reminders.

Grading Prerequisite and Foundational Skills

When a student with the most significant cognitive disabilities is working on prerequisite or foundational skills related to a grade-level standard, grading and reporting should be adapted to include the specific prerequisite or foundational skills. The prerequisite or foundational skills should represent those approved under the state's alternate assessment program and, as much as, be possible directly related to the specific grade-level content standards. In addition to the specification of the standard, the grading rubric may be adapted to more clearly communicate specific learning outcomes. Grades of a student's progress on prerequisite and foundational skills may also be provided in a separate progress-monitoring report. An example of a possible rubric for these skills is:

Sample Rubric for Prerequisite and Foundational Skills

3 = Student meets prerequisites [foundational] skills related to the grade-level standard and can apply key concepts independently. Student demonstrates processes and skills.

2 = Student is approaching the prerequisites [foundational] skills of the grade-level standard. Student requires some support to demonstrate key concepts, processes, and skills.

1 = Student is progressing toward the prerequisites [foundational] skills related to the grade-level standard, with on-going and intensive support or modifications.

Reporting progress on IEP goals that may be unrelated to the content standard should occur in regular progress reports that may be separate from report card grading. Example 3 is a completed Standards-based Report Card for a student working toward grade-level standards who does not have an IEP that also includes work behavior grading. Example 4 is for a student who has an IEP and is working on Foundational Standards aligned as closely as possible to grade-level standards.

Standards-based Grading for Middle School

The primary principles of standards-based grading and reporting are similar at middle school in that the grade is directly related to the content standards. Reported letter grades (e.g., A, B, C, D, F) are based on weighted classroom assignments and summative classroom tests. Classroom assignments generally are rated using a rubric with a 1 - 5 scale, while classroom tests typically are reported in terms of the percent of correct responses. Of course, retakes of assignments, along with learning labs and peer-based tutoring assistance, are generally available and can contribute to revised scores. The combination of the information from the two sources (classroom assignments and classroom tests) results in a percentage-based score. Grades can be based on where the percentage falls within a range of percentages assigned to a grade. The same reporting process should be followed for students with significant disabilities and ensure the reference to the content standard is clear, with the percentage based on the performance expectations for students with significant cognitive disabilities.

Summary

Grades for all students should be meaningful and informative for teachers, students, and parents. They should accomplish the purposes for which grading is intended, ensuring that the report is accurate, meaningful, consistent, and supportive of future learning (O'Connor, 2009). Standards-based grading is an effective grading practice for all students, including those with the most significant cognitive disabilities, because of the clear linkage to the standard.

TIPS Series: Tip #12, August 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Kearns, J. F., Taub, D., & Thurlow, M. (2020). Standards-based grading and report cards in inclusive elementary and middle schools​ (TIPS Series: Tip #12). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES TIPS | Foundations of Inclusion | TIP #12: Standards-based Grading and Report Cards in Inclusive Elementary and Middle Schools

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This TIPS sheet provides guidance on how to provide fair and accurate grades for students with significant cognitive disabilities in inclusive settings. It also addresses ways to report standards-based grades for students with significant cognitive disabilities

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Curricular Adaptation Decision Questions 2015

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Access materials for teaching Art remotely

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Access materials for teaching Art remotely

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Art instruction has become a challenge with the current Coronavirus (COVID-19) crisis. In this post, I will provide you with the Distance Learning Art Resources and Activities that I have created for you to use for instructing your students. From Distance Learning Art projects that can be used with any mediums or materials to my Full FREE Art Lessons on my YouTube Channel that I've created for you, my goal is to alleviate the stress of planning and creating for you and to provide your students with quality art ideas and at-home lessons.
This blog post will be updated and added to as I continue to create new resources for you so please check back each week for updates.
As well, I will provide links to my free resources that I have created and other resources I created in the past that could be used as take-home workbooks for students to work on independently for art at home.

List of Free Art Resources:
-Gray Scale and Line Scale Template
-Postcard of My Imagination - Primary Lesson
-Trace Lines for Primary Students, Fine Motor Practice
WHAT IS GRID DRAWING? -Artastic Coloring Pages
-Funnel Your Ideas, Brainstorm Graphic Organizer
-Ocean Birds Art Tutorial
-Back to School Art Tutorial: Journey of My Summer
-Growth Mindset in the Art Classroom FREEBIE
-Learn How to Fuel your Creativity at Home
-Learn About How to Walk a Creative Path in your Everyday Life
-How to Encourage a Maker Mindset in your Classroom
-Exploring the Elements of Art at Home with ANYTHING!
-10 Reasons Why Arts Integration in Schools is Important
-How To Guide for First Year Art Teachers: 10 Steps to Success
-How to Teach Art Classroom Rules and Routines in a Fun and Engaging Way
-Pencil Directed Drawing Sheet (1 page)
-Halloween Line Art Project
-Autumn Leaves Art Tutorial
-Christmas Art Project, Holly

8 Free Art Worksheets for Kids

Click here to download my free templates that you can print off and use for exploring art at home or in the classroom. Kids can use the templates to shade forms, create value scales and a color wheel, Finish the Picture, an art scavenger hunt, and more! Click here to download the templates for free, or click the image below!

Distance Learning Art Project Ideas

These are resources I created specifically with this crisis in mind. They can be created with any mediums and materials and have simple instructions both written and visually to allow students to explore art and experiment at home. This can also be used for Art Subs or put in Sub Tubs for Elementary Teachers, or as a take-home art resource during emergency situations like the Coronavirus (COVID-19) closures, or if you can't print it off, they can be created on whatever paper a student has available to them and they can view the directions digitally.

Grid Drawing Distance Learning Art Activities:

Grid drawing is a low-tech way to reproduce or enlarge an image. Grid drawing can provide an artist with lots of practice in drawing and observational skills. Grid drawing can be an intensive method of drawing or painting depending on how large you reproduce your image. Grid drawing means the artist will draw grid lines over an image. They will then draw a grid of equal ratio over their work surface. Then the artist draws the image onto the work surface, copying the details of one square at a time until the image has been completely transferred. Once transferred, grid lines are erased and the image can be filled in with a medium of choice (such as pencil, charcoal, paint, wax crayon, or pencil crayon).

This can also be used for Art Subs or put in Sub Tubs for Elementary Teachers, or as a take-home art resource during emergency situations like the Coronavirus (COVID-19) closures, or if you can't print it off, they can be created on whatever paper a student has available to them and they can view the directions digitally.

Ms Artastic YouTube Channel

I have been creating a video each week for kids to create art with. I already have a lot of drawing tutorials on my Channel, but since the crisis has started, I have changed to offering FULL Art Lesson for FREE that will focus on the Elements of Art and Principles of Design to allow curricular content to be taught by an art teacher in your student's homes.

Please support my channel by subscribing my channel to help me get to 100,000 subscribers by the end of 2020! I would greatly appreciate you subscribing as it will help me continue to create these video's for y'all!

Art Resources that can be used as "Take Home" Distance Learning Materials:

I love you all Artastic Nation. Please email me at msartastic (at) gmail.com if you have any specifics of what you'd like to see. Know that I'm still making more Distance Learning Art Resources and so it is a good idea to check back each week as I add more resources to this post.

Kathleen, Ms Artastic.

Read My Latest Blog Posts

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Distance Learning Art Resources for your Students - Ms Artastic

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Check out Distance Learning Art Resources and Activities for kids that I have created for you to use for instructing your students. From Distance Learning Art projects that can be used with any mediums or materials to my Full FREE Art Lessons on my YouTube Channel that I've created for you, my goal is to alleviate the stress of planning and creating for you and to provide your students with quality art ideas and at-home lessons.

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Chrome extensions for struggling students

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Chrome extensions for struggling students

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Chrome Extensions for Struggling Students and Special Needs

Technology can be a powerful tool to assist students when learning, as it provides accessibility and accommodations to support everyone. In particular the Chrome web browser allows users to install a wide variety of web extensions that provide tools that can help all learners.

In this blog post we will take a look at dozens of Chrome web extensions and apps and other tools and features that can assist students in seven main categories:

🗣️ Text to Speech

☑️ Behavior, Focus, and Organization

Some of the tools fit into more than one topic, but each is only listed once. Certainly this list does not cover all of the useful web extensions and tools available for learners, but it is a great place to begin.

In addition to the list of extensions and tools, I have also linked in the video from a webinar I did on " Google Tools to Support All Learners" along with my ever-growing resource document and slideshow from the session.

▶️ Training Video (54 minutes)

🗣️ Text to Speech Tools

Read&Write for Google Chrome
Chrome web extension link
The "Swiss Army Knife" of extensions with tools including word prediction, dictionary, picture dictionary, text to speech, screenshot reader, speech maker, screen mask, translator, highlighters, voice note, and more. Works on webpages, PDFs, Google Docs, and Google Slides.
Note: There is a paid version with all the tools and a free version with a subset of the tools. Educators can get the paid version for a year at no cost by filling out the form at: https://www.texthelp.com/products/free-for-teachers/

The Immersive Reader extension can read aloud any text you have selected, as well as providing additional reading supports. These include Text Preferences to change the text size, increase or decrease spacing, change fonts, and colors, Grammar Options to break words into syllables, as well as color code and label the parts of speech, and Reading Preferences to turn on or off the picture dictionary option, and to select the language for translation.

Read Aloud
Chrome web extension link
This text-to-speech extension will read either the entire page or just the text that you have selected. In addition to the normal options to adjust the speed, pitch, and volume of the voice, the best feature is the wide collection of high-quality voices to choose from.

Announcify
Chrome web extension link
This is another text to speech tool that not only reads a webpage, but also removes distracting elements from the site. The only drawback is the inability to select specific text to read, as the entire page is read aloud.

ChromeOS Select-to-Speak

If you have a Chromebook, there is a built in tool for text-to-speak called " Select-to-speak". Nothing needs to be installed. It just needs to be turned on.

First click in the bottom right corner of your Chromebook screen to open the system menu.

Here click on the "Accessibility" icon.

Note: If you do not see the "Accessibility" icon you can click on the gear to go into the advanced settings to turn it on.

Now from the "Accessibility" menu click on the "Select-to-speak" option.

This will put a little speaker icon down in the bottom right corner.

Anytime you need to have something read aloud, just click the icon and drag your mouse to select the text you want to hear.

Using the toolbar you can also pause, change speeds, and jump forwards and backwards through the text.

Docs Voice Typing is not an extension that needs to be installed, but instead is actually built right into Google Docs and Google Slides. With voice typing you can simply speak and anything you say will automatically be typed for you.

When we are in a Google Doc we click the "Tools" menu and then choose "Voice Typing" from the drop down menu.

This will open up a floating microphone.

To start dictating to the document, we simply click the microphone icon.

Now anything you say will automatically be typed into the document.

In addition to words, you are also able to say punctuation. For a full list of all the commands you can speak, click the question mark icon below the microphone, and this will open up a help menu with all of the details.

When done, we just click the microphone again to stop the speech to text.

VoiceIn Voice Typing
Chrome web extension link
This speech-to-text extension allows the user to dictate text for any text box or text entry portion of a web page. You can either click the extension or right-click and choose "Start recording" to use it. Be sure to click the extension again to turn off the speech-to-text function when done.

Chromebook Dictation Tool

First click in the bottom right corner of your Chromebook screen to open the system menu.

Here click on the "Accessibility" icon.

Note: If you do not see the "Accessibility" icon you can click on the gear to go into the advanced settings to turn it on.

Now from the "Accessibility" menu click on the "Dictation" option to enable speech to text.

This will put a little microphone icon down in the bottom right corner.

Anytime you need to do speech to text just click on the "Dictation" icon and start speaking.

Anything you say will automatically be typed into the computer wherever you are.

This works in websites, documents, forms, and more.

If you are using a Chromebook there is actually a speech to text tool built right in. Nothing needs to be installed. It just needs to be turned on.

Present your slideshow as normal.

Click the "3-dots" button on the navigation bar.

Choose "Captions preference" and then toggle on the captions.

As you speak your words will be live captioned and will display on the screen.

Using the same menu you can adjust the size and position of the captions.

Live captions are available in several Google products including Slides and Meet. In Google Slides you can display live captions as follows:

👓 Readability Tools

Lexend fonts are intended to reduce visual stress and so improve reading performance. Initially they were designed with dyslexia and struggling readers in mind, but Bonnie Shaver-Troup, creator of the Lexend project, soon found out that these fonts are also great for everyone else.

Mercury Reader
Chrome web extension link
Make any website easier to read by removing ads, comments, and all other distractions, so just the core content remains. Users can also adjust the font size and color scheme of the new text.

Chrome web extension link
Override all fonts on a webpage with the OpenDyslexic font, making the text more easily readable.

Dyslexia Friendly
Chrome web extension link
This extension replaces the fonts on a web page with either OpenDyslexic or Comic Sans, and provides a horizontal shaded bar to help the user stay on the correct line when reading. The only drawback is there is no easy way to toggle it on and off, so you will want to use an extension management tool to let you turn it off when not in use.

WaspLine Reader
Chrome web extension link
This tool creates a more readable version of a web page by applying color gradients that make it easier for the eyes to chain together the ending of a line with the beginning of the next.

Color Overlay is a filter which puts a tint on your browser viewport to make text more readable. This could be used by people suffering by visual distortions reading the content on the normal background (Scotopic Sensitivity Syndrome). The colored overlay can improve reading abilities of such users by reducing or eliminate perceptual processing errors.

ATbar
Chrome web extension link
Similar to the Color Overlay extension, this toolbar can generate color overlays for webpages, but also has features for a dictionary, text to speech, word prediction, and more.

MagicScroll Web Reader
Chrome web extension link
Turn web pages into a flippable e-book with easy clickable or keyboard control, as well as control over font size and page color as well.

Chrome web extension link
This screen overlay tool darkens out the page except for a horizontal band you can move up and down as you read, helping the student focus.

High Contrast
Chrome web extension link
This tool can make webpages easier to read by changing the colors to increase contrast, invert the colors, or switch to gray-scale.

Color Enhancer
Chrome web extension link
For people who are partially color-blind, this tool can help adjust and improve webpage colors.

Additional ChromeOS Features

📗 Reading Comprehension Tools

Google Dictionary
Chrome web extension link
Don't get stuck on an unknown word. Double-click on any word to get a pop-up definition, as well as spoken pronunciation for many words.

SMMRY
Chrome bookmark link
While not technically an extension, this tool functions very much like one and is launched from your Chrome bookmarks bar. Summarize any online article with a simple click of the SMMRY bookmark link. This will generate a simplified version with fewer sentences (7 by default) and just the most important information. Settings can be adjusted for longer or shorter summaries, as well as emphasis on certain desired words..

The QuillBot Chrome extension will summarize text as a new paragraph or by key sentences, in multiple levels of length. Sign in with your Google account for free to be able to summarize texts up to 5,000 characters at a time.

Auto Highlight
Chrome web extension link
This extension takes a different approach to summarizing. Instead of removing the non-essential portions of the text, it highlights what is most important. This allows the reader to still look at the rest of the article if needed. Three levels of highlighting can be chosen.

Behaviour, Focus, and Organization Tools

Simple Blocker
Chrome web extension link
This tool helps students to stay focused on their work by blocking distracting websites. The user can choose the sites to block, how long to block them, and optional password protection.

uBlock Origin
Chrome web extension link
A simple but powerful ad-blocking extension to help remove distracting ads from websites, making pages less cluttered and easier to read.

Move It
Chrome web extension link
For students who need a break, this extension can be set to periodically have them stop working and do something physical for a moment.

Google Keep
Chrome web extension link
Keep allows users to save and retrieve any information they come across including text, links, pictures, speech, handwriting, doodles, and more. The tool works as an extension, web site, Android app, and iOS app, and integrates into Google Docs, Slides, and Drawings.

Ambient audio sites and tools can let students create their own custom mix of background sounds to help them concentrate and drown out potentially distracting noises.

Pear Deck lets you add interactive elements to your slides including multiple choice, text entry, numeric entry, drawing, and draggable activities.

You can insert pre-made template slides provided in the Add-on.

Or you can add interactive elements to slides you have already created.

When you present the slideshow through the Pear Deck Add-on, students join the presentation and can interact with it.

You can show students responses by clicking the "Show Responses" button in the bottom right corner of the screen. Responses can be shown individually or aggregated together to look for patterns.

Pear Deck Webinar (1 hour) - Blog post

Pear Deck Add-on for Slides

This extension can make it easier for students to locate their mouse cursor by allowing them to customize the size and look of the mouse cursor.

Click-free Browsing
Chrome web extension link
For users who have a difficulty clicking a mouse, this extension adds on-screen navigation buttons the user can simply hover over to use.

Vimium
Chrome web extension link
Provides keyboard shortcuts for navigation and control for someone with difficulty using a mouse.

CrxMouse
Chrome web extension link
Use mouse gestures to navigate including forward, backward, scrolling, refreshing, switching tabs, and more. The user can even program their own custom mouse gestures to open programs and perform other tasks.

Caret Browsing
Chrome web extension link
This extension gives you a movable cursor in any web page, allowing you to move through the text with your arrows keys and select text with the keyboard.

Additional ChromeOS Features

Tools to support learners are constantly being created and improved, so be sure to check back often as I continue to update my resource documents " Google Tools to Support all Learners". And be sure to let me know of any tools you would recommend for the list. I look forward to learning from you!

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Chrome Extensions for Struggling Students and Special Needs

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Technology can be a powerful tool to assist students when learning, as it provides accessibility and accommodations to support everyone. In...

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includes lesson ideas, materials, essential elements, etc.

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Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 MJ 6 MJ 7 Pre-Algebra MJ 8 Algebra 1 Algebra 1a Algebra 1b Geometry Algebra 2 Mathematics for Data and Financial Literacy Mathematics for Liberal Arts

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The Art Educator Toolkit contains strategies, approaches, lessons, units, and tools that are curated by representatives from every NAEA division and our membership at large to support you in successfully navigating the shifting landscape of teaching and learning (including in-person, hybrid, and distance-learning).

Teaching Tips

Sample Educational Frameworks

Letters Advocating for Visual Arts Education

Distance Learning Resources

Fill out my online form.

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The Art Educator Toolkit contains strategies, approaches, lessons, units, and tools that are curated by representatives from every NAEA division and our membership at large to support you in successfully navigating the shifting landscape of teaching and learning (including in-person, hybrid, and distance-learning).

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Inclusion of Students with Significant Disabilities in an Online World

Many of us wondered if the Covid-19 shut down would be temporary, but schools not only stopped in-person instruction this year, it is likely that at least some part of next year will be through distance learning. Many students with significant cognitive disabilities who may have previously accessed inclusive environments are now experiencing isolation. The focus of this article is to plan online group instruction that is inclusive and engaging for all students.

Given what we know about the positive outcomes for students with significant cognitive disabilities and inclusive education (see 10 Reasons Why), we must ask ourselves, "where does inclusion exist in a social distancing world?" Opportunities for students with significant cognitive disabilities to interact with peers through inclusive education is even more important now as one way to keep them in touch with their former reality. This connection may give them some sense of normalcy in these trying times and help with transitions between school and distance learning.

Evolving Solutions for Inclusion

Now that teachers have had some time to adjust, it's time to revisit collaborative work. And, it is time to move beyond whole group online instruction and try other evidence-based practices, such as small group instruction and peer collaboration to engage students with significant cognitive disabilities with their grade-level peers with and without disabilities. Let's consider how learning platforms can help us with:

Collaborating with general and special educators

Creating flexible groupings for instruction using student strengths to create active participation

Using online modifications and accessibility tools

We have developed the table below to provide ideas for how to use different technology platforms to more actively engage all students, including those with significant disabilities. Sometimes keeping it simple is the best option when choosing a tool to effectively support engagement for all children. At the end of this post, there are resources and examples to demonstrate how to access, use, and add supports to some of these platforms.

Don't let this list overwhelm you. The most important thing is to start somewhere. Try one to two strategies aimed at engaging all learners and increasing access. Remember to keep what works and adapt what didn't for future use.

Synchronous small group work with peers

High-tech Options

Video conferencing with breakout rooms or small group work (e.g., Zoom, Google Hangouts, Webex, Facetime calls , Facebook groups, Google Classroom)

Empower student voice and collaboration (e.g., Flip grid, SeeSaw, Slack, Padlet)

Low-tech Options

Conference calls, group texts, email conversations, or sending postcards

Asynchronous partner work & contributing to class projects or presentations

High-tech Options

Facetime or Marco Polo, video conferencing rooms, Google Slides or Google Docs, shared Dropbox or One Note folder, recorded powerpoint, Slideshare, Prezi, Padlet

Low-tech Options

Phone calls, texts, emails, snail mail

Decide whether students should collaborate in real-time (e.g., Google Docs) or if only one person may work on it at a time (e.g., Dropbox).

Use snail mail if your students have a lot of time to complete an assignment and if there are home challenges related to technology.

Step by step directions for accessing information.

Use computer and search engine accessibility tools (e.g., Google accessibility features ).

Summary

Within the context of distance learning, we have opportunities for building inclusive practices for students with significant cognitive disabilities. We should not move backward for students who were already included and if we deliberately use online platforms inclusively we could expand on that when school is in-person. Now teachers have time for planning, flexible scheduling, etc. As general and special educators, related service personnel, and paraprofessionals, we are hopeful that we will look back and see that we took advantage of this opportunity to develop and build upon inclusive practices that support all students, including those with significant cognitive disabilities.

Resources and Examples

Below are some links to resources and examples that have already been developed. You may use them as is, or you may want to adapt them to meet your individual students' needs. Resources that cost money are indicated with a dollar sign ($) after the name.

Step by Step Directions for Accessing Platforms
Step by step instructions for accessing Facetime Step by step instructions for accessing Marco Polo
How to Use a Tool

How to Add Individualized Supports

TalkBack and VoiceOver do similar things. Talkback is for a PC or Android operating system. VoiceOver is for a Mac. Both enlarge text on the screen, will read and describe what is happening on the screen. They also allow for searching a web page and may allow for braille display and color changes to support people with visual needs.

Disclaimer: The information in this Brief is not an endorsement of any identified products. Products identified in this Brief are shared solely as examples to help communicate information about ways to reach the desired goals for students.

Distance Learning Series: DL #12, June, 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Reyes, E. & Taub, D. (2020). Promoting engagement for students with significant cognitive disabilities on group learning platforms (DL #12). TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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Building Engagement with Distance Learning | DL #12: Promoting Engagement for Students with Significant Cognitive Disabilities on Group Learning Platforms

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Many of us wondered if the Covid-19 shut down would be temporary, but schools not only stopped in-person instruction this year, it is likely that at least some part of next year will be through distance learning. Many students with significant cognitive disabilities who may have previously accessed inclusive environments are now experiencing isolation.

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Visual Schedule Template am pm 10 blocks

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 Modifications for ELA--Various resources

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 Modifications for ELA--Various resources

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includes lesson ideas, adapted materials, essential questions, etc.

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Mission: To provide resources that facilitate the teaching and learning of access points.

Vision: All students living independent and fulfilling lives.

BEESS Discretionary Project

The Access Project is funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services (BEESS) through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

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Mission: To provide resources that facilitate the teaching and learning of access points. Vision: All students living independent and fulfilling lives. BEESS Discretionary Project The Access Project is funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services (BEESS) through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

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Tips to Consider When Including a Student with ASD in Art, Music, or Physical Education

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While teaching and learning is not usually a simple matter when autism is part of the equation, there are some basics that can alleviate some of the initial challenges for everyone.

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During this course Educators will learn about developing grade aligned literacy lessons for story-based lessons to improve students’ comprehension outcomes. In the last 2 weeks of Phase 1, the teachers can begin the Phase 2 training. Educator teams can work through each module together or individual…

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Embedding Instruction during Hybrid Learning

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Embedding Instruction during Hybrid Learning

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Author

Jessica Bowman, Ph.D.

Many school districts have begun to transition students with disabilities back into in-person classrooms to support them in receiving specially designed instruction and in making progress towards their individualized goals. Because of scheduling and logistical difficulties, this can mean that students with significant cognitive disabilities may no longer be able to access their general education classroom, even virtually.

Educators may be wondering how to engage in inclusive service delivery, while also providing students with significant cognitive disabilities intensive instruction in areas where they may have regressed or that need remediation. For example, Mary, a student with a significant cognitive disability, is in a virtual general education classroom that is currently working on a unit on data analysis. If Mary is not yet reliably identifying numbers, how can educators meet her needs and ensure that she has access to core instruction? She will be soon returning to in-person learning only with other students with significant special education needs.

One strategy discussed earlier in the Distance Learning Series is called embedded instruction. Embedded instruction is an evidence-based practice for teaching students with significant cognitive disabilities in inclusive classrooms (Jimenez & Kamei, 2015). It is a strategy that provides instruction in identified goal areas during naturally occurring opportunities within the activities and routines of the general education classroom (Jameson et al., 2020). Embedded instruction involves four steps:

1. Identify a specific goal.

2. Identify times during the natural routines and general education instructional activities to conduct trials.

3. Provide targeted support (prompting) that is faded as the student becomes more independent.

4. Collect, chart, and use data (Jameson et al., 2020).

The following drop downs give examples of embedded instruction in both elementary and middle school hybrid settings. In these settings during this stage of districts gradually returning to in-person instruction, students with significant cognitive disabilities may be receiving in-person instruction in special education classrooms yet supported by staff to engage in their general education class virtually. The elementary tab gives an example of embedded instruction when the goal is closely related to the lesson currently being taught (teaching counting within a unit on place value). The middle school drop-down gives an example of embedded instruction when the goal is not closely related to the lesson being taught (decoding consonant-vowel-consonant words in a book club peer group). Take a look at these examples to see how embedded instruction could play out in your hybrid setting.

Elementary Example

In this case, a special education teacher could support a student in person to access the student's virtual general education class for math where the student is working on place value. Imagine that Mary, the 2nd grade student with a significant cognitive disability, is sitting in a classroom with her paraprofessional. She has a laptop logged into the synchronous class math lesson. Mary is participating in the general education lesson virtually and the paraprofessional is providing support. Mary is not yet counting with one-to-one correspondence, and her special education teacher knows that some work on this skill can be embedded into daily instruction (Step 1). For example, the 2nd grade class is writing numbers into a place value chart and counting up by ones, tens, and hundreds. Mary can participate while also counting out the numbers of ones, tens, and hundreds using base ten blocks which she has available on her desk (Step 2). The general education teacher follows a consistent routine in his class of having a bell ringer math problem, the mini-lesson, independent work, and sharing time (Table 1). Because this is a skill that can be taught using the activities and materials that are already a part of the general education class, Mary can receive embedded instruction throughout the math lesson as counting is necessary within the activities.

Task

Embedded Instruction Works Well

Table 1: A list of the consistent instructional routines that the second grade, general education teacher follows during his math lessons.

While the class is working on place value, the special educator has planned for Mary to receive some targeted support on counting the base ten blocks with one-to-one correspondence (Step 3) while data are collected (Step 4). As Mary becomes more independent, the targeted support will be faded.

Targeted Support Example

Middle School Example

In this scenario Malik, a 6th grade student with a significant cognitive disability, is in a classroom with the students with IEPs who returned for in-person instruction. Malik is participating in the general education lesson virtually and the paraprofessional is providing him support. Malik is not yet reading independently. His special education teacher knows that some work on this skill can be embedded into daily instruction. This week, Malik's class is working in book clubs and writing book reports on each group's respective book. Malik will also be working on decoding consonant-vowel-consonant (CVC) and consonant-vowel-consonant-consonant (CVCC) words (Step 1). The special education teacher knows the general educator generally has a consistent routine. This routine includes starting with journal writing or silent reading, a mini-lesson, break-out groups, students sharing their work in large group, and closing the class (Table 2). The special education teacher identifies when instruction could be embedded for Malik (Step 2):

Task

Embedded Instruction Works Well

Table 2: A list of the consistent instructional routines and transitions that the sixth grade, general education teacher follows during her literacy lessons

The special educator determines times when embedded instruction should not be provided (during instruction, group work, and group sharing time) and times when it can be provided (after journal writing, during transitions, and clean up). The decision about when to provide the embedded instruction is based on balancing individual student goals and creating the most exposure and engagement with the grade level content. Next, the special education teacher works with the paraprofessional to provide some directions about prompting and fading and letting the paraprofessional know how to collect data (Steps 3 and 4).

Malik's class is writing in their electronic journals. The students have 10 minutes to respond to a writing prompt. While the class is independently writing, Malik is sitting in his in-person school classroom next to the paraprofessional. He has a laptop logged into the synchronous class lesson. Malik is participating in the virtual writing activity with his peers, but has finished his journal entry early. The paraprofessional, John, is seated next to Malik and provides targeted support for sounding out CVC words

Targeted Support Example

Embedded instruction is a powerful strategy that allows students with significant cognitive disabilities to receive instruction in skill gap areas (both academic and adaptive) while remaining in the inclusive general education environment. The student continues to be involved in general education curriculum, activities and routines. While the examples provided here are an example of hybrid instruction (students with significant cognitive disabilities receiving supports in-person while their general education class is virtual), embedded instruction can happen once school is back in-person for all students, or even when parents are working with their children at home.

Distance Learning Series: DL #25, October 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Bowman, J. (2020). Embedded Instruction During Hybrid Learning. TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are the Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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Building Engagement with Distance Learning | DL #25: Embedding Instruction During Hybrid Learning

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Many teachers are balancing how to ensure access to the general education classroom for students with significant cognitive disabilities with pressure to ensure their students are also making progress on individualized goals. This DL article explores how embedded instruction can serve as a solution.

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Additional Resources for Parents in Supporting Independence

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Additional Resources for Parents in Supporting Independence