We found 19 results that contain "education"

An accommodation is an adaptation or change to educational environments or practices that helps a student overcome the barriers, or challenges, presented by the disability. It does not change the expectations for learning or the requirements of the task.
Types of accommodations
Accommodations are typically divided into four categories:
Presentation accommodations
Response accommodations

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.

Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.

If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).

Why we conduct education as we do is a puzzling question. How to do it better is a big challenge. For us, the idea that learning should be the primary purpose of education has been a beacon—we might all agree that learning is a purpose of education—but is it the primary purpose?

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

Much scholarship has focused on the importance of student assessment in teaching and learning in higher education. Student assessment is a critical aspect of the teaching and learning process. Whether teaching at the undergraduate or graduate level, it is important for instructors to strategically evaluate the effectiveness of their teaching by measuring the extent to which students in the classroom are learning the course material.
REf. :https://www.nuteacher.com/groups/trial-users/dashboard

Competency Info
This is the second micro-credential in the “21st Century Learning through Global Education” stack. It is encouraged that the micro-credentials in this stack are earned in sequence, as each skill builds on the previous one in the stack.
The educator builds upon the identified considerations for practice by incorporating strategies and activities that support global education practices. The educator reflects and categorizes them according to the four global competencies.

A learning community is a group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education.

This micro-credential, one of four in the Accommodations stack, addresses response accommodations. These micro-credentials are consistent with the Individuals with Disabilities Education Improvement Act (IDEA) requirements and are therefore relevant to students in grades K-12 with disabilities.

Supporting Rationale and Research
Beech, M. (2010). Accommodations: Assisting students with disabilities, 3rd Ed. Tallahassee, FL: Bureau of Exceptional Education and Student Services, Florida Department of Education. Retrieved from
http://www.fldoe.org/core/fileparse.php/7690/urlt/0070069-accomm-educator.pdf