UPCOMING EVENTS:
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An Overview of Secondary Transition Requirements of the Individuals with Disabilities Education
Act of 2004
February 10, 2010___________________
From Indifference to Empowerment: Preparing Students to Lead Self-Determined Lives
February 17, 2010
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Imagine the Possibilities
Part II: Graduation
Transformation
From Data to Action
Improving Outcomes for Students with Disabilities
February 23, 2010
__________________Behavior
Skill Building Institute
March 3, 2010 __________________
Making Math Meaningful
Evidence-Based Practices for Teaching Mathematics to Struggling Students
March 24-Middle School
March 25-Elem. School
__________________Virginia Council for Learning Disabilities Symposium
March 27, 2010
__________________
Transition Practitioner's
Council
April 15, 2010
__________________
Annual Content Teaching Academy
June 28-July 2, 2010
___________________
Click here for more details
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School of Education
Interested in a graduate program or a course?
Contact Sharon deFur
shdefu@wm.edu
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Funded by: |
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Connecting with Students: Strategies for
Increasing Graduation Rates
By Elaine Gould, M.Ed., and Lee Anne
Sulzberger, M.Ed.
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"What
do you care what I think anyway? I don't even count ... Right? I could disappear forever and it wouldn't make any difference. I might as well not even
exist at this school, remember?" (Tanen & Hughes,1985). How many of today's high school students echo
the frustration expressed by the character John Bender in the 1985 teen classic
The Breakfast Club? What can schools do to help prevent students
who feel no connection to their school from dropping out?
The
2008 Institute of Education Sciences (IES) Practice Guide, Dropout Prevention, recommends six evidence-based intervention
strategies aimed at preventing students from dropping out of school. Click here to learn about Check and Connect, an
intervention that focuses on designing solutions for more positive academic and
social outcomes for students who are disengaged from their school environment
and are at risk for dropping out of school. Click to read full article
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Layering Assistive and Educational Technology
to Support Universal Design
By Cathy A. Buyrn, M.Ed., and Mary Murray Stowe, M.Ed.
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Educational
technology integration, while enhancing the educational opportunities for all
students, may be insufficient for meeting some students' needs to accomplish
academic and non-academic activities. Where
does educational technology end and assistive technology begin? How can we
layer both to meet students' needs? |
Understanding the Basics of
Universal Design for Learning
By Cathy A. Buyrn, M.Ed., and Mary
Murray Stowe, M.Ed.
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 Universal Design for Learning (UDL) is not one more "new" idea in
education. It is a method of providing access to instruction for all students
with or without disabilities. The components
of the UDL process are described and modeled in this article, highlighting the
positive impact on all students. The greatest
benefit of UDL may be the help it provides educators in aligning their efforts
to differentiate instruction, integrate technology, and ultimately meet the
demands of adequate yearly progress for all subgroups of students.
Click here for full article
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Transition Time
Creating
Powerful Partnerships Between Schools and Centers for Independent Living (CILs)
By
Debbie Grosser, M.Ed., and Dale Pennell, C.A.S.
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This is the third in a four-part series of interviews with
leaders of agencies that serve persons with disabilities. Responses to the
questions posed describe how schools may create powerful partnerships with
these agencies to facilitate a smooth transition of students with disabilities
from school to adult life. The director of Virginia's Centers for Independent
Living (CIL) and representatives from two regional CILs were interviewed for
this article. Click here for full article
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Family
Partnerships:
Creating Powerful Partnerships Between Families and the Virginia Assistive Technology System (VATS)
By Debbie Grosser, M.Ed., and Dale Pennell, C.A.S.
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This is the third in a four-part series of interviews with leaders of
agencies that serve individuals with disabilities. In this issue, Kathy
Hayfield, assistive technology resource manager for the Virginia Assistive
Technology System, describes how families can create powerful partnerships with
her agency to support education and community involvement for youth with
disabilities.
Click here for full article |
Using the Data from Your "Good Day Plan" for Problem Solving, Goal Setting and Progress Monitoring
By Elaine Gould, M.Ed., and Butler Knight,
Ed.S.
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This is the third in a series of
four articles addressing how teachers can support students as they become more self-directed
learners who monitor their own academic progress and behavior. This
article focuses on revisiting a student's "Good Day Plan" in order to
continue skill development in the areas of goal setting, problem solving, and
progress monitoring.
Click here for full article |
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Check it Out!
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The following materials are available to individuals in
Superintendents  Regions 2 and 3 on loan from the T/TAC College of William and
Mary lending library. These resources
are companions to the articles in this issue of Link Lines, providing more in-depth coverage on the topics in the
newsletter.
Making the Writing Process Work: Strategies for
Composition and Self-Regulation
By Karen Harris
Never Work Harder Than Your Students and
Other Principles
of Great Teaching
By Robyn R. Jackson
Student-Directed Learning
(Teachers' Guides to Inclusive
Practices)
By Martin Agran, Margaret King-Sears,
Michael Wehmeyer, and Susan
Copeland
All My Life's a
Circle
By Mary Falvey
Disability Awareness
in the Classroom
By Lorie Levison
Because We Can Change
the World: A Practical Guide to Building Cooperative Inclusive Classroom
Communities
By Mara Sapon-Shevin
Social Relationships
and Peer Support
By Rachel Janney and
Martha Snell
Click here for more details (page 5) |
The T/TAC Library Announces
Blackberry and iPhone Access |
 To search the T/TAC Library on your phone, follow a few easy steps.
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Enter http://www.libraryworld.com/mobile on your phone browser. This will bring up the login page.
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Enter the name of our library TACLIB . Do not enter an optional password. Then press the Sign-in button.
You are now in the main search page of the T/TAC Library. You may now find the call reference number and book title for the item you wish to borrow. Please email your request and contact information to our librarian at taclib@wm.edu. | |
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