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
Amazon CEO Jeff Bezos Had His Top Execs Read These Three Books 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. 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 Use simple table structure Learn more Top of Page Learn more
18 Easy Conversation Starters For Networking Events I think one of the hardest things about networking events is just getting a conversation going with someone – without being awkward about it. Related: 10 Tips For People Who Hate Networking Approaching someone new can be stressful, but it doesn’t have to be. So, what are some natural and easy ways to break the ice? Here are some tips and tricks: Go Fishing At The Food Table While waiting in line for the food, start chatting up the person next to you. So, instead of just standing there in silence, start a conversation. “Oh man, everything looks so good… I’m not sure what to get! Who knows, you might leave the buffet with a better plate of food AND a new contact! Find A Loner If you see someone standing alone in the corner, clutching his or her drink, and looking miserable, don’t be afraid to walk up and introduce yourself. Here are some ice breakers: “Man, these networking events can be so crazy. If someone is standing alone, he or she is probably feeling uncomfortable or unconfident.
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
Kolbs lärstilar Eng: Kolb's experiential learning theory [kɒlps ɪkˌspɪəriˈenʃl ˈlɜ:nɪŋ ˈθɪəri]. Teori om erfarenhetsbaserat lärande och lärstilar som på 1970- och 80-talen utformades av den amerikanske psykologen David Kolb (f 1939). Med erfarenhets- eller upplevelsebaserat lärande (eng: experiential learning) avses ett lärande som tar sin utgångspunkt i det konkret erfarna eller upplevda. Fyra faser, fyra lärstilar Lärande som sker i anslutning till konkret material och konkreta situationer kan, enligt Kolb, indelas i fyra olika faser som kräver var sin lärstil. Kolbs lärcikel Lärande börjar, enligt Kolb, var som helst men bäst med varvid man gör nya erfarenheter som kräver att man anpassar sin teori och sina nya begrepp till den verklighet som man nu kommer i kontakt med och som kan skilja sig från den där begreppen och teorin först uppstod. Fyra lärstilar, fyra kognitiva stilar Kolb fick i denna modell fram fyra inlärningsstilar eller kognitiva stilar, vilka kan kombineras hos en och samma individ. 1.
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 firstname.lastname@example.org. 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. One notable difference between the printed text version and this digital version is the UDL learning supports embedded throughout. To see descriptions of the UDL features and how they support learning, click on "Show UDL Information" located in the upper right hand corner of the page. ) 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.
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. I covered a lot of the basics in my Differentiation Starter Kit. Then last year we learned how math teacher Natalie McCutchen manages a self-paced classroom. 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 Book Club Playlist
UDL-CCSS Video Crosswalk The National Center on UDL library of UDL principles and practice videos illustrate how to apply the UDL guidelines to classroom lessons. They can also be used to demonstrate how to address specific Common Core State Standards (CCSS). View the following videos and read these overviews to learn which UDL principles, UDL guidelines, and CCSS are highlighted in each video. The Grade 1 Mathematics video specifically addresses these Mathematics CCSS: CCSS.Math.Content.1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.CCSS.Math.Content.1.NBT.B.2a: Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a "ten." Grade 1 Mathematics The Grade 5 Language Arts (ELA) video specifically addresses these ELA CCSS: CCSS.ELA-Literacy.Reading:Literature.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA.Literacy. Grade 5 Language Arts
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