Kennewick Elementary School: A Promising Practice in Using Technology to Improve Teaching

Georgia Boatman, a teacher at Southgate Elementary School in Kennewick, Washington, wanted to increase student participation in her classroom, particularly that of students with disabilities. In collaboration with DO-IT's AccessSTEM project, she acquired an interactive learning tool the Classroom Performance System (CPS) using funds from an AccessSTEM minigrant.

Who is responsible for providing a postsecondary institution with documentation of a student's disability?

It is the student's responsibility to provide documentation required by a college or university. Postsecondary institutions may set their own requirements for documentation as long as they comply with relevant legislation. The assessments, screenings, and reports generated by precollege professionals may not meet postsecondary documentation requirements. Students should contact the schools they are interested in attending for information regarding documentation requirements.

Central Kitsap School District: A Promising Practice in Access to Math and Science for Students with Visual Impairments

Kelly Kerr is a teacher of students with visual impairments in the Central Kitsap School District located in Silverdale, Washington. Ms. Kerr wrote a proposal for an AccessSTEM minigrant to support students with visual impairments who are underrepresented in careers in math and science. In her proposal she emphasized that students often fail to pursue math and science because of the lack of accessible curriculum, labs, and manipulatives in these courses. Ms.

Evergreen Elementary: A Promising Practice in Empowering Students through Assistive Technology

Mary Driscoll teaches in the special education and learning assistance program (LAP) at Evergreen Elementary School in Spokane, WA. Following a presentation on assistive technology by DO-IT staff, Ms. Driscoll applied for and received an AccessSTEM minigrant to purchase technology for her school.

A Smart Board in the Classroom: A Promising Practice for Engaging Students

Pete Darragh, a sixth grade teacher at Sidney Glen Elementary School in Port Orchard, Washington, was awarded an AccessSTEM minigrant to integrate a large interactive white board, called a Smart Board, and speakers into his teaching. Mr. Darragh says he applied for the grant as a way to add technology that would "hook" more of his students into learning, including those with learning challenges that result from disabilities.

Southern Connecticut State University: A Promising Practice on Exposing Students with Disabilities to Computer Science Careers

In an effort to recruit more students into computer science majors, Southern Connecticut State University's (SCSU) Disability Resource Center hosted a three-part workshop designed to spark an interest and encourage local high school students with disabilities to pursue computer science majors at SCSU.

What are tips for K-12 professionals writing IEPs/IFSPs for students who are deaf or hard of hearing?

Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs) are documents developed by school personnel to help guide interventions for students in special education. Well-written IEPs and IFSPs for students who are deaf or hard of hearing (D/HH) can be used to effectively guide instruction and track academic progress. Both itinerant and classroom teachers can play important roles in developing these documents.