Equity became one of the top issues as the COVID-19 pandemic spread across the globe. Educators in every building acknowledged the continuing need to create more equitable education environments.
The interruption of in-person learning environments has impacted everyone, but has particularly challenged those with specific learning needs. Students deserve the resources and support they need to fully engage in learning, and when you design for inclusion, everyone benefits.
Do you need to evaluate your district’s classroom accessibility? Check out this eSchool News webinar to learn how to develop and enable a more inclusively and accessibly designed classroom that provides each student the tools and supports they need – from built-in technology tools to making open education resources more accessible.
Even the best math teachers have had students who ace the chapter tests just to go on and struggle with that same content on the final exam—or students who have a hard time grasping more advanced concepts because they’ve forgotten the foundational learning that came before.
The typical K-12 school system has the same basic security needs as any modern university campus: centralized management and control of security systems and procedures, and a strategy for staying ahead of threats while protecting earlier investments.
After a tumultuous few years teaching during a pandemic, some educators are embarking on a unique approach to social and emotional learning (SEL) training this summer: They’re pursuing a virtual wellness, SEL, and yoga training course.
It’s an early morning wake up call for Trinity Smith, lead teaching fellow and student studying business data analytics at Arizona State University (ASU). During the Spring 2022 semester, Smith started most mornings with 30 high school students who were enrolled in CIS 194 Cloud Foundations, a course delivered by ASU.