AT/UDL: what every Newton educator needs to know
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This document discusses assistive technology (AT) and Universal Design for Learning (UDL). It notes that every student on an individualized education program (IEP) must be considered for AT under IDEA. AT refers to devices and services that help students with disabilities increase, maintain, or improve their functional abilities. UDL is based on brain research and involves providing multiple means of engagement, presentation, and expression to reach all learners. The document provides examples of low-tech AT solutions and emphasizes using AT and instructional approaches that remove obstacles to success.
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This document discusses assistive technology (AT) and its legal implications in public schools. It defines AT as any item or equipment that helps improve the functional abilities of students with disabilities. AT services include evaluating student needs, acquiring devices, training students and professionals on device use. The Individualized Education Program (IEP) team is responsible for determining if AT is necessary to provide students a free and appropriate public education (FAPE). Schools must provide AT at no cost to parents if deemed necessary by the IEP team. The Technology Act of 1988 provided funds for states to develop AT training and services to increase IEP team awareness of available devices and services.
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- The PL 100-146 aims to provide opportunities and assistance for individuals with developmental disabilities to achieve independence through available assistive technology services.
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1. The document discusses assistive technology and how it can help students with disabilities. It defines assistive technology and outlines a continuum from no-tech to high-tech options.
2. Laws like IDEA require schools to consider assistive technology needs for students. The SETT framework provides a way to evaluate students' needs, environments, tasks, and appropriate tools.
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This document defines assistive technology (AT) and discusses its use for students with disabilities. It states that AT includes any device or service that helps a student meet their individualized education program goals and participate in general education. Both devices and services are needed for students to use AT successfully. All educators should be informed about AT as it must be considered for any student with an individualized education program. The document provides examples of different types of AT devices and services.
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Students with disabilities are entitled to special education services to meet their needs, including individualized education plans and assistive technology. Assistive technology can range from low-tech to high-tech devices to help students with disabilities participate in class activities. Teachers should collect student information, evaluate barriers to participation, measure the impact of assistive technology solutions, and analyze what works best to develop individualized plans.
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According to federal law, assistive technology refers to devices or equipment that increase the functional capabilities of individuals with disabilities. There are two categories of assistive technology: devices and services. Devices include any item that improves abilities, while services help with selecting, acquiring, or using devices. Assistive technology encompasses a wide range tools that help people with impairments engage in activities independently. Examples of technologies for different disabilities include hearing aids, screen magnifiers, customized keyboards, and mobility devices. State and federal laws require schools to consider students' needs for assistive technologies.
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- The ADA requires childcare centers to accommodate and not discriminate against children with disabilities.
- The PL 100-146 aims to provide opportunities and assistance for individuals with developmental disabilities to achieve independence through available assistive technology services.
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Nous avons souhaité croiser les principaux enseignements de l’Observatoire Cetelem de la consommation avec des données relatives aux usages et attitudes à l’égard du végétal pour mieux comprendre comment s’adresser à cette catégorie de consommateurs plus disposée à jardiner ou à acheter des produits ou services de l’horticulture ornementale et qui est aussi susceptible d’influencer la consommation de leurs enfants ou petits-enfants.
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Cette synthèse présente les 8 tendances jardin 2016 par Garden Media agence américaine de marketing et relations publiques spécialisée dans le secteur du jardin et de la maison que l'on retrouve dans le "2016 Garden Trends Report". Afin de disposer d’une clé de lecture tenant compte des caractéristiques du marché Français, ces informations ont été croisées avec des données de référence sur les attitudes et attentes des Français à l’égard du végétal. Ces
statistiques sont issues de différentes études réalisées par
BVA, Harris Interactive, l’Institut CSA, TNS Sofres, Toluna,...
L’ensemble nous permet de disposer de pistes marketing
en décelant les besoins à venir et les innovations
nécessaires pour répondre aux attentes des
consommateurs.
Les sapins de Noël achetés par les Français en 2015
UN MARCHE DU SAPIN DE NOËL MARQUE PAR L’ACTUALITE DE FIN D’ANNEE ?
En 2015, on observe une baisse tendancielle du marché des sapins de Noël : le taux d’acheteurs (22 %) recule de 1,4 point par rapport à 2014 (23,4 %). Cette diminution est imputable aux sapins naturels dont le taux de ménages acheteurs passe de 19,8% à 18,3% en 2015 (-1,5 point). Cette baisse, qui n’est pas statistiquement significative, indique cependant une tendance à la baisse, ou au mieux, une stabilité du marché.
En volume, les Nordmanns et les Epicéas sont stables, mais en valeur le premier diminue (-1,6 point) et le second progresse (+2,6 points). Par contre, bien que le marché des sapins artificiels demeure anecdotique, il tend à progresser de façon constante depuis ces 3 dernières années, le taux d’acheteurs gagne 0,2 point (3,7% des ménages).
La grande distribution reste le principal lieu d’achat (un peu plus de 3 sapins sur 10) mais sa part de marché diminue sans que cela profite aux circuits spécialisés qui tendent à perdre des parts de marché. En parallèle, on assiste à une émergence plus prononcée des circuits moins traditionnels comme les écoles, les mairies ou les associations (6% des achats de sapins naturels).
Seulement 1 acheteur de sapin sur 10 achète en plus de celui-ci un végétal d’ornement pour les fêtes de fin d’année. Les plantes en pot sont privilégiées, notamment les Jacinthes et les Poinsettia et ces végétaux sont le plus souvent achetés pour être placés en intérieur, pour décorer la table du réveillon.
Source : Panel consommateurs TNS Sofres pour Val’hor et FranceAgriMer
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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AT/UDL: what every Newton educator needs to know
- 1. Assistive Technology/UDL : What Every Educator Needs to Know [email_address] Twitter name – KarenJan Blog – http://Teachingeverystudent.blogspot.com
- 3. Equip and Empower every student for success
- 5. Goals for today: Understand Assistive Technology and UDL and the difference between the two Understand AT Laws Determine when to implement AT Consider AT/UDL instructional alternatives
- 7. What do we already know?
- 8. Did you know ….
- 9. That every student on an IEP MUST be considered for Assistive Technology?
- 10. This was written into the Reauthorization of IDEA in ….
- 11. 1997
- 12. § 300.324 Development, review, and revision of IEP. (2) Consideration of special factors. The IEP Team must: (v) Consider whether the child needs assistive technology devices and services
- 13. what difference does this make? So,
- 14. 4 million students with high-incidence disabilities were now eligible to receive AT services and devices
- 15. What is AT ?
- 17. Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized,
- 19. Any SERVICE that directly assists a child with a disability in the selection , acquisition , or use of an assistive technology device
- 20. Sec. 300.6 Assistive technology service . e) Training or technical assistance for a child with a disability or, if appropriate, that child's family; and (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.
- 21. Devices and Services
- 22. So, what does this mean ?
- 23. AT consideration
- 25. Everything is working, no need for AT Everything is working, including the AT As a team, we want to consider new AT We need additional information; refer for an AT consultation or evaluation
- 26. AT assessment
- 27. SETT + TT Framework
- 28. Sec. 300.6 Assistive technology service . e) Training or technical assistance for a child with a disability or, if appropriate, that child's family ; and (f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.
- 29. IDEA 2004 New Provision – students with print disabilities must have access to accessible instructional materials.
- 30. (b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP Team determines that the child needs access to those devices in order to receive FAPE. FAQ:
- 33. UDL
- 34. Based upon Brain Research
- 36. Strategic
- 37. Affective
- 39. Multiple Methods of …
- 40. Engagement
- 41. Presentation
- 42. Expression
- 43. Proactive
- 44. Embedded
- 45. Reaches all learners
- 46. variability
- 47. choices
- 49. multiple methods
- 50. AT Implementation
- 51. Communication Vision Support Environmental Controls Mobility Learning/Curriculum Support Assistive Technology:
- 52. Removes the obstacles to success
- 53. Provides alternative ways to demonstrate learning
- 55. Makes learning possible!
- 57. Reflect
- 58. What are you currently doing?
- 59. Is it working ?
- 60. Identify where is the disability?
- 65. Examples
- 66. Low Tech ideas
- 71. Sound educational rationale For EVERY thing we do
- 72. This is not in addition to. This is in place of.
- 74. What are we currently doing?
- 75. Is it working?
- 76. Is it working ?