What is Mindset Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Why brains and talent don’t bring success How they can stand in the way of it Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them How teaching a simple idea about the brain raises grades and productivity What all great CEOs, parents, teachers, athletes know Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
Creating accessible materials How to make documents, presentations and online materials accessible. Introduction to alternative formats The University has a legal and moral responsibility under the Equality Act 2010 to provide any of its documents, leaflets, electronic resources etc in an alternative format if requested by a disabled user. Examples of alternative formats are providing a document in large print, Braille, printed on coloured paper, a paper copy of an electronic resource or vice versa or an electronic resource in an alternative way eg: Word document instead of a PDF.The following information explains how to offer this service and what it involves, points to keep in mind are: Word documents A few simple steps to help make your Word documents more accessible. PDFs It is possible to create PDFs that are accessible to most users. Audio CDs Requests for documentation on audio CD are rare, but they can be time consuming. Emails Advice and tips on how to make your emails accessible. PowerPoint presentations
Using Playlists to Differentiate Instruction Listen to my interview with Tracy Enos or read the transcript here. Podcast: Play in new window | Download (Duration: 44:52 — 62.0MB) Subscribe: iTunes | Android | In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. Tracy Enos “A playlist is basically like a road map,” Enos explains. The term playlist, by the way, was coined by one of Enos’ colleagues, math teacher Jason Appel. Argument Writing Playlist
Creating accessible PowerPoint presentations This article offers guidance on ways to create Microsoft PowerPoint presentations to make them more accessible to users with disabilities. Because many files are often viewed electronically, governments and industries around the world are implementing policies requiring electronic and information technology to be accessible to people with disabilities. For example, the amended Section 508 of the United States Rehabilitation Act of 1973 requires Federal agencies to make all of their electronic and information technology accessible. Tip: If you have Microsoft Office 2010 or later, you can use a tool for PowerPoint, Word, and Excel called the Accessibility Checker to check your PowerPoint presentations for any issues that might make it challenging for a user with a disability. To learn more, see Accessibility Checker. In this article Add alternative text to images and objects Provide column headings in tables Give every slide a unique title Use ordinary words in hyperlink text Learn more
Center for Instructional Supports and Accessible Materials The Center for Instructional Supports and Accessible Materials' (CISAM) role is to assist school personnel in locating large print and braille textbooks, audio and digital textbooks, instructional aids and tools and specialized equipment for students with visual impairments and print disabilities in Ohio. The Ohio Department of Education, Office for Exceptional Children funds the Center for Instructional Supports and Accessible Materials to meet the federal requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and the National Instructional Materials Accessibility Standards (NIMAS). CISAM brochure — outlines the program and who is eligible for these services. IDEA 2004 addressed the timely delivery of print textbooks in specialized formats including braille, large print, audio and digital text to school-age students who have visual impairments or print disabilities. Information on NIMAS and IDEA Additional information on CISAM and NIMAS
ORC - 3329.01 Adoption and purchase of textbooks or electronic textbooks - filing of price statement. Any publisher of textbooks or electronic textbooks in the United States desiring to offer such textbooks or electronic textbooks for use by pupils in the public schools of Ohio, before such textbooks or electronic textbooks may be adopted and purchased by any school board, must, on or before the first day of January of each year, file in the office of the superintendent of public instruction, a statement that the list wholesale price to school districts in Ohio will be no more than the lowest list wholesale price available to school districts in any other state. No publisher of a textbook shall file a statement under this section unless the publisher complies with all of the following: (A) At the same time as filing the statement, the publisher also files:
AEM: AEM State Contacts and SEA Information Alabama | Alaska | American Samoa | Arizona | Arkansas | Bureau of Indian Education | California | Colorado | Commonwealth of the Northern Mariana Islands | Connecticut | Delaware | District of Columbia | Federal States of Micronesia | Florida | Georgia | Guam | Hawaii | Idaho | Illinois | Indiana | Iowa | Kansas | Kentucky | Louisiana | Maine | Marshall Islands, Republic of | Maryland | Massachusetts | Michigan | Minnesota | Mississippi | Missouri | Montana | Nebraska | Nevada | New Hampshire | New Jersey | New Mexico | New York | North Carolina | North Dakota | Ohio | Oklahoma | Oregon | Palau | Pennsylvania | Puerto Rico | Rhode Island | South Carolina | South Dakota | Tennessee | Texas | Utah | Vermont | Virginia | Washington | West Virginia | Wisconsin | Wyoming Alabama Teresa Lacy, Director Alabama Instructional Resource Center for the Blind 705 South Street E Talladega, AL 35160 tel: (256) 761-3237 lacy.teresa@aibd.state.al. Alaska American Samoa Arizona Arkansas
2020's Learning Landscape: A Retrospective on Dyslexia Presidential Address, 71st IDA Annual Conference; Beijing, 2020 by David Rose and Ge Vue The following article, written by David Rose and Ge Vue in 2010, imagines the future by “pre-creating” the Presidential Address at the IDA Annual Conference in 2020. This article was first published in the International Dyslexia Association, Perspectives on Language and Literacy, Winter 2010. ) that highlight the added learning supports. will provide a brief explanation of how that feature supports teaching or learning. This article is also available in PDF and as a NIMAS fileset. Downloadable NIMAS fileset and PDF: Providing access to information is the first step to effective teaching. It is with great pleasure that I address you today. At this celebratory moment, it seems timely to reflect on our history and on how we got here. But what would be most striking would be how low the general level of literacy was. Even more striking than the low level of literacy would be the narrowness of its scope.