TREATS - Technology Resources
for Education's
Assistive Technology
Solutions
Weekly Resources for the Assistive Technology Service Provider
Community
Volume 6, Issue #3 for Week of 1/17/05
Compiled by David Grapka (mailto:David@Trecenter.org)
Technology Resources for Education (T.R.E.) Center TRECenter.org
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Note: Some links are time-sensitive. Access to some
may require registration or free subscriptions.
QUOTE OF THE WEEK: “Good
leadership consists in showing average people how to do the work of superior
people.” John D. Rockefeller
UNIVERSAL DESIGN FOR LEARNING
WEBSITES OF THE WEEK:
- http://www.educationworld.com/a_issues/archives/NELB.shtml
You’ve joked about this
for almost two year now, well, here it is – the official “No Educator Left
Behind” website! It’s not only
about UDL, but all other teacher related topics as well. Enjoy!
- http://www.magicsearchwords.com/ A really cool shortcut site for searching the
internet. Anc
coming soon - Search
Word Pro - Build Your Own Search Power Tools!
- Sharp, D, Scott, S, & Wise, R.
(2004). Cerebral Cortex, Vol 14(1),
1-10. Researchers in London
have found that different perceptual conditions may involve different
regions of the prefrontal cortex. Working memory may be strengthened
or weakened based on the monitoring demands we put on it.
- Yoo, S Paralkar, G & Panych, L. (2004) Journal of Neuroscience.
Vol 24(6), 613-631. Researchers used fMRI scans to examine which neural circuits were
involved in processing visual information in working memory versus
auditory information versus both. No surprise to find that working
memory is not as efficient in processing dual modes (auditory and visual
together) as it is when handling just one. But, while most of the
neural regions involved for the individual tasks were also involved in the
dual processing task, there were actually NEW neural regions involved in
the dual task that were not seen in either of the individual tasks.
At least 4 regions were additionally involved when a person has to process
both visual and auditory information at the same time. These new
areas then could cause some of the cross modal working memory problems we
see in students. From: Kathie Nunley's
Educator's Newsletter: Mid-January 2005 Edition
ACCESS SOLUTIONS:
ADMINISTRATIVE SOLUTIONS:
BILINGUAL SOLUTIONS:
- http://clas.uiuc.edu Culturally and Linguistically Appropriate Services for
Early Childhood (CLAS) collects, reviews and catalogs materials and
practices developed for families and children representing culturally and
linguistically diverse populations.
- http://www.fln.vcu.edu/ld/ld.html
The Instant Access Treasure Chest –
the Foreign Language Teachers Guide to Learning Disabilities
-
COMMUNICATION SOLUTIONS:
CONSULTING SOLUTIONS:
- http://iris.peabody.vanderbilt.edu/onlinedictionary.html
Site of the new IRIS Online Dictionary. It offers a quick and easy way to
look up terms related to education and special education and their
definitions. You can search terms in a number of ways, including searches
by alphabet, keyword, or category. (from Kathleen McSorley)
DEPARTMENT SOLUTIONS:
- http://query.nytimes.com/mem/tnt.html?oref=login&tntget=2005/01/17/technology/17test.
html&tntemail1 Measuring Literacy in a World Gone Digital The Educational Testing Service has developed a new test
that it says can assess technology literacy. By TOM ZELLER Jr. (NYT) January 17, 2005
- http://www.vesid.nysed.gov/specialed/tbi/guidebook.htm "Traumatic Brain Injury: A Guidebook for
Educators" is now available to assist individuals with traumatic
brain injury.
- http://www.vesid.nysed.gov/specialed/idea/home.html A presentation was made to the Board of Regents on
January 10, 2005 regarding the Individuals with Disabilities Education
Improvement Act. It is available in PDF format for printing. Please share
as appropriate.
- http://www.nationaledtechplan.org/default.asp
Guess what? No surprise here – the
National Ed. Tech. Plan does NOT mention the words "disability",
"universal design", "assistive technology.” You can search for the word “ALL” and
get a few irrelevant hits. and just got a few
hits, none of which seemed pertinent.
Members of the QIAT listserve worked very
hard to provide balanced input about the needs of ALL students, as
requested by the feds, BEFORE the development of the plan, but now it is
time to respond to what was eventually written. Please try, once again, to make your
voice heard by visiting the call for action that is located on the WebAIM site at http://webaim.org/alert
If we do not keep trying our best to actively
advocate for the students we are most committed to, who will? (from Joy Zabala)
FUNDING SOLUTIONS: