An article addressing both the issues of good instructional design and content accessiblity.

Accessibility is for everyone. Although there are legal mandates requiring institutions of higher education to make educational materials accessible accessibility is fundamentally just good web page design.

Examines the research on educational applications of graphic organizers in grades K-12 and explores points of intersection with Universal Design for Learning (UDL), a curriculum design approach intended to lower the barriers that traditionally limit access to information and learning for many students.

Twelve core strategies link to 30 classroom examples that show how to apply key research, using technology to engage learners and improve achievement.

Examines the impact of transitioning 4th grade reading comprehension assessments to the computer.

CAST's publication on Differentiated Instruction and UDL provides the reader with a definition and description of essential features and attributes of this classroom practice.

Paper illustrates one method of determining whether items are functioning differentially for students with disabilities in comparison to their non-disabled counterparts.

Study reports results from a quasi-controlled empirical investigation addressing the impact on student test scores when using fixed form computer based testing (CBT) versus paper and pencil (P&P) testing as the delivery mode.

A collection of items for students to consider when looking to transition from high school to college.

A guidebook to support inclusive and collaborative student-directed transition planning in New York State

Information related to disability insurance and supplemental security income programs.

Many policies being implemented, are intended to raise the level of instruction by attracting and retaining high-quality teachers. In order to design effective policies we must understand... (see attachment)

This Article is designed to address the issue of salary compensation as it affects teacher quality, teacher supply, and teacher retention in New York State

This survey can be used to promote discussion and gather information on Culturally Responsive Environments in schools.

This manual presents a process and a set of planning worksheets for Student- Centered Planning Teams to use in designing individualized curricular and instructional modifications. The process outline in this manual consists of six steps outlining a series of actions and decisions that need to be made by the Student-Centered Planning Team.

This process for restructuring service delivery models for inclusion is based on a number of assumptions about educational restructuring efforts in general and inclusion in particular.

The 2005 version of the continuing series of reports issued by the New York Higher Education Support Center for Systems Change and its Task Force on Quality Inclusive Schooling, this summary report focuses on intiatives including faculty fellowships and leadership groups.

A report summarizing five initiatives form 2003-2004 Regional Task Force

Annual report on the Task Force on Quality Inclusive Schools

Annual report for the Task Force on Quality Inclusive Schools

Summary description of the results of 4 initiatives run by the NYHESC

Annual report on the Task Force on Quality Inclusive Schools

Annual report for the Task Force on Quality Inclusive Schools

Annual report filed by Gerald Mager for the Task Force on Quality Inclusive Schools

Report on #1 Seeds for Co-Teaching Grants, #2 Partnership Exploration Grants, and #3 Regional Task Force Summer Action Grants.

Invisible disabilities are the most common type of disability among college students. For example, students with learning disabilities, Attention Deficit Hyperactivity Disorder and/or psychiatric disabilities may request accommodations even though they do not appear to have a disability.
(5 pages - pdf)

An example disability statement that can be used/adapted for course syllabi at the post secondary level. (2 pages- PDF)

Asked institutions to indicate their overall plan for developing or modifying their teacher education programs to prepare all teachers for working successfully with students who have special needs. This document is a final report of the project.
(96 pages - PDF)

This document addresses what beginning general education teachers and special education teachers need to know and be able to do to teach students with disabilities. (70 pages - pdf)

This discussion highlights the importance of making clear distinctions between the implementation of comprehensive and coherent inclusive practices and the inevitable problems or dilemmas that result from partial or fragmentary implementation. Practices that are seen in successful inclusive settings are discussed, as well as ideas concerning implications for future research and practice.

Written by
Linda Davern, The Sage Colleges, Education Dept., TroyMara Sapon-Shevin, Syracuse University
Michaela D' Aquanni, Syracuse University
Mary Fisher, Syracuse University