Audience
Content Type
Topic
Crowd of people raising their hands for questions
About LD, Accommodations & Modifications, ADHD, Adults with LD, Assistive Technology, Behavior & Social Skills, Classroom Management, College & College Prep, Early Identification, Educational Technology, English Language Learners & LD, Evaluation / LD Testing, Gifted & LD, Homeschooling, Homework Help, IEPs, Legislation & Policy, Math & Dyscalculia, Nonverbal LD, Preschool & Child Care, Processing Deficits, Reading & Dyslexia, Research & Reports, Response to Intervention, Self-Esteem & Stress Management, Special Education, Speech & Language, Study Skills, Teaching & Instruction, Transition: School to Work, Tutoring & Mentoring, Working with Families, Writing & Spelling

Questions + Answers

When children struggle in school, we often feel unsure of what to do or where to turn. One in seven children requires special assistance in the learning process. Here’s where to look for answers and advice.

National Center for Technology Innovation, Center for Implementing Technology in Education (CITEd)

Questions to Ask Colleges About Assistive Technology Resources

It is important that students with disabilities consider accommodations that colleges provide, including assistive technology (AT) devices and services. This Info Brief highlights differences between the availability of AT in the K-12 environment and college setting, poses questions related to AT that students should consider when selecting a college, and offers links to resources about AT and support networks of interest to prospective college students with disabilities.

Rachael Beekman

Rachael Beekman - Mentor Teacher

This month we change course as we learn more about teaching students with LD and ADHD. There are not enough special education teachers to meet demand. We wondered what a student whose goal is to become a special education teacher thought about her goal after working in a school as an intern for one semester. We also wanted to know more about special education programs in an inner city school. We contacted a supervising long-time special education teacher from Washington, D.C. Public Schools. She suggested we inteview Rachael, an intern who “has excellent classroom rapport with the students and whose goal was to become a special education teacher.” Our interview with Rachael follows.
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