Implementing quality, accessible learning: A pilot program in developing accessible online learning resources

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

Guidelines for Creating Web Content Accessible to All

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.

Graphic Organizers and the Implications for Universal Design for Learning

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.

Focus on Effectiveness - Improving Student Achievement

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

Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance

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

Differentiated Instruction and Implications for UDL Implementation

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.

Analyzing the Results of Large Scale Assessments to Ensure Universal Design

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

Evaluation of Score Results from Computerized and Paper & Pencil MathematicsTesting in a Large Scale State Assessment

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.

Student Advocacy Handbook for High School Juniors and Seniors Transitioning to College

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

Next S.T.E.P. (Student Transition & Educational Planning)

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

Social Security Guide to Employment Support for Individuals with Disabilities (redbook)

Information related to disability insurance and supplemental security income programs.

The Labor Market for Public School Teachers: A Descriptive Analysis of NY's Teacher Workforce

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)

Addressing Teacher Quality and Supply Through Compensation Policy

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

PDF: Survey on Culturally Responsive Teaching

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

Guidelines for Designing Curricular & Instructional Modifications to Address IEP Objectives in General Education

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.

A Process for Restructuring Service Delivery Models for Inclusion in New York State

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.

2005 - A report on nine initiatives

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.

2003-2004 Report on 5 Initiatives

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

1999-2000 Annual Report on the TFQIS

Annual report on the Task Force on Quality Inclusive Schools

1998-1999 Annual Report on the TFQIS

Annual report for the Task Force on Quality Inclusive Schools

2002-2003 Report on Initiatives 3a, 5, 7, and 8

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

1996-1997 Annual Report on the TFQIS

Annual report on the Task Force on Quality Inclusive Schools

1995-1996 Annual Report on the TFQIS

Annual report for the Task Force on Quality Inclusive Schools

1997-1998 Annual Report on the Task Force for Quality Inclusive Schools TFQIS

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

2003 Summary on Three Initiatives (1-3)

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

Teaching Students with Invisible Disabilities

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)

Model Syllabus Disability Statement

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

Minigrant Initiatives Final Report on Inclusive Teacher Preparation Programs

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)

Synopsis: Standards for Licensing General & Special Education Teachers of Students with Disabilities

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)

Drawing Distinctions Between Coherent and Fragmented Efforts at Building Inclusive Schools

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

Syndicate content