This document outlines Alyssa Maneri's digital profile and footprint, including the various online accounts and digital devices associated with her identity that leave a digital trail. It describes how these digital mediums and footprints can be used for direct, targeted, and earned advertising. It also lists the various mobile, traditional, social, and non-traditional digital advertising capabilities that exist, as well as other digital technologies like GPS that continue to expand opportunities for targeted advertising connections with consumers.
This document outlines Alyssa Maneri's digital profile and footprint, including the various online accounts and digital devices associated with her identity that leave a digital trail. It describes how these digital mediums and footprints can be used for direct, targeted, and earned advertising. It also lists the various mobile, traditional, social, and non-traditional digital advertising capabilities that exist, as well as other digital technologies like GPS that continue to expand opportunities for targeted advertising connections with consumers.
Tourette's syndrome is a neurological disorder characterized by involuntary movements and vocalizations that last over a year. The exact causes are unknown but may involve abnormal brain activity or chemical imbalances in the brain. Common signs and symptoms include eye blinking, head jerking, shoulder shrugging, facial grimacing, throat clearing, yelping, jumping, making random noises, and smelling. A diagnosis is made based on observation and evaluation as there are no formal tests, though scans and tests may rule out other conditions. While most cases do not require medication, treatment options include medication, counseling, and psychotherapy.
This document discusses various apps that can support students with learning differences. It begins by explaining the importance of universal design for learning (UDL) principles in removing barriers to participation. Several apps are then described that can help with math, literacy, organization, self-regulation, spelling, and creating worksheets. These apps allow flexibility, multi-sensory learning, and customized support for students. The document emphasizes finding tools that set high expectations and promote independence for all learners.
This document discusses multimodal texts and how they can support students with special needs. It defines multimodal texts as instructional resources that incorporate various modes of communication beyond just print, such as audio, photos, illustrations, and video. It notes how multimodal texts can broaden student learning by appealing to different strengths and engaging multiple senses. Several digital tools for creating multimodal texts are described, including VoiceThreads, Educreations, Comics, and iBooks Author. These tools allow students to incorporate different media like images, audio, and video into presentations and books. The document suggests multimodal texts support universal design for learning principles by providing multiple means of representation, expression, and engagement.
Tourette's syndrome is a neurological disorder characterized by involuntary movements and vocalizations that last over a year. The exact causes are unknown but may involve abnormal brain activity or chemical imbalances in the brain. Common signs and symptoms include eye blinking, head jerking, shoulder shrugging, facial grimacing, throat clearing, yelping, jumping, making random noises, and smelling. A diagnosis is made based on observation and evaluation as there are no formal tests, though scans and tests may rule out other conditions. While most cases do not require medication, treatment options include medication, counseling, and psychotherapy.
This document discusses various apps that can support students with learning differences. It begins by explaining the importance of universal design for learning (UDL) principles in removing barriers to participation. Several apps are then described that can help with math, literacy, organization, self-regulation, spelling, and creating worksheets. These apps allow flexibility, multi-sensory learning, and customized support for students. The document emphasizes finding tools that set high expectations and promote independence for all learners.
This document discusses multimodal texts and how they can support students with special needs. It defines multimodal texts as instructional resources that incorporate various modes of communication beyond just print, such as audio, photos, illustrations, and video. It notes how multimodal texts can broaden student learning by appealing to different strengths and engaging multiple senses. Several digital tools for creating multimodal texts are described, including VoiceThreads, Educreations, Comics, and iBooks Author. These tools allow students to incorporate different media like images, audio, and video into presentations and books. The document suggests multimodal texts support universal design for learning principles by providing multiple means of representation, expression, and engagement.