- May 2024
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suu.instructure.com suu.instructure.com
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Schools and districts must adhere to these requirements to help ensure the implementation of technically sound and educationally meaningful IEPs and to provide FAPE.
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- Apr 2021
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www.youtube.com www.youtube.com
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Social and Economic Impacts of COVID: Education—YouTube. (n.d.). Retrieved April 15, 2021, from https://www.youtube.com/watch?v=9kLghwyYVrY
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Asbury, K., Fox, L., Deniz, E., Code, A., & Toseeb, U. (2020, April 21). How is COVID-19 affecting the mental health of children with Special Educational Needs and Disabilities and their families?. https://doi.org/10.31234/osf.io/sevyd
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Frederick, J. K., Raabe, G. R., Rogers, V., & Pizzica, J. (2020, May 30). A Model of Distance Special Education Support Services Amidst COVID-19. Retrieved from psyarxiv.com/q362v
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- May 2020
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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- Jul 2017
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mozilla.github.io mozilla.github.io
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Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.
I have a hard time knowing where digital literacy falls in terms of priority for students with disabilities. While it is no doubt just as important for them to grasp in order to better interact with our rapidly changing world, it is difficult to integrate the use of technology when trying to help students grasp certain skills.
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