How NUI Maynooth Supports Learners with Disabilities
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NUI Maynooth provides several supports for learners with disabilities including examination accommodations, learning support, assistive technology, additional tuition, and transportation assistance. The role of the Disability Office is to help learners access the curriculum through practical strategies and extended deadlines. Legislation like the Universities Act 1997, Employment Equality Act 1998/04, and Disability Act 2005 outline the university's responsibilities to accommodate students with disabilities and prevent discrimination.
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The Earth is shaped like an Orange because it bulges at the Equator and is flat at the polar regions.
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Geodesy – the science that studies and measures the exact size and dimensions of the Earth.
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Chapter 3: the composition and structure of the earth
The document summarizes key aspects of Earth's structure and composition. It describes Earth's distinct atmospheric layers and how pressure decreases with altitude. It also outlines Earth's internal layering, including the crust, mantle, and core. The crust is divided into continental and oceanic types based on differences in density and thickness. The mantle conveys heat via convection currents. The liquid outer core generates Earth's magnetic field through the geodynamo process.
Cloud formation - How clouds form and different types of clouds
A PPT over the formation of clouds through evaporation and condenstation along with information in the 3 main types of clouds: High, Middle, Low.
Clouds lesson powerpoint
This document discusses different types of clouds and how they form. It begins by describing high clouds like cirrus and contrails, then mid-level clouds such as cumulus and cumulonimbus. It explains that cumulonimbus clouds form on hot days and can produce hail. Lower level clouds like stratus and altocumulus are also mentioned. The document concludes by explaining the water cycle and how clouds transport water from one place to another through evaporation and condensation.
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Igneous rocks
This document discusses different types of igneous rocks. It begins by explaining that igneous rocks form from lava or magma and can be extrusive or intrusive. Extrusive rocks form from lava at the surface, while intrusive rocks form from magma underground. Intrusive rocks can take various forms depending on factors like the viscosity of the magma and the structure of the surrounding rock layers. Common intrusive rock forms include dykes, sills, laccoliths, lopoliths, and batholiths. Extrusive rocks include lava flows. The document provides detailed descriptions of these different igneous rock types and their characteristic features.
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Cloud Types Presentation
There are three main types of clouds - stratus, cirrus, and cumulus - which form in different ways and can be used to predict weather. Stratus clouds form in layers when warm air rises over cooler air, and can produce rain or snow. Cumulus clouds have flat bottoms and puffy tops, and usually indicate fair weather but sometimes rain. Cumulonimbus clouds are large thunderheads that bring thunderstorms and occasionally hail. Cirrus clouds form high in the sky and usually mean good weather is coming, though they may also signal an upcoming change.
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Chapter 3: the composition and structure of the earth
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Cloud formation - How clouds form and different types of clouds
Cloud formation - How clouds form and different types of clouds
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The document discusses key laws and concepts related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Response to Intervention, Universal Design for Learning, standards-based education, and inclusion. It emphasizes providing students with disabilities the most inclusive environment possible and using evidence-based practices to meet their unique needs.
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This document discusses strategies for enhancing the educational experience of all students in an inclusive classroom setting. It begins by providing context about the school's transition to including more special needs students. It then discusses the Individualized Education Program (IEP) and how assistive technologies, as required by the Individuals with Disabilities Education Act (IDEA), can help implement universal design for learning principles. Examples of low-tech, mid-tech, and high-tech tools are provided. The presentation concludes by sharing resources for teachers, including training programs, apps, associations, and lesson plans.
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Special education aims to provide all students access to the general education curriculum through inclusion and differentiation. It involves many interconnecting elements, including federal laws, standards-based instruction, evidence-based practices, universal design for learning, and multitiered systems of support. The goal is to educate students with disabilities in general classrooms to the greatest extent possible while meeting their individual needs through individualized education programs and accommodations.
Anne Deilke
Special education aims to provide all students access to the general education curriculum through inclusion and differentiation. It involves many interconnecting elements, including federal laws, standards-based instruction, evidence-based practices, universal design for learning, and multitiered systems of support. The goal is to educate students with disabilities in general classrooms to the greatest extent possible while meeting their individual needs through individualized education programs and accommodations.
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This document discusses open schooling and the implications of technology-enabled open schooling. It begins with introducing participants and defining open schooling. Open schooling is described as providing flexible learning opportunities utilizing various means of content delivery, including information and communication technologies (ICTs) to mitigate physical separation between teachers and learners. Key differences between open and conventional schooling are outlined. The document then discusses considerations for open schooling systems and models, including legal structures and modes of delivery. It proposes a vision for open schooling in Guyana and outlines COL's open and innovative schooling model. Finally, it discusses taking a systems approach to open schooling, identifying key subsystems including materials, learner support, and administration.
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This document provides an overview of key concepts in special education including:
1) Standard-based education which ties curriculum to state standards and performance levels.
2) Student accountability under NCLB which requires standardized testing for all students including those with IEPs.
3) Inclusion which aims for all students to feel a sense of belonging regardless of academic or social levels.
4) Response to Intervention (RTI) which uses tiered interventions from differentiated instruction to intensive support.
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Ed 413 ch. 1 powerpoint
This document provides an overview of key concepts in special education including:
1) Standard-based education which ties curriculum to state standards and performance levels.
2) Student accountability under NCLB which requires standardized testing for all students including those with IEPs.
3) Inclusion which aims for all students to feel a sense of belonging regardless of ability levels.
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5) Universal Design for Learning (UDL) which develops flexible curricula and materials to meet diverse needs.
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The document discusses resources and instructional practices for working with students with special needs. It defines key terms like Individualized Education Plans (IEPs), Section 504 plans, inclusion, least restrictive environment, universal design for learning, and assistive technology. It provides examples of accommodations and instructional practices for different types of disabilities including ADHD, communication/language disabilities, learning disabilities, hearing impairment, mobility disabilities, and visual impairment. Examples include extended time, use of assistive technology, note takers, captioning, and accessible facilities. The document lists references for additional resources on the topic.
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The document summarizes research conducted by the NKI Internet College, a leading provider of online distance education in Norway. NKI has 40 years of experience in distance education research and has explored topics like dropout rates, effects of different teaching techniques, and personalizing instruction at scale. The document outlines NKI's four generations of online learning systems and innovations. It also discusses adapting learning materials to individual students' needs, though current materials are not individually customized. The AM-Learning project's focus on automatic individualization of learning messages based on language ability aligns with NKI's research goals.
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The document outlines strategies for teaching learners with special needs, including ensuring inclusion in general education classrooms through appropriate supports, complying with laws like IDEA that require accommodations and Individualized Education Programs, and using approaches like differentiated instruction, universal design for learning, and evidence-based practices to meet the needs of diverse learners. Adaptations in areas such as the level of difficulty, time allowed, size of assignments, and ways students can participate and demonstrate understanding are also discussed.
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The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
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The document discusses the history and current state of distance education at the University of Iceland. It outlines initiatives taken from 1997 onward to develop distance education programs. However, several barriers have prevented large-scale implementation, including a lack of institutional consensus on the role and value of distance education, insufficient financial resources, and resistance from some teachers. Moving forward, the document argues that distance education needs to be implemented as a university-wide policy through coordination between different parts of the university system and leadership support.
Gudrun Geirs Rognvaldur Olafs
The document discusses the history and current state of distance education at the University of Iceland. It outlines initial efforts starting in 1997, supported by the rector and ministry of education. While some courses were offered, there was no coherent strategy. Barriers to further expansion included a lack of consensus on the role and value of distance education, insufficient resources and technical skills, and a culture prioritizing research over teaching. For distance education to grow, it needs to become a university-wide policy through coordination between leadership, departments, technical support and other stakeholders.
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1. The document discusses student support services provided by NKI Online Distance Education, one of Europe's largest providers of online education.
2. NKI provides a variety of student support services throughout a student's learning journey, from the prospective phase through graduation. These include personal tutoring, quick assignment feedback, and accessibility services.
3. Research studies discussed found that students place high importance on and are generally satisfied with NKI's support services, especially introduction to learning techniques and quick response times from tutors. Supporting disadvantaged learners, such as those in vocational rehabilitation, can help improve their success rates.
Anne deilke
Special education involves many interconnecting elements like a puzzle that must fit together, including students, teachers, laws, and programs. It takes time and teamwork to assemble all the pieces to fully address students' needs. The main idea is that with patience and problem solving, all the elements of special education can be integrated to form the overall system.
Modern Trends and Developments in Education .pptx
Modern trends in education include computer-based instruction, home-study programs, distance education, competency-based curriculums, and ladderized programs. Computer-based instruction uses computers to deliver educational content, allowing for flexible self-paced learning. Home-study programs provide alternative learning for students through parent-led or online instruction. Distance education also utilizes online learning to reach students unable to attend traditional schools. Competency-based curriculums focus on demonstrating mastery of skills over accumulation of knowledge. Ladderized programs provide pathways between vocational and college programs through credit transfer.
unit 9_828.pptx
This document discusses different types of education including distance education, formal education, non-formal education, informal education, and continuing education.
Distance education refers to education that does not require students to be physically present, often involving online learning. Formal education takes place in schools and involves basic academic knowledge. Non-formal education occurs outside of schools and does not have a fixed curriculum or certification. Informal education is learned from daily life experiences. Continuing education aims to facilitate learning throughout one's entire life.
The document also discusses learning styles, components of an effective learning environment, and the role of technology in higher education. It emphasizes that higher education institutions should promote lifelong learning competencies to support continuing education.
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The document provides an overview of distance learning and alternative delivery modes (ADM) in education. It defines distance learning as instruction that occurs when students and teachers are separated by distance or time, and discusses synchronous and asynchronous approaches. Advantages include increased access to education, while disadvantages include costs, technical difficulties, and content suitability. ADMs aim to address issues preventing children from attending school and include modalities like E-IMPACT, MISOSA, and open high school programs that utilize independent and blended learning. Common distance learning technologies are also outlined.
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