UDL - TATN
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The document discusses Universal Design for Learning (UDL), which is based on brain research showing there are three networks of recognition, strategic, and affective learning. UDL aims to provide multiple methods for engagement, presentation, and expression to reach all learners. It promotes student independence, joyful learning, and being tolerant of mistakes. The document encourages educators to challenge assumptions, innovate beyond traditional approaches, and use technology tools to empower students.
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This document discusses assistive technology and high incidence disabilities. It notes that around 5-8% of students have math disabilities, and that the technology to support math learning is less developed than for reading and writing. Some common difficulties students face include problems with math calculations, identifying signs and meanings, fact recall, and word problems. Low-tech options to support math learning are discussed such as number lines, calculators, and graph paper. Various assistive technology tools are also presented including digitized textbooks, math casts, screencasts, and software like IntelliTools Classroom Suite 4. The importance of metacognition, executive function, strategies, memory, organization and notetaking are discussed. Overall the document provides an overview
Executive function Arlington Public Schools
This document discusses tools and strategies to support students with executive function challenges. It begins by defining executive functions as involving activating, orchestrating, monitoring, evaluating and adapting different strategies to accomplish tasks. The document then asks what strategies teachers currently use with students who have executive function difficulties and lists guiding principles such as universal design for learning and teaching strategies. It proposes reducing cognitive overload and promoting student independence through flexible and easy to use tools. The remainder of the document provides examples of digital tools that can serve as alternatives to traditional paper-based organizers, checklists, writing aids, reading supports and study skills tools. It concludes by encouraging the reader to become an "architect for change".
Spnd 456 second weekend simmons 2012 math ef assessment
This document discusses assistive technology and high incidence disabilities, particularly as they relate to math. It notes that 5-8% of students have math disabilities which can stem from issues with mechanics, computation, concepts, facts, orientation, or number confusion. Technology to help remediate math disabilities is less developed than for reading/writing. Students may also have comorbid reading disabilities or ADHD. The document outlines low-tech and digital tools to help with math calculations, word problems, memory, organization, notetaking and studying. It stresses the importance of teaching strategies like planning, association and repetition to support learning.
Spnd 456 autism second weekend
The document discusses research on using technology with students on the autism spectrum. It suggests that technology can engage students, as computers are predictable. Research shows increased attention, in-seat behavior, and generalization when using technology. Video modeling and virtual environments also show promise by allowing students to practice skills in realistic settings. The document concludes that technology holds great potential when used to supplement instruction in real-world environments through sufficient exposure to examples depicting community contexts.
AT/UDL: what every Newton educator needs to know
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.
At what every neuropsychologist needs to know
This document discusses assistive technology and its importance for struggling learners. It defines assistive technology as any item or piece of equipment that helps improve the functional abilities of a student with disabilities. The document notes that every student on an IEP must be considered for assistive technology. It provides examples of assistive technology devices and services and emphasizes the importance of a team approach to assessment, implementation, and use of assistive technology.
Executive function atia 11
The document discusses tools and strategies to support students with executive function challenges. It defines executive function as involving activating, orchestrating, monitoring, evaluating, and adapting different strategies to accomplish tasks. Some strategies and tools mentioned include teaching strategies, reducing cognitive overload, using a paperless toolbelt approach, and alternatives to assignment notebooks and checklists like using digital tools like Vocaroo, Audacity, and VoiceThread. The document encourages becoming an architect for change and implementing guiding principles like promoting independence and flexibility.
Spnd 456 second weekend simmons december 2010
This document discusses assistive technology for students with high incidence disabilities, particularly in math. It outlines some common difficulties students may experience in math calculations, word problems, and understanding math language/symbols. Low-tech and high-tech assistive tools are presented for remediating math disabilities, including number stamps, calculators, digitized textbooks, and software like IntelliTools and Kidspiration. The document also discusses metacognition, executive functions, memory, organization, notetaking, study skills, and technology for students on the autism spectrum.
Spnd 456 first weekend writingreading tec
The document discusses assistive technology and learning disabilities. It provides an overview of assistive technology considerations for IEP teams, how students learn, and where breakdowns can occur. It also discusses principles for assistive technology, challenges with written expression, and tools that can help with writing, reading, and accommodating learning disabilities including speech recognition software, writing strategies software, and reading software.
Infinitec
This document discusses assistive technology tools that can help struggling writers. It notes that 70% of students in grades 4-12 are low achieving writers and over 7,000 students drop out daily, typically in the lowest 25% of their class. It recommends using no-cost and low-cost assistive technology tools like word prediction, speech-to-text, and graphic organizers to support the writing skills of struggling students and help address this problem. Specific tools mentioned include Inspiration, Titan Pad, and text-to-speech.
Executive function
The document discusses tools and strategies to support students with executive function challenges. It recommends teaching strategies that are mistake tolerant, reduce cognitive overload, and promote independence through flexible and easy-to-use tools. Some specific tools mentioned include Vocaroo, Audacity and VoiceThread for alternatives to assignment notebooks, and project-based learning checklists for teachers as alternatives to traditional checklists. The goal is to provide a "toolbelt" approach and reduce learned helplessness.
Equip and Empower Every Student for Success
The document discusses strategies for helping students reach a state of "flow" in their learning by equipping and empowering them. It advocates using a variety of tools and strategies tailored to individual student needs to make learning joyful and give students control over their education. The document also emphasizes the importance of lifelong learning and having a sound rationale for educational choices in order to innovate beyond traditional approaches.
Educators Toolbox
1. The document provides tips and strategies for teachers to help students become more independent learners through innovative instructional methods and the use of assistive technologies.
2. It emphasizes adopting a flexible approach that considers each student's needs and learning style, and using digital tools to make content more accessible.
3. Teachers are encouraged to think creatively about how to engage students and help them overcome challenges through compensation rather than just remediation.
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Spnd 456 second weekend simmons 2012 math ef assessment
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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The complex relationship between human activities and the environment has been the focus
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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
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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UDL - TATN
- 1. Passion Karen Janowski [email_address]
- 3. Share BIG Ideas
- 6. The definition of insanity…..
- 7. doing the same things over and over and expecting different results. - Albert Einstein
- 8. Why?
- 13. It’s a different world for our students http://earth.google.com/images/index-earth_lg.jpg
- 14. UDL
- 15. What do we know about UDL?
- 16. Based upon Brain Research
- 18. Strategic
- 19. Affective
- 21. Multiple Methods of …
- 22. Engagement
- 23. Presentation
- 24. Expression
- 25. Proactive Embedded Reaches all Learners
- 26. Multiple Methods: Engagement Presentation Expression
- 29. It’s all about Transforming Education through UDL
- 31. Student First
- 32. Independence!
- 34. Joyful Learning
- 35. One Size does not fit all
- 36. Toolbelt Theory
- 37. TTWWADI Doesn’t cut it anymore http://shahuchhtrapatishikshan.com/smbmsm/classrooms.jpg
- 38. Model life-long learning http://isc.blog.fairport.org/files/2009/07/teachers-300x227.jpg
- 39. Mistake Tolerant Vs. Mistake Intolerant
- 40. Sound educational rationale For EVERY thing we do
- 41. Role of Remediation ? Role of Compensation ?
- 42. Innovate Not TTWWADI http://www.biojobblog.com/uploads/image /innovation%282%29.jpg
- 43. Sound educational rationale For EVERY thing we do
- 44. Challenge Assumptions http://www.biojobblog.com/uploads/image /innovation%282%29.jpg
- 45. Rewrite the Data
- 46. Become an Architect for Change
- 47. Stuck?
- 48. Paralyzed? Learned helplessness? For teachers AND students
- 49. ? ? ? ? ? ? ? ? ? ?
- 51. UDL Tech Toolkit UDLTechToolkit.wikispaces.com
- 53. There’s a tool for that
- 55. There’s a tool for that
- 57. There’s a tool for that
- 60. There’s a tool for that
- 62. Where is the disability?
- 64. There’s a tool for that
- 67. There’s a tool for that
- 69. There’s a tool for that
- 71. There’s a tool for that
- 75. There’s a tool for that
- 77. There’s a tool for that
- 79. There’s a tool for that
- 80. IDEAS
- 84. Become an Architect for Change
- 85. ? ? ? ? ? ? ? ? ? ?