Free Webinar: Getting Started with Accessible Math
Tuesday, January 22, 2019 2:00 – 3:00 pm ET
Presenters: Luis Pérez & Lynn McCormack, AEM Center, Paul Brown, Texthelp, and Steve Clower, Desmos
MathML is a markup language used to display equations and other mathematical expressions on the web and in other formats such as ePub and NIMAS. MathML is important for accessibility because it allows equations to be stored as structured text rather than images. Unlike images, structured text can be enlarged with good resolution for low-vision users who need magnification. Blind learners can use screen readers that support MathML to navigate and review the parts of mathematical expressions in the correct order, which is important for understanding complex mathematical expressions. But writing MathML code is not for the faint of heart! In this webinar, we’ll show you some ways you can write and use MathML code with little to no coding. We will then also demonstrate a number of other math accessibility tools from Texthelp, Desmos and more!
Unable to attend the webinar? A recording will be available on the webinar’s Event Page approximately one week after the webinar.
The Wonderful World of Words: Help Struggling Readers Connect with the World of Words and Reading
Thursday, Jan. 17 at 2 p.m. Eastern Time
Presented by Terrie Noland, Vice President, Educator Initiatives, Learning Ally
Words flood our world each and every day. We use words to navigate, to communicate and to share knowledge. For struggling readers, words can be a thief: a thief that sneaks in and isolates students from classroom discourse and from the rich, deep knowledge that is contained in the pages of a book.
In this edWebinar, the following information will be shared to help restore the connection between words and struggling readers:
Why reading is so hard for struggling readers
The importance of word exposure and what it means for lifelong success
When to use words at a student’s decoding level and when to use words at their cognitive level
How to bring the right words to students that inspire continued learning
This session will benefit K-12 teachers, librarians, and school and district leaders. There will be time to get your questions answered at the end of the presentation.
FARMINGTON, ME —The University of Maine at Farmington (UMF)educator preparation program is proud to announce that it has received national accreditation from the Council for the Accreditation of Educator Preparation (CAEP). UMF is the first institution in the state of Maine to meet the new, rigorous national accreditation standards. UMF has also received full approval for state accreditation, including several commendations, from the Maine State Board of Education.
A longtime leader in Maine and one of the premier teacher education programs in New England, the UMF program has been noted for providing pre-service teachers with a unique educational experience that maximizes career preparation and post-graduation success.
The CAEP review recognized the UMF program for providing students with effective learning opportunities in and out of the classroom that help prepare them for a career in teaching. The UMF program passed the rigorous peer review on all five CAEP standards, which are based on the principles that its graduates are competent, caring educators and its faculty have the capacity to maintain and enhance the quality of the professional programs.
CAEP is the sole nationally recognized accrediting body for educator preparation. UMF’s accreditation runs from 2018 to 2025.
Notably, CAEP recognized UMF for its strong relationship with the community and how this mutual commitment enriches the student experience through activities, resources and support for educational improvement. In addition, the review applauded the UMF teacher preparation program for the quality of its candidates from recruitment through certification.
UMF’s teacher preparation program provides students with field experience, early and often, with student teaching, practicum and internships boasting an average of 329 students in formal placements in schools around the state annually.
These experiences prepare educators for the real classroom and create a statewide demand for UMF graduates while helping to support educational partnerships at more than 130 Maine schools annually, not including early childhood and infant centers.
According to UMF’s 2018 teacher education unit alumni survey, 84 percent of respondents indicate being employed as a teacher in the field and a majority being hired within one year of graduation. In addition, 98.9 percent of graduates responding to the survey said they were very satisfied or satisfied with the UMF program.
In its overall approval of the UMF program, the Maine State Board of Education also commended UMF for its commitment to staff its educator preparation program with full time faculty. It observed that UMF is unique in the fact that all field supervisors who mentor and oversee pre-service teachers in schools around the state are full time faculty that can model the best in professional practices.
The Maine review also commended UMF for its dedication to assistive technology within the Spenciner Curriculum Materials Center. The center, connected to the Maine Department of Education’s Maine CITE Program, houses an extensive collection of assistive technology devices such as adaptive gaming controllers and 3-D printers that are available to loan to students, educators and the general public.
These resources can help all children, including those with disabilities, succeed in the classroom. The report noted the facility is “a remarkable resource for the students, faculty, and the larger community encouraging inclusive practice with state of the art materials and equipment.”
More on University of Maine at Farmington
A nationally recognized public liberal arts college, UMF enjoys a 150-year tradition of providing a quality academic experience combined with the personal attention and close student / faculty collaboration that help prepare all students to be successful. Rooted in a tradition of teacher preparation, UMF offers top quality programs in the arts and sciences, teacher preparation, and business and pre-professional studies. UMF is located in the heart of Maine’s four-season outdoor recreational region and is a welcoming, close-knit academic community that prepares students for engaged citizenship, enriching professional careers and an enduring love of learning.l careers and an enduring love of learning.
In The Benefits of Ear-Reading by Dana Blackaby,a dyslexia specialist discusses the assistive technologies she uses to help students with dyslexia make gains in reading. In the article, Blackaby discusses her observations of several of her students with dyslexia using a technique she called “ear reading.” She describes this as, “a key strategy…having (the students) read along with audiobooks, which is beneficial in tying their emotional belief system directly to their academic performance.”
Blackaby goes on to note, “These students have made marked improvements in their reading skills and social behavior as a result of our structured literacy curriculum, my high expectations for their achievement, and their use of supplemental assistive technology resources. Through the structured literacy curriculum, I teach students to decode words in an explicit and systematic manner that focuses on phonology, sound-symbol association, syllable types, and syntax. In addition, this instruction is delivered in a multisensory way that is proven to build pathways to improve phonological memory.”
As a benefit she notes the following results:
After using these resources with fidelity, my students performed higher on state testing and demonstrated large strides in self-confidence. In our state assessments, 97 percent of my students who utilized audiobooks and text-to-speech software met the STAAR (State of Texas Assessments of Academic Readiness) reading standard.
The second Edutopia article Accommodating Students With Dyslexia,Jessica Hamman describes “five easy-to-implement accommodations can make class less stressful and more manageable for students with dyslexia.” The five accommodations include access to audio books, note-taking apps, as well as encouragement for students to utilize text-to-speech technologies.
DCMP’s mission is to promote and provide equal access to communication and learning through described and captioned educational media.
The ultimate goal of the DCMP is for accessible media to be an integral tool in the teaching and learning process for all stakeholders in the educational community, including students, educators and other school personnel, parents, service providers, businesses, and agencies.
The DCMP supports the U.S. Department of Education Strategic Plan for 2014-2018 by committing to the following goals:
Ensuring that students (early learners through Grade 12) who are blind, visually impaired, deaf, hard of hearing, or deaf-blind have the opportunity to achieve the standards of academic excellence.
Advocating for equal access to educational media as well as the establishment and maintenance of quality standards for captioning and description by service providers.
Providing a collection of free-loan described and captioned educational media.
Furnishing information and research about accessible media.
Acting as a gateway to Internet resources related to accessibility.
Adapting and developing new media and technologies that assist students in obtaining and using available information.
The Described and Captioned Media Program is funded by the U.S. Department of Education and administered by the National Association of the Deaf.
SETDA Releases Updated Online Toolkit Supporting the Selection of Quality Instructional Materials
From Print to Digital: Guide to Quality Instructional Materials
September 11, 2018 (Washington D.C.) Today, SETDA, the principal membership association representing the U.S. state and territorial digital learning leaders announced the release of updates for the online tool, From Print to Digital: Guide to Quality Instructional Materials. Developed in collaboration with state and district digital learning leaders, instructional materials directors and academic officers, this guide provides states, districts and schools with research, resources and exemplars to support selection of quality instructional materials for learning. The Guide to Quality Instructional Materials provides information to establish or enhance state level review processes and provides guidance to districts for both core-content and supplemental resources, including print and digital resources. In this toolkit, SETDA identifies and explains the key steps in this process — planning, considerations, selection, professional learning, effectiveness. In addition, comprehensive state snapshots provide an overview of the state instructional materials review process for multiple states.
“Expanding this useful tool provides additional resources for states, Local Education Agencies and schools regardless of state procurement policies so that every student has access to quality materials for learning,” stated Dr. Tracy Weeks, Executive Director, SETDA. “Collaborating with state leaders from a variety of agencies, the private sector and other organizations helps ensure quality materials are purchased and procured to best meet the needs of all students.”
Online Community: Complementing this resource is a new online community of practice to provide policy makers, school administrators, leaders and educator with a better understanding of policies and practices related to digital instructional materials. The community, Essential Elements for Digital Content, is free and open to the public. The community will engage in and encourage dialogue about the shift to digital including the vetting process, accessibility, professional learning, OER, procurement, implementation and infrastructure. Use this link to access the online community…
Founded in 2001, SETDA is the national non-profit association representing the interests of U.S. state and territorial educational technology leadership. SETDA’s mission is to build and increase the capacity of state and national leaders to improve education through technology policy and practice. For more information, please visit setda.org.
The National Center on Accessible Educational Materials (NC-AEM) hosted a terrific webinar on accessible presentations hosted by Luis Perez and Cynthia Curry. If you ever do PowerPoint or other stand-up presentations or webinars, this is a must see resource.
Accessibility of digital materials and technologies for all learners, including students with disabilities, has captured the attention of stakeholders on both sides of the education marketplace – from consumers to developers. To help all stakeholders take advantage of this moment, a new AEM Center publication on the procurement of accessible digital materials explains what accessibility means, why it’s important, who requires it, and how educational agencies can meet their responsibilities.
Accessible Educational Materials and Technologies in the IEP
Originally published in 2015, this 2018 update of Accessible Educational Materials and Technologies in the IEP discusses a number of locations in the IEP where it might be appropriate to refer to a student’s use of AEM. Did you know there’s no specific requirement in IDEA regarding where to include AEM in developing the IEP? This article provides guidance for states, districts, and IEP teams. Two of the authors presented a webinar on AEM in the IEP in early May.