Attention Special Education Universal Design 
eSchool News
OCTOBER 10, 2024
In fact, one in five schools reported being understaffed for their existing special education programs in fall of 2023. Centering inclusivity is a way to ensure that every child’s needs are met–without ever compromising on the quality of education or attention offered to neurotypical peers. That’s a serious problem.
eSchool News
JUNE 18, 2024
To meet the demands and needs of these neurodiverse students, school districts are on the hunt for special education professionals. Five ways that schools, educators, and communities can support neurodiverse students in the classroom: 1.
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eSchool News
DECEMBER 18, 2023
The availability of this funding, along with the complex trauma issues brought on by the pandemic–including social isolation, depression and generalized anxiety–have prompted educators to increase their focus on the importance of social-emotional learning (SEL) to address all students’ needs. What is a sensory space?
eSchool News
FEBRUARY 12, 2024
Students with Attention Deficit Disorder, for instance, often find that captioning provides the reinforcement they need to stay focused during and after class. This not only aligns with Universal Design for Learning (UDL) principles but also showcases a commitment to inclusive education.
Edsurge
FEBRUARY 14, 2024
What if instead of having to compete with peers for the sun’s attention, it had room to grow in its own way, at its own pace? Although she was performing at grade level academically, she experienced increasing challenges with her attention, organization, peer interactions and behaviors at school.
Edsurge
JUNE 12, 2020
And most critically, are the materials appropriately differentiated for students who learn and think differently, and have they been universally designed with learner variability in mind? Attention feels more frayed and fragile during live video lessons for all of us. Let’s be frank.
Edsurge
FEBRUARY 5, 2025
As it turns out, the checklist format is a recurring accommodation given to many students with IEPs and is often discussed outside the context of special education as chunking. I believe my disabilities are not a burden to my teaching practice because I know the importance of scaffolds, accommodations and universal design learning.
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