edWeb.net
AUGUST 4, 2023
CITES advances the conventional definitions of accessible and assistive technologies by providing a practical blueprint for districts to create inclusive environments for all members of their population. Dr. Smith also underscored the significance of extending an invitation to existing users of assistive technology.
eSchool News
SEPTEMBER 4, 2017
According to the National Assessment of Educational Progress, 80 percent of students with learning disabilities have dyslexia. Develop Guidelines. District administrators can help with intervention by creating clear guidelines on testing within their districts, rather than waiting for their state to act on legislation.
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The Hechinger Report
MARCH 3, 2023
Products that use voice assistant technology to measure a student’s language comprehension and creation skills are one example. Hebbar said she’s seen racial biases in some of the personalized learning software available for schools.
edWeb.net
FEBRUARY 22, 2018
Although it’s important to assess for phonological abilities like phonological awareness, phonological memory, and rapid naming, these alone should not determine whether one has dyslexia. “It’s important to do a comprehensive assessment that extends beyond phonological processing,” said Rick.
edWeb.net
SEPTEMBER 13, 2017
According to the National Assessment of Educational Progress, 80% of students with learning disabilities have dyslexia. District administrators can help with intervention by creating clear guidelines on testing within their districts, rather than waiting for their state to act on legislation.
eSchool News
JANUARY 1, 2024
Policymakers will be looking to leverage their existing data sources to better understand those trends and the remaining gaps, and they will continue to look for innovative approaches to learning and ways to assess the needs of students. This rapidly evolving technology has only begun to make an impact in the field of education.
The Innovative Educator
APRIL 3, 2016
Measurable results Vallance blasts technology for not producing measurable results. That’s because we use outdated assessments that don’t measure authentic learning but rather skills important in centuries gone by such as memorization, regurgitation, and writing and computation with audience or purpose. He’s right. Well, yeah.
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