Family & Student Support

We found 442 resources (Showing 61-70 of 442)
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This investigation focused on the composition processes of five postsecondary students who used (or were learning to use) speech recognition technology (SR) for college writing. Findings indicate: 1) instructors' focus on grammar and mechanics at the expense of content and 2) differences related to experience with SR and writing seemed...

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To address social and physical barriers on campus environment, which prevent students with disabilities (SWD) to achieve positive outcomes in higher education, the University of Texas-El Paso Office of Disability Services initiated a participatory action research (PAR) using PhotoVoice method. SWD gathered images representing such barriers and developed narratives to...

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Issued by the Society of Health and Physical Educators (SHAPE), these Q&A addresses specific questions about inclusionary practices of students with disabilities in the Physical Education (PE) classroom. The guidelines will assist PE educators in providing adapted PE services.

Link: http://www.shapeamerica.org/events/upload/Answering-Frequently-Asked-Questions-About-Adapted-Physical-Education.pdf

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Parents of deaf children often need to learn sign language to improve bonding and communication. American Sign Language (ASL) classes, however, are not often accessible. To promote better access to ASL, educators designed a remote ASL instruction program throughout Texas. This article tells the story of "Family Signs" program and...

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This Q&A is a compilation of issues discussed in the webinar Successful Transition to College the Role of Technology (series) , with AT Specialists Bryan Ayres and Janet Peters. The discussion focused on: 1- AT planning for students with disabilities transitioning to employment or post-secondary environments, 2- providing...

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This Question and Answer (Q&A) resource explores several key issues in efforts to implement universally designed learning (UDL) environments for young children. It looks specifically at means of promoting early math literacy.

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Authors argue that identification of specific requirements and definition of what constitutes an adequate technology architecture requires 1) involvement of a wide variety of organizations and 2) consideration of the rapid pace of technology development.

Link: http://www.rand.org/content/dam/rand/pubs/research_reports/RR600/RR673z3/RAND_RR673z3.pdf

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This RAND Policy brief discusses main barriers for early childhood providers to fullfil their technology roles: 1- access to adequate technology, 2- uncertainty about standards for technology use in EC, 3- inadequate training and 4- insufficient time to get acquainted with new technology.

Link: http://www.rand.org/content/dam/rand/pubs/research_reports/RR600/RR673z4/RAND_RR673z4.pdf

Video
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Produced by the Inclusive Learning Network (INL) and presented at the ISTE 2016, this series of videos, Playground at ISTE 2016, address 4 main areas: Inclusion, Accessibility and Usability, Universal Design for Learning (UDL) and Advocacy.

Creating Accessible Content with WordPress and GoogleDocs, by...

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To learn how young children in the US "learn language and literacy skills in the Digital Age", the New America and the Joan Ganz Cooney Center at Sesame Workshop collected data from 37 programs for over a year. Results of the investigation are available in the report Integrating...

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