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Accessibility- Symbaloo Gallery About this webmix : In order to have an equal and high quality lifestyle, people with disabilities can use apps and programs aimed at leveling the life playing field. Accessibility apps and websites are especially important to education. Get rid of this ad forever with Symbaloo PRO Ten Steps Toward Universal Design of Online Courses: Home Page | E-Learning and Online Teaching Today Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. These ten key elements will greatly enhance the accessibility and usability of your course for students with and without disabilities. Source: Great advice: Step 1: Develop content first, then design.Step 2: Provide simple, consistent navigation.Step 3: Include an accommodation statement. Step 4: Choose CMS tools carefully. Like this: Like Loading...

Refocus: Core Values These core values lay a foundation for guiding the work of disability resource professionals in designing services, policies and programs. They keep us focused on the ultimate goal of creating campuses that value disability and embody equity of opportunity. Human variation is natural and vital in the development of dynamic communities. “Diversity enriches the educational experience. It promotes personal growth--and a healthy society. It strengthens communities and the workplace. It enhances America's economic competitiveness. back to top Disability is a social/political category that includes people with a variety of conditions who are bound together by common experiences. “We have come out not with brown woolen lap robes over our withered legs or dark glasses over our pale eyes but in shorts and sandals, in overalls and business suits, dressed for play and work straight forward, unmasked, and unapologetic.' Simi Linton. 1998. “Suddenly what I had always known, deep down, was confirmed.

UDL Examples and Resources Disclaimer: The examples and resources highlighted on these pages have been gathered for educational purposes. CAST does not necessarily endorse the products listed, nor does their inclusion here mean that these products are complete expressions of the UDL principles and guidelines. They may illustrate certain principles and not others. Below, you will find teacher-friendly examples and resources that illustrate each of the UDL checkpoints. These lists are meant to be a sampling of the different examples and resources that are available. We're on Diigo! Want to search our examples and resources? Never used Diigo before? Principle I. Principle II. Principle III.

Universal Design for Learning (UDL) by Darliss Bardwell on Prezi Multiple Intelligences: Gardner's Theory This is a mirror of ERIC/AE Digest Series EDO-TM-96-01, September 1996 Amy C. Brualdi ERIC/AE Arguing that "reason, intelligence, logic, knowledge are not synomous. This digest discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices. Seven Intelligences Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. Linguistic Intelligence-- involves having a mastery of language. Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. Basis for Intelligence Using Multiple Intelligences in the Classroom

WCAG Overview | Web Accessibility Initiative (WAI) | W3C Introduction Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a single shared standard for web content accessibility that meets the needs of individuals, organizations, and governments internationally. The WCAG documents explain how to make web content more accessible to people with disabilities. Web "content" generally refers to the information in a web page or web application, including: natural information such as text, images, and sounds code or markup that defines structure, presentation, etc. Who WCAG is for WCAG is primarily intended for: Web content developers (page authors, site designers, etc.) Related resources are intended to meet the needs of many different people, including policy makers, managers, researchers, and others. WCAG is a technical standard, not an introduction to accessibility. What is in WCAG 2.0 Technical document format Who develops WCAG

Salsa: styled & accessible learning service agreements Universal Design for Instruction A New Paradigm for Adult Instruction in Postsecondary Education Sally S. Scott Joan M. Mcguire Stan F. Abstract Postsecondary education has experienced rapid change in its student population. udl4all / CONTENTS [Scroll down for Table of Contents to information about resources.] Supporting Learning Diversity with Free Digital Resources Joe's Non-Netbook Digital Technology, especially Digital Text, changes EVERYTHING!!! [Click this link for more--on a resource wiki with a different format] What is Universal Design for Learning (UDL)? (Basic Introductory Overview in Multiple Formats) UDL as Framework for Differentiated Learning (Presentations by Kathy Howery -- May 2012) Free Tools To Support Reading and Writing Digital Storytelling & Multimedia Presentation Digital Storytelling & Multimedia Presentation -- Online Options Animoto thinglink PhotoPeach VoiceThreadStorybird Little Bird Tales HelloSlide Mixbook Glogster Toondoo Voki Youtube Digital Storytelling & Multimedia Presentation 'Offline' with Photo Story 3 Digital Storytelling Articles and Tutorials by Silvia Tolisano PhotoStory 3, Windows Movie Maker, Google Maps, VoiceThread, Mixbook Resources for Multimedia Presentation New Page Schedule a nigh

Learning Disabilities in Adult Education Research and Evaluation | Noteworthy Practices | Additional Links The U.S. Department of Education's Office of Special Education and Rehabilitative Services Rehabilitative Services Administration defines learning disabilities as: A disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or non-verbal means.This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence, and emotional maturity. Research and Evaluation Putting Reading First: The Research Building Blocks for Teaching Children to Read. Noteworthy Practices Bridges to Practice Manual is designed to help state programs implement reforms addressing the needs of adults with learning disabilities. Additional Links