The Opportunities! newsletter helps students with disabilities learn about technology, locate campus resources, apply for internships and scholarships, access community and campus resources, engage in research, and attend local events such as job fairs.
The DO-IT Center partners with postsecondary institutions nationwide to create customized newsletters for each campus. You can view the most recent editions by clicking the links below.
In the Phoenix Reading Project, Jerry Powell, a special education teacher at Sugar-Salem High School in Sugar City, Idaho, is using scan/read technology to help his students successfully complete reading assignments and exams in their core academic classes. Students with a variety of disabilities that include learning disabilities, health impairments, hearing impairments, autism spectrum disorders, and developmental disabilities have had increased access to textbooks and other printed material because of the hardware and software Mr.
AD/HD (Attention-Deficit/Hyperactivity Disorder) is characterized by hyperactivity, impulsivity, and/or inattention. ADD (Attention-Deficit Disorder) and ADHD (Attention-Deficit Hyperactivity Disorder) are terms for conditions now included within the diagnosis of AD/HD, which is divided into three subtypes:
Symptoms of inattention include the following:
Digital Frog International, the award winning software company known for their interactive frog dissection programs and their digital field trip series, has created their first fully accessible software title.
Each October during National Disability Employment Awareness Month, the American Association of People with Disabilities (AAPD) works with the Department of Labor's Office of Disability Employment Policy to promote Disability Mentoring Day (DMD).
Too often conference attendance benefits only one teacher and his/her students. A team of special education teachers from the Fife School District, however, took concrete steps to maximize the benefit of attendance at the Council for Exceptional Children (CEC) Convention and Expo. They sought to learn and apply strategies for including students with disabilities in general education science, technology, engineering, and math (STEM) classes in their schools.
Mary McBride, a K-5 special education teacher at Dundee Elementary School in Dundee, Oregon, noticed that some of her students were struggling and falling behind during writing and research assignments. These students were able to understand complex information and verbalize responses, but had trouble processing printed information and/or translating their thoughts into written work. Ms.
Mary Moore, a third grade teacher at Jason Lee Elementary in Richland, WA, is using technology to actively engage all of the students in her diverse classroom. She has students with a wide range of characteristics with respect to hearing abilities, health, learning, and English language proficiency. For some students, these differences qualify as disabilities; for others, English is their second language.
Kellie Rhodes, a high school science teacher from Orofino High School in Orofino, Idaho, strives to make her labs accessible to all students. With the support of lab equipment obtained through funding from an AccessSTEM Minigrant, students with and without disabilities are finding science in Ms. Rhodes' class to be more hands-on.
George Landle is a science teacher at Garfield-Palouse High School in Palouse, Washington. Having a student who uses a wheelchair made him aware of difficulties experienced by students with mobility impairments as they attempt to access standard science lab stations. The stations in his lab were all built at a height that required students to sit on stools or stand to use them.