Supporting the Success of Students With Disabilities in the General Education Curriculum

The Individuals With Disabilities Education Act (2004) requires that students with disabilities have access to the general education curriculum.  To accomplish this, Individualized Education Program (IEP) teams identify student needs as well as supports and services to address those needs.  Once that is in place, students with disabilities must be provided specially designed instruction within the context of the general education curriculum as specified in the IEP.

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The Principles of Universal Design for Learning and Accessible Learning

The mandate to make curricula accessible to all learners has been embedded into recent educational legislation that defines and endorses the Universal Design for Learning (UDL) principles. The Every Student Succeeds Act (ESSA) and the 2016 National Education Technology Plan build on the work of The Center for Applied Special Technology (CAST). UDL was first defined in the Higher Education Opportunity Act of 2008 (HEOA) as follows:

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How Can the Use of Evidence-Based Practices (EBP) Help Your Students Learn? How Can You Learn More About EBP?

As educators maintain focus on quality instruction of curriculum that is aligned with the content and cognitive level specified in state standards, the likelihood of student learning and proficiency on state assessments increases. Proficiency on state assessments results from students showing their mastery of the aligned curriculum. Quality instruction that matches what students need to learn by leveraging their prior knowledge and learning preferences holds the most promise for meeting the challenges of a high-accountability educational system.

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Proactive Preparation: Secondary Mathematics Standards of Learning Tests

It’s that time of year again – time for targeted and effective instructional remediation to prepare students for Standards of Learning (SOL) assessments.  How do we decide the skill areas in which our math students need remediation?  Once those skills have been identified, how do we provide effective remediation that is more than just repetition of the classroom lessons to which they have already been exposed?

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Buried by Content: Strategies to Support Student Success in Science and Social Studies Courses

All teachers face the challenge of completing their curriculum within a limited time frame, but in content-heavy secondary classrooms, this task can be particularly daunting.  Working with students with disabilities requires specific strategies for covering a large amount of information and numerous skills.  In many Math and English classes, special education teachers co-teach with general educators.  This approach can be very effective; however, in science and social studies classrooms, school resources often limit the availability of special education teachers.

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Helping Students to Identify Unfamiliar Words

Thanks to brain research, we now understand more about the underlying processes used when students attempt to identify unknown words.  Brain imaging provides insights into these processes through identification of the particular regions involved, their functions, and interactions within the left hemisphere where language processing at the word level occurs.

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Dave Ferguson’s Story: Growing up in Poverty Made Me the Principal I Am Today

The podcast, David Ferguson’s Story: Growing up in Poverty Made me the Principal I Am Today, features an interview with David Ferguson, Principal of Rappahannock High School in Richmond County, Virginia.  Hear his powerful story of how growing up in poverty shapes his work as an educator. [Read more…]

MOVE 2016 Application

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Library Book Suggestions – April 2016

The following books are available to check out from the T/TAC William & Mary Library. [Read more…]