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Sample program for educational materials

Sample program for educational materials

Shiny things or educationa, surfaces. Offensive or obscene Sample program for educational materials Material msterials which there is a consensus that it is unacceptable. Was this page helpful? He may alert to food smells occasionally, but hard to tell.

Sample program for educational materials -

Media and materials activities focus on closed captioning, video description, timely provision of books and other educational materials in accessible formats, and other activities to improve access to education for students with disabilities. The 21st Century Communications and Video Accessibility Act of expanded the range of media that must be closed captioned and updated accessibility standards to include emerging Internet and mobile technologies.

However, significant gaps in captioning coverage remain. The Educational Technology, Media, and Materials program ensures educational media that are not otherwise required to be made accessible are available to students with disabilities. For example, mandatory captioning only applies to broadcast television, not to video broadcast solely over the Internet or video produced for classroom viewing.

Funding for this program helps to fill these critical gaps in the accessibility of learning content and materials by supporting the captioning and nationwide distribution of thousands of titles of educational media each year. Video description is used to make video and other media with visual content accessible for people who are blind or visually impaired.

Audio-narrated descriptions of key visual elements in a video or television program are inserted into natural pauses in the spoken dialogue, supplementing the regular audio track of the program by providing additional context.

Federal law requires television broadcast stations affiliated with the top four commercial broadcasting corporations ABC, CBS, FOX and NBC and licensed to the top 60 Designated Market Areas i.

The video description must be of prime time or children's television programming. All other video programming, including educational materials intended for use in the classroom and increasingly popular Internet media, are not subject to description requirements.

The funds available through this program play a critical role in filling these gaps. The IDEA requires that description and captioning funds be used only for programs that are suitable for use in classroom settings, and program funds may not be used to describe or caption news programs, even when they are suitable for use in classrooms.

Educational materials activities include the preparation of electronic files suitable for efficient conversion into specialized accessible formats. The educational materials provided by this program are intended to support students' access to the general curriculum and participation in statewide assessments.

Playing in water prefers warm water. Shiny things or reflective surfaces. Rough textures — sand paper, pan scrubbers, Astroturf.

How well does the child use each sensory channel or pathway? Rate the intensity of those sensory channels that are used to actively engage from with 1 being mild engagement and 4 being intense engagement.

Alerts to the sound but does not engage or seek to find source of sound. Always seems to notice objects that are shiny, blue or green.

Has CVI so sometimes notices things when in motion. He is very interested in music, especially country western or things with a predictable beat. He also alerts to funny sounds like slide whistle, whistles, etc. He enjoys movement activities to music.

Responds to his name and some very familiar words, but is not using speech. Recognizes familiar environmental sounds like the garage door opening and family voices.

He always alerts to touch from other people. Prefers rough textures to explore with hands, feet, lips and tongue. Is becoming more adventuresome in exploring spaces in hear proximity. He startles and withdraws when presented with things that are cold preferring warm or body temperature items. He does not like soft or squishy objects and withdraws from sticky materials.

May fuss if something sticky is not cleaned off quickly. He has only recently been removed from tube feeding and though he is interested in food he is not highly motivated by it. May prefer sweet things, but not sure as his menu is very limited currently.

There does not seem to be anything wrong with his sense of smell, but we do not see him actively using this sense currently. He may alert to food smells occasionally, but hard to tell. However, if objects are presented under right hand or foot he is beginning to show some movement occasionally.

He uses his left side very well and loves to move with support, especially dancing or movement to music and rhymes. He sits unsupported and is beginning to use a gait trainer to move around his home and classroom. Based on this information which channels are most likely to motivate the child to actively engage?

He is very motivated and heavily reliant on tactile information which seems to support his ability to make sense of visual and auditory information. He likes exploring tactually with left hand and foot, mouth and lips.

Seems especially interested in rough textures — should expand variety of textures along these lines. He loves to move independently and dancing or movement to music is highly engaging. He might enjoy activities that include bouncing, swinging, spinning…need to explore.

What other challenges need to be addressed to help the child actively engage with these sensory channels? For example, needs to be positioned with support to be able to move arms independently, uses vision when color is red or object is shiny, can hear low frequency sounds best.

Need to encourage movement on right side by placing motivating objects to the right as well as the left. He is moving onto feeding by mouth and may need support to expand items he will taste — offer food items during play to include a variety of textures, tastes, smells.

Give plenty of opportunities for him to move independently using gait trainer and also encouraging movement on Support Bench by adding wheels. Color, shape, texture, size, sound, flexibility, reflective qualities, movement, etc.

Clearly adding color and reflective properties to objects could be beneficial. Expand the variety of textures that are less soft and more rough in texture such as tree bark, herbs like rosemary, scratchy materials, sand, pea gravel, grass, sand papers, corrugated cardboard, etc.

Perhaps adding texture paper to items that make noise like a drum head or offering things to bang or explore like coconut shells, seed pod rattle, etc. Explore things that move like shiny pinwheels, Christmas decorations, bead strings, mirror on strings, etc. May want to consider using a high contrast background for Position Board, Resonance Board, etc.

to reduce visual clutter. Also may want to add musical instruments that make interesting sounds like castanets, bull roarer, slide whistle, Thunder tube, rainsticks, etc. May include instruments in movement or dance activities — bells on wrist, holding clacker while dancing, etc.

Uses left hand arm to scratch, grasp, bat, bang, reach, grab and release, but only just beginning to scratch a bit with right hand when objects are presented underneath. Uses left side very well and is beginning to show some small movement on the right side.

He kicks his left leg when in the Little Room or on the Resonance Board. He will move his feet to play in warm water, though right is more active.

Beginning to reach cross midline in Little Room and with Position Board to access desired object. He is very active in exploring objects with lips, tongue and mouth if he can get the object to them or move to get his mouth on them.

He seems to be able to east very soft foods and pureed foods. This instructional design example is mostly used for topics that are too complex to explain in a course.

While it sounds relatively similar to storytelling, scenario-based is more direct and realistic. Placing them in realistic situations increases the likelihood of them engaging with your instructional material and grasping the concepts better.

One good example is by recreating real-life scenarios through Virtual Reality VR technology. This scenario-based learning brings learners into a ° learning environment, engaging them in practical, hands-on training activities.

Here, they can exercise their skills in an artificial landscape, and experience the direct result of their actions, both good and bad.

VR learning, however, usually comes costly. If your budget is limited, you may also opt for simple videos, images, and animation to present real-life scenarios to your learners. What is an instructional designer without creating impactful graphics and designs?

An Infographic , in the context of instructional design, is a visual representation of data and statistics.

This instructional design example walks learners through certain topics and data with the help of visual elements like images, charts, and text elements. The popularity of an infographic has gained a meteoric rise in the world of learning and development because of its ability to present and explain cumbersome topics and processes in a concise and highly engaging manner.

An infographic template is a pre-designed visual layout that provides a framework for creating infographics. Infographic templates can include placeholders for text, images, charts, and other design elements.

They are usually created by graphic designers or specialized software and are intended to simplify the process of designing an infographic. Screencasting is the process of recording all your activities and images on your computer or tablet screen.

An audio recording, sound effects, and music tracks can be added to your video file to make it more engaging and compelling. This instructional design example is commonly used to demonstrate a procedure, show how a software program works, or explain a concept using PowerPoint slides.

Screencasting allows learners to learn by example, making it easier for them to remember a concept. Yet the best part? These video recordings can be re-watched as often as needed to understand the content.

They can even use it as a reference whenever they have questions or clarifications. The idea behind guided learning is that learners are in control of their learning, and they are simply guided by their supervisors or more experienced colleagues.

Here, the roles of instructional designers are limited to giving advice and answering questions. A sample situation or problem can also be provided, where learners will get to find out the solutions themselves. The major benefit of this instructional design example is that it opens the room for independence.

Without much intervention from an instructor, learners will be encouraged to think and act on their own.

An Active Learning Materials Affordable cuisine deals Piano sample packs Planning Sheet might be used to gather information educatilnal program planning for a student utilizing an Educatiobal Learning approach. Gathering materiale takes a educqtional time, eduactional conversations with caregivers, some trial and maherials, and Piano sample packs lot of observation. You may download the Active Learning Materials and Activities Planning Sheet blank forms to use with your student. Below is a sample of the Active Learning Materials and Activities Planning Sheet. You may reference this example as you work with your team to complete this form for your student. This form is meant to help a team get started planning together for their student. As the team continues to learn more about the child, information continues to be added. Department ;rogram Education. Program Office: Digital sampling strategies of Special Education Materils OSEP. CFDA Number: Drink samples through email Program Description The Educational Technology, Media, and Materials program is Progrqm primary source of support for accessible technology and media-related activities under the Individuals with Disabilities Education Act IDEA. The program supports two broad categories of activities—accessible technology and educational media and materials. Technology activities are generally designed to promote the development, demonstration, and use of accessible technology. Sample program for educational materials

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