Assistive technology teachers working at schools in the Fairfax County, VA school district, one of the largest in the United States, are finding that the use of audiobooks is improving access to grade-level content while also developing the love of reading that motivates many students to continue improving.
In this edWebinar, join two of FCPS’ assistive technology team leaders for a panel presentation with time for questions and answers.
“What are you [teachers] doing right now so that your students have unhindered access to grade-level curriculum each day?” is a question often asked by Dana Blackaby, Dyslexia Specialist at The Academy at Nola Dunn in Texas. During a recent edWeb.net edWebinar, Blackaby and two student-led tech crew members from The Academy at Nola Dunn, 5th-grade student, Gavin, and 4th-grade student, Marley, explained that students with disabilities cannot access grade-level curricula 100% by themselves if they are not yet reading at grade level. Eighty-five percent of what we learn we learn is by listening and students can listen and comprehend two grade levels above their reading levels.
When we “flip” the learning, and have students present to educators in our edWebinars, it’s a great example of how much we can learn from our students. In a recent edWebinar, Turn Struggling Readers Into Leaders Using Assistive Technology, Gavin and Marley, two middle school students, along with dyslexia specialist Dana Blackaby, presented on their use of assistive technology that helps struggling readers. We wanted to know how they felt about playing the role of teacher to a crowd of over 800 attendees.
Engaging students with ADHD and attention challenges—rather than just managing their behavior—should be the goal for every teacher. Teachers worry, though, that they will have to create a separate curriculum or otherwise alter how they teach. Not so, said Ezra Werb, M.Ed., Educational Therapist and author, in his edWebinar “Engagement Strategies for Students with Attention Challenges: Lower Anxiety and Raise Confidence.” Instead, he offers strategies to lessen learners’ anxieties and raise their confidence so they can meet the same goals as their peers.
While some English learners and students of color may be striving to attain minimal academic competency, others are likely to be high-ability or gifted/talented students who are not receiving appropriate support for their needs, and therefore are less engaged and have lower levels of participation in programs suitable for them.
edWeb.net’s Media Partnership Pickup edWebinars are frequently published as editorial content by our media partners eSchool News and EdScoop. Through these partnerships, articles on our edWebinars have helped to expand awareness of edWeb’s work, as well as our sponsors’ and partners’. October 2019 EdScoop (October 30, 2019), Common Sense names 20 of the best edtech tools for the classroom From the edWebinar, 50 Top Edtech Tools for the Classroom Hosted… read more →
There are many questions that new teachers ask before walking into their classroom on the first day of school. In a recent edWebinar, Dr. Monte Tatom, Director of Institutional and Church Research at Heritage Christian University, Taylor Warren, a first grade teacher, and Ashley McCrory, a kindergarten teacher, provided new teachers with tips for the ten most common questions.
Congress passed ESSA in 2015, but one area still challenging schools is the tiers for evidence-based interventions and materials. In a recent edWebinar, “Professional Learning in Action: Evidence-Based Practices for Student Success,” leaders from the Ohio Department of Education explained how a statewide initiative is helping administrators and teachers not only understand the tiers but also provide assistance in selecting the best materials for their students.
In this edWebinar, Broward’s Dr. Daryl Diamond will discuss how the district’s innovative model for professional development, combined with a cohesive approach to edtech that’s aligned with instructional objectives, led to success.