Apps top 10

Top 10 Apps tips

1. App creation has a really low barrier to entry, which means that no matter what you're thinking about, there's an app for that.
2. Some of them are even really good.
3. Apps have a tradition of being very inexpensive, or even free, which is ideal for a teacher's budget.
4. Many students have access to smart phones, and the number is increasing rapidly.  You might be able to make use of great technology without spending a ton of money on hardware.
5. There's a good chance that students are already familiar with the interface, and if the app is really great, it might become something they will use all the time.
6. They're going to use their phones no matter what you do.  You might as well encourage them to learn something too.
7. There are a huge number of apps, and new ones being created all the time.  If you don't want to make a full time job out of evaluating new apps, you need a good strategy for filtering.
8. The best advice I heard for that was to follow a particular blog.  But because I wrote it down, instead of putting it in my blog, I don't know how to get to that blog.  Doh!
9. Apps can enable students with disabilities to do things they might not be able to use otherwise.
10. Graphing is intensely important in building understanding of mathematical principals, but graphing without technology is slow and annoying.  Technology makes graphing so immediate that you can understand ideas in whole new ways.  It's possible to build intuitions that used to take many weeks of work in only a few minutes.  Woo Hoo!

webquest top 10

top ten webquest tips

1. The time you put in up front will pay dividends on the back end.
2. It's important to create a task that students can complete without further instruction.
3. You definitely want students to stay interested throughout the exercise.
4. It's good to have tasks that exercise different levels of thinking.
5. All of the above are reasons why much time and energy must be invested.
6. Since websites and web pages aren't permanent, you also need to check out your links before you reuse a webquest.
7. Once you're done, though, you have an activity that can be used any time you need it, because
8. some students didn't get permission slips signed to go on your field trip, or
9. you need a substitute on short notice, and can't be sure the sub can handle anything intricate, or
10. some students want to work independently on a project while the rest of the class is doing something else, or
11. you can't stand the idea of trying to teach something the last day before Christmas, but you also don't want to be that teacher that shows videos of the latest James Bond movie.

Blog tips

Top 10 blogging tips

I've been blogging since August, so obviously I'm a tremendous expert.

1. Always include a link to the originator of your knowledge.  It's the whole point of a blog.
2. Exercise editorial discretion.  If there's anyone following you, it will be because your viewpoint helps them to find things they want to read.  If your inner editor says cute pictures of kittens, then that's what you need to link to.  If not, then you should probably avoid them like a simile for something to avoid.
3. Stephen Strogatz needs to post more often.
4. Nate Silver still posts interesting information about statistics, but his graphs haven't been updated in a month.  Get on that, Nate!
5. Blogs are available anywhere.  If I find something important, I can put it here and never have to search for it again.
6. Blogs can be accessed at the user's pace.  They can give you the tip-of-the-iceberg introduction to a subject and point the way to more.  An interested reader can pick an choose what interests them.
7. The interactive qualities of blogs aren't up to the standards of one-on-one face-to-face teaching, but they stand up well in comparison to what happens in a lot of overcrowded classrooms.
8. Blogs can allow students to self-publish at extremely low cost, and with a great deal of control over the way their ideas are presented.
9. As a centerpiece of a class project, a blog could provide a great way to distribute, collaborate, and collate the work.
10. There's nothing magical about the number 10.

Video top 10

Top 10 video tips

1. Khan Academy has already done it.  Are you sure you can do anything to make it better?
2. Ok, you've found the one topic that Khan hasn't done yet.  Remember, you should write a script and go over it a couple of times.  Not everyone can ad-lib well.
3. NOOOOO!  That was too many rehearsals.  Now you look bored with what you're saying.
4. Make sure that you're set up without something embarassing in the background.
5. Make sure that the camera angle doesn't turn an innocent gesture into something unfortunate.
6. NOOOOO!  Now you're thinking about being taped.  You're no longer living in the moment.
7. Moving your frame of reference can give your film the feeling of motion, even when nothing interesting is happening.
8. You don't have a professional cameraman, so you're out of focus now.
9. You have a camera with really good software, so you're in focus.  Unfortunately, it's not a steadi-cam, so your audience is getting seasick.
10. No wonder Charlie Rose just sits at a table with a black background.

Ok, here is something that I am happy to know now.

• Adobe Premiere is incredibly powerful, and moderately confusing.  But with a few minutes watching videos, you can get to the point where you are actually doing something.  Anything that you can figure out how to do will be done with the greatest of ease.
• Westminster College only:  although the people in Bassis believe that Adobe Premiere is available on the computers in the portfolio lab, I see no evidence of this.  If you want to use Premiere, you should go to the photo lab.  (It looks like it's a restricted area, but they never kicked me out.)
• Every video editing software has some file formats that it recognizes and some that it doesn't.  This is especially annoying when you deal with Windows MovieMaker, which produces .wmv files, which nobody else can understand, and with Apple's IMovie.  Apple pretends that there is no such thing as a file format, because it doesn't want to confuse its users.  But it also refuses to widen the set of files that it recognizes, to be helpful to those easily confused users.  Their model is to segregate their users, and prevent them from being able to operate in a universe that contains anything other than Apple.  It works pretty well from their marketing perspective.
• Youtube,  on the other hand, will recognize any kind of movie file format known to man.  They have a business model that encourages everybody to upload their videos, even if that person uses a minority file format.  Youtube also allows the person who uploads a video to download that video, in the process translating it into Mp4 format, which Premiere can comprehend.
• Adobe Photoshop is incredibly powerful, and extremely confusing.  I don't know of a good procedure for learning to do anything with the program, despite hours watching artists working miracles with this program.

And here's the link to our interviews of West High School teachers.

Powerpoint top 10

ten tips for powerpoint

1. You can control when students read information, to prevent anyone from working ahead.
2. You can present the same lesson over and over without ever thinking.
3. You turn the lights off, so students can catch up on their sleep.
4. By reading the slides, you can prove to the students that you know how to read.
5. If you record a voiceover, you should definitely remember to periodically shout "Hey, wake up back there."  The students will think you're magic.
6. Consider scanning in the textbook, and showing one page per slide.
7. Just because powerpoint can display graphics doesn't mean you have to use graphics that mean something.  Try showing a slide of your kitten.
8. If you print out the slide show, and then show the slide show, while reading along with the slide show, that means you have three times as much concern for your students' engagement as the average teacher.
9. Nothing says "I'm creative" like using a yellow font on a yellow background.
10. You can put a musical soundtrack on the slideshow.  Consider using the theme song to donkey kong.  The students will think you're retro.

A word about PowerPoint. PowerPoint was released by Microsoft in 1990 as a way to euthanize cattle using a method less cruel than hitting them over the head with iron mallets. After PETA successfully argued in court that PowerPoint actually was more cruel than iron mallets, the program was adopted by corporations for slide show presentations.

Video editing experiment

http://youtu.be/UPaKDuKfv8I

I don't recommend you view this if you have sophisticated tastes.  Purely for the puerile.

Speech and Language Impairment Redux

SPEECH and LANGUAGE

IMPAIRMENT

Definition

• There are many kinds of speech and language disorders that can affect children. In this fact sheet, we’ll talk about four major areas in which these impairments occur. These are the areas of:
  • Articulation | speech impairments where the child produces sounds incorrectly (e.g., lisp, difficulty articulating certain sounds, such as “l” or “r”);
  • Fluency | speech impairments where a child’s flow of speech is disrupted by sounds, syllables, and words that are repeated, prolonged, or avoided and where there may be silent blocks or inappropriate inhalation, exhalation, or phonation patterns;
  • Voice | speech impairments where the child’s voice has an abnormal quality to its pitch, resonance, or loudness; and
  • Language | language impairments where the child has problems expressing needs, ideas, or information, and/or in understanding what others say. (1)

Specific words in IDEA

• “(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” [34 CFR §300.8(c)(11]

Characteristics

• A child's communication is considered delayed when the child is noticeably behind his or her peers in the acquisition of speech and/or language skills. Speech disorders refer to difficulties producing speech sounds or problems with voice quality. Characteristics may include:

• interruption in the flow or rhythm of speech such as stuttering (known as dysfluency);
• trouble forming sounds (called articulation or phonological disorders);
• difficulties with the pitch, volume, or quality of the voice;
• trouble using some speech sounds, such as saying "see" when they mean "ski."

• A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Characteristics include:

• improper use of words and their meanings;
• inability to express ideas;
• inappropriate grammatical patterns;
• reduced vocabulary and inability to follow directions

Strategies

• Patience, patience, patience
• Accepting and accommodating an individual’s speech and individual instruction
• Encourage the student to participate in classroom activities, giving her adequate time to speak.
• Create an environment of acceptance and understanding in the classroom, and encourage peers to accept the student with speech impairment
• Practice and maintain easy and effective communication skills:
  • model good listening skills,
  • facilitate participate of all students in discussion and activites

Speak to the student as you would with any other student.

Do not interrupt or try to complete her thoughts. Ask her to repeat her message when necessary; do not feign understanding.

When introducing new vocabulary, help the student practice difficult words. Dividing words into syllables and pronouncing each syllable will improve speech, reading and writing.

Using many different listening activities will also aid the student in comprehending and determining her own production of sounds.

Have the student answer “yes” or “no.”

Resources

Definitions

• http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,
• http://nichcy.org/disability/specific/speechlanguage

Characteristics

• http://www.ci.maryville.tn.us/mhs/MCSSped/speechlang.htm

Strategies

• www.ataccess.org
• www.asha.org
• www.projectidealonline.org
• http://www.brighthubeducation.com/special-education/

Christopher Baer, Laura Varela, Perrine Voisin

Other Health Impairments Redux

Other Health Impairments: Danielle Hillas, Patrick Gardner

Definition:

• Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment

Characteristics:

• Fatigue, Mobility issues, Issues involving attention, Coordination difficulties, Muscle weakness, Frequent absences or lateness’s to school, Stamina, inability to concentrate for long periods of time.

To name a few:

• Seizure Disorder: epilepsy, or a physical condition when the brain changes suddenly and student shakes uncontrollably.
• Sickle Cell Disease: blood cell shape cannot carry oxygen to cells effectively: fatigue.
• Asthma/Allergies: largest group, student generally feel unwell or tired. (only sever cases receive accommodations other student fall under 504)
• Chronic health impairments: sever burns, cancer, AIDS, Diabetes

Accommodations:

• Most Common: Helping student make up missed work.

Less rigid rules for participation, due dates etc..

• Emotional: find out student problems and help them find strategies by writing or drawing their struggles.

• Provide materials with featuring students with similar struggles: books, movie.
• Work with families!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Learning Strategies:

• Check knowledge through verbal responses.

• Marking or circling correct answers on worksheets works better than filling in blanks.

• Break tasks into small parts.

• Assistance with organization of materials and lesson (particularly those with AD/HD).

• Modification should only be made when necessary.

Student Support:

• Medical Services: Services provided by a professional physiciah, which determines the child’s medically related disability.
• School heath services/school nurse: Services provided by the school to ensure a student receives the medical services described in their IEP.
• Alternative school settings, Homebound instruction, Services provided by the hospital, Adaptive/assistive technology.

References:

• National Dissemination Center for Children with Disabilities:

Http://nichcy.org/disability/specific/ohi

• Project Ideal:

http://www.projectidealonline.org/healthImpairments.php

• National Association of Special Education Teachers:

http://www.naset.org/2278.0.html

• National Resource Center AD/HD:

http://help4adhd.org/

• CHADD of Utah:

http://www.chaddofutah.com/

• Including Students with Special Needs

Friend Marilyn, Bursuck William, Incuding students with special needs, (2012), 193-196.

Hearing Impairment Redux

Hearing Impairment

LEGAL DEFINITION

• Federal Disability Definitions – Title 34: Education
• Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section.

COMMON CHARACTERISTICS

• Lack of attention

• Turns or cocks head
• Uses gestures
• Monotone quality in voice
• Lack of speech development
• Works best in small groups
• May act out
• Difficult in following direction
• Preoccupied with things, not people
• Imitates others
• Responds to noises instead of words
• Reluctant to participate orally

“MOTOR CHARACTERISTICS”

• May have balance problems that cause developmental delays or motor ability
• May have difficulty of motor speed

LEARNING STRATEGIES & TEACHING TIPS

• Make sure the student can you see you when you are speaking so the student can see your lips.
• Use visual aids whenever possible. It is easier for a student to pick up words and follow the conversation when they know what the subject matter is going to be.
• Speak clearly and normally. Don’t slow down your words or shout.
• Writing important announcements or instructions on the board is a good way to clarify.
• Provide transcripts with audio information
• When showing videos, make sure they are captioned.
• Learn some basic signs to use during instruction.
• Talk to the individual and the not interpreter when communicating.

RESOURCES

http://www.northwestern.edu/disability/faculty/strategies/hearing-loss.html

• Provides a brief description of the nature of hearing impairment, instructional strategies, common accommodations, assisted listening devices, transcriptions, and closed captioning information.

http://www.ctc.ca.gov/credentials/creds/federal-disability-definitions.pdf

• Provides the Federal Disability Definition of hearing impairment under Title 34: Education, Sec. 300.8 Child with a disability. Also provides many other important disability definitions.

http://www.tahperd.org/LINKS/links_pdfs/APE%20factsheets/Hearing_Impairment.pdf

• Provides the definitions of deaf, hard of hearing, the different degrees of hearing loss, and difficulty understanding speech. Also provides the behavioral characteristics of hearing impaired individuals and teaching tips.

http://www.nidcd.nih.gov/Pages/default.aspx

• The National Institute on Deafness and Other Communication Disorders website. Provides health information, health resources, research, news, and events.

Brett Brinkerhoff

Cat Serpe

Traumatic Brain Injury Redux

Siri Wieringa & Alison Jacobson

Traumatic Brain Injury (TBI)

 

Definition: The Individuals with Disabilities Education Act defines Traumatic Brain Injury as “an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Causes: Some of the major causes of brain injury include Brain hypoxia and ischemia may result from traumatic brain injury, circulatory problems such as cerebral vessel spasm or stroke, and lack of oxygenation that may occur during cardiopulmonary arrest. Lack of adequate oxygen to the brain causes cell death that can be localized or widespread. The extent of brain cell death influences the degree of neurological impairment and disability. Trauma, lack of oxygen, lack of blood flow (ischemia), infection and metabolic disorders. Liver failure, low blood sugar (hypoglycemia), kidney failure, and toxic exposure to such substances as alcohol, drugs, sedatives, poisons, and some heavy metals. In general, brain injury associated with metabolic disorders is widespread throughout the entire brain.

Common Associated Characteristics:

· Onset: Sudden

· Cause: One or more blows to the head accompanied by altered mental status, including loss of consciousness

· Functional Changes: Marked contrast between pre- and post-onset capacities: memory loss, reduced processing speed, impaired executive functions

· Physical Disabilities: May include loss of balance, weakness, paralysis, visual/ sensory changes, headaches

· Emotional Difficulties: Labile mood, depression and anxiety frequently found

· Behavioral Difficulties: Unpredictable: possible agitation, aggressiveness, restlessness, impulsivity

· Awareness of Deficits: Limited-to-full awareness

· Skills and Knowledge: Pre-TBI learning is largely intact

· Difficulties with Learning: Old information is easier to recall than new

· Peer Interactions: Affected by cognitive deficits, behavioral difficulties, reduced social skills

Suggested Teaching Strategies: (from nichy.org)

· Find out as much as you can about the child’s injury and his or her present needs.

· Find out more about TBI through the resources and organizations listed below. These can help you identify specific techniques and strategies to support the student educationally.

· Give the student more time to finish schoolwork and tests.

· Give directions one step at a time. For tasks with many steps, it helps to give the student written directions.

· Show the student how to perform new tasks. Give examples to go with new ideas and concepts.

· Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time.

· Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.

· Show the student how to use an assignment book and a daily schedule. This helps the student get organized.

· Realize that the student may get tired quickly. Let the student rest as needed.

· Reduce distractions.

· Keep in touch with the student’s parents. Share information about how the student is doing at home and at school.

· Be flexible about expectations. Be patient. Maximize the student’s chances for success.

· It's important to remember that a student who has suffered TBI will have different educational needs than before their injury. Because of the sudden and traumatic nature of their injury, there are emotional and social changes to consider. There must be careful evaluation and planning to address the student's needs in their IEP.

Additional Resources:

http://nichcy.org/disability/specific/tbi#help

The National Dissemination Center for Children With Disabilities, this is a comprehensive website for all disabilities. For TBI, there is information about symptoms, statistics, and help for parents and teachers.

http://biausa.fyrian.com/index.htm

This website is for Brain Injury Association of America. This is very useful with resources for families and caregivers, diagnosis and treatment, advocacy and more.

http://www.cdc.gov/traumaticbraininjury/

The Centers for Disease Control and Prevention discusses different types of TBI, statistics, causes and risk groups, prevention, and long-term outcomes.

http://www.ninds.nih.gov/disorders/tbi/tbi.htm

National Institute for Neurological Disorders and Stroke gives information about diagnosis, treatment, prognosis, and organizations that can help.

http://www.mssm.edu/static_files/MSSM/Files/Research/Centers/Traumatic%20Brain%20Injury%20Central/TBIKIDS.pdf

This PDF is a great resource for getting information about how TBI occur, the effects that are seen in the patients, and what teachers can do to make a child with a TBI more comfortable in the classroom and able to learn.

Speech and Language Impairment

Chris Baer, Laura Varela, and Perrine Voisin bring us this handout

Traumatic Brain Injury

Handout from Siri Wieringa and Alison Jacobson
I'll post the live text when it's uploaded.

 

 

Other Health Impairments

Danielle Hillas' and Patrick Gardner's handout on Other Health Impairments.  I'll make the text live if they make the electronic version available.

Hearing Impairment

Brett Brinkerhoff's and Cat Serpe's presentation on Hearing Impairment.  I'll revise it to make the text live if they upload the electronic version.

Specific Learning Disabilities

Specific Learning Disabilities                                           By: Caitlin and Vanessa        

Definition:  disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury , minimal brain dysfunction, dyslexia, and developmental aphasia.  If the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences age-appropriate instruction in one of more of the following areas:

·         Oral expression

·         Listening comprehension

·         Written expression

·         Basic reading skill

·         Reading fluency skills

·         Reading comprehension

·         Mathematics calculations

·         Mathematics reasoning

Does not make adequate progress to meet age or grade-level standards in one or more of the prior areas identified when utilizing the process of the child’s response to empirically based interventions; or a pattern of weaknesses and strengths that have been determined to exist in performance, achievement or both, relative to age, state-approved grade-level standards, or intellectual development, as determined by certified assessment professionals. Specific learning disabilities are considered a high-incidence disability.  The U.S. Department of Education reports that there are over 2.8 million students being served for specific learning disabilities and that’s approximately 47.4% of all children receiving special education.

Characteristics:

—  Intellectual

—  Academic

—  Reading

—  Writing and drawing

—  Arithmetic

—  Behavior

—  Communicative abilities

—  Physical

Teaching Strategies

Perceptual Difficulties

—  Do not present two pieces of information together that may be perceptually confusing.

—  Highlight important characteristics of new material

Students with Attention Difficulties

—  Maintain attention by breaking long tasks and presenting limited amounts of information.

—  Use prompts and cues to draw attention to important information. (like highlighting instructions)

Students with Memory Difficulties

—  Chunking- grouping of large strings of information into smaller or more manageable “chunks”.

—  Rehearsal or repetition, either oral or silent

—  Elaboration weaving of the material to be remembered into a meaningful content.

—  Categorization- being able to memorize information in categories. Ex. Animals

RESOURCES

—  www.interdys.org

Gives information about dyslexia, October is national dyslexia awareness month.

—  http://www.projectidealonline.org/specificLearningDisabilities.php

Gives helpful information, not for just one disability, but for several disabilities.

—  http://www.ldaamerica.org
Want to create opportunities for success for all children with learning disabilities.

—  http://www.ncld.org

Gives basic information and resources for schools.

 

Orthopedic Impairment

Brecken Chapman's and Patsy McNeil's guide to OI.

Orthopedic Impairment

Definition: Orthopedic impairment is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Characteristics of Students who have Orthopedic Impairment:

·         Learning, perceptual, or sensory problems

·         May impede speech production

·         Impede expressive language of the child

Characteristics based on 3 Categories of Orthopedic Impairments:

Neuromotor Impairments: an abnormality of, or damage to, the brain, spinal cord, or nervous system that sends impulses to the muscles of the body. These impairments are acquired at or before birth, and often result in complex motor problems that can affect several body systems.

·         Limited limb movement

·         Loss of urinary control

·         Loss of proper alignment of spine

Two most common are Spina Bifida and Cerebral Palsy

1.      Spina Bifida: is a developmental defect of the spinal column. It may or may not affect intellectual functioning. Spina bifida occulta is a mild condition while spina bifida cystica is more serious.

·         Involves some paralysis

2.       Cerebral Palsy : refers to several nonprogressive disorders of voluntary movement or posture that are caused by malfunction of or damage to the developing brain that occurs before or during birth or within the first few years of life. Individuals with cerebral palsy have abnormal, involuntary, and/or uncoordinated motor movements.

The four most common types of cerebral palsy include:

·         Spastic (very tight muscles occurring in one or more muscle groups that result in stiff, uncoordinated movements)

·         Athetoid (movements are contorted, abnormal, and purposeless)

·         Ataxic (poor balance and equilibrium in addition to uncoordinated voluntary movement)

·         Mixed (any combination of the types)

Degenerative Diseases:  are composed of various diseases that affect motor development. The most common is muscular dystrophy.

·         Muscular dystrophy: group of inherited diseases characterized by progressive muscle weakness

Musculoskeletal Disorders: are composed of various conditions that can result in various levels of physical limitations

·         juvenile rheumatoid arthritis

·         limb deficiency

Teaching Tips

• Special seating arrangements to develop useful posture and movements
• Instruction focused on development of gross and fine motor skills
• Securing suitable augmentative communication and other assistive devices
• Awareness of medical condition and its effect on the student (such as getting tired quickly)
• Educate everyone in the school community on a student’s disability
• Have parent/student/resource staff conferences to ensure classroom is accommodating for each child’s IEP

Due to the various levels of severity of orthopedic impairment, multiple types of assistive technology may be used

·         speech recognition software

·         screen reading software

·         augmentative and alternative communication devices (such as communication boards)

·         academic software packages for students with disabilities

Learning Tools

• Physical Therapists who work on gross motor skills (focusing on the legs, back, neck and torso)
• Occupational Therapists who work on fine motor skills (focusing on the arms and hands as well as daily living activities such as dressing and bathing)
• Speech-Language Pathologists who work with the student on problems with speech and language
• Adapted Physical Education Teachers, who are specially trained PE teachers who work along with the OT and PT to develop an exercise program to help students with disabilities
• Other Therapists (Massage Therapists, Music Therapists, etc.)

Additional Resources

·         Project Ideal: http://www.projectidealonline.org/orthopedicImpairments.php

·         Bright Hub Education: http://www.brighthubeducation.com

·         National Center on Accessible Instructional Materials http://aim.cast.org/learn/disabilityspecific/physical

United Cerebral Palsy: http://www.ucp.org/