Showing results 291-300 of 358 for cast

2:00PM – 3:00PM ET on Tuesday, September 22, 2020

Learn about the many accessibility features built into Chromebooks and how they can be used to support instructional practice.

Tuesday, October 27 – Wednesday, October 28, 2020

Join your colleagues from around the Great Lakes region (and beyond!) to explore how Universal Design for Learning can help you create a welcoming, responsive, student-centered classroom that cultivates expert learners.

12:00PM – 1:00PM ET on Friday, October 16, 2020

Join CAST author Andratesha Fritzgerald with host Allison Posey as they discuss Fritzgerald's new book, Antiracism and Universal Design for Learning: Building Expressways to Success.

3:00PM – 4:00PM ET on Thursday, November 12, 2020

Join Nicole Tucker-Smith and Kasia Derbiszewska to explore ways of designing effective professional development and removing barriers to adult learning in high-stress times.

AEM Center, 2019

AMPs produce instructional materials in specialized formats such as braille, large print, audio, or digital text. This guide provides basic information about three AMPs that use NIMAS source files to convert materials into student-ready specialized formats.

Vue, Hall, et al., 2015

This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development among middle school students? And second, do data from focus groups provide information helpful to the use of digital technology for enhancing writing instruction, production, and engagement?

C.P. Proctor, et al., 2014

The study examined self-reported levels of motivation in predicting reading comprehension among 76 linguistically diverse middle school-aged students with disabilities in an urban Northeastern school district in the United States. ...

D. Rose, et al., 2014

In this article, the authors explore a changing educational and technological landscape that will radically change for the better how learners with "print disabilities"—people with dyslexia, for example—will learn in the near future. ...

N. Strangman, et al., 2003

Graphic organizers are introduced and defined as graphic or visual displays that depict the relationships between facts, terms, and/or ideas within a learning task. Various examples of graphic organizers are covered, including applications …

C. Hitchcock, et al., 2002

The 1997 IDEA amendments stipulate that students with disabilities are entitled to access, participation, and progress within the general education curriculum. This language offers greater potential educational opportunities for students …