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Water, Energy, And The Environment

  • ADHD Students and Best Practices
    The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a
    By: Vijaya Super admin
    Thursday, Mar 6, 2025
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  • Sharing Strategies
    Computer Games: Computer games increase opportunities for responding and activeengagement and provide immediate feedback about accuracy. In addition, manystudents with ADHD find computer learning games highly reinforcing. Student-Created Reviews Students can create ways of reviewing previously taught content. For example, they may create  questions and answers for a card game such as Go Fish or Concentration.
    By: Jenniffer
    Wednesday, Mar 5, 2025

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  • Peer tutoring is most effective when training is provided to participating students (Piffner, 2011).
    Peer tutoring is most effective when training is provided to participating students (Piffner, 2011). Tutors need to be taught how to be prepared with materials needed for the session and howto give positive and corrective feedback to their partner (Greenwood & Delquadri,1995). Cooperative LearningCarefully structured cooperative learning groups in which each student is assigned a role and has clear expectations for desired outcomes are very helpful for students with ADHD. The more structured the cooperative activity, the more likely it is that these students will succeed.
    By: Jenniffer
    Wednesday, Mar 5, 2025
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  • Many students with ADHD have particular challenges with written work due to finemotor skills difficu
    Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015). 
    By: Vijaya Super admin
    Thursday, Feb 20, 2025

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  • ADHD Students and Best Practices
    Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects.
    By: Vijaya Super admin
    Wednesday, Feb 19, 2025
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  • Organizational Supports for ADHD Students - ADDED
    Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units.
    By: Anne miller New vijayalaxmi santosh mhetre mali
    Thursday, Feb 13, 2025

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  • ADHD Students and Best Practices
    In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).  To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).  As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes.
    By: Vijaya Super admin
    Monday, Jan 27, 2025
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  • ADHD Students and Best Practices
    In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).  To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).  As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes.
    By: Vijaya Super admin
    Monday, Jan 27, 2025
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  • The additional content remains visible until the hover or focus trigger is removed, the user dismiss
    Additional content that appears and disappears in coordination with keyboard focus or pointer hover often leads to accessibility issues. Reasons for such issues include: the user may not have intended to trigger the interaction the user may not know new content has appeared the new content may intefere with a user's ability to do a task Examples of such interactions can include custom tooltips, sub-menus and other nonmodal popups which display on hover and focus. The intent of this success criterion is to ensure that authors who cause additional content to appear and disappear in this manner must design the interaction in such a way that users can: perceive the additional content AND dismiss it without disrupting their page experience. There are usually more predictable and accessible means of adding content to the page, which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover and keyboard focus, this success criterion specifies three conditions that must be met: dismissable hoverable persistent Each of these is discussed in a separate section.
    By: Vijayalaxmi Santosh Mhetre
    Tuesday, Nov 12, 2024

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  • Organizational Supports for ADHD Students - ADDED
    As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes. The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmentaldemands.  Therefore, it is not unusual for the student to perform differently across settings.  For example, a student with ADHD may experience academic success in elementary school;however, when he enters middle school, the increased academic and organizational demandsmay increase his need for additional academic and behavioral supports.
    By: Vijaya Super admin
    Friday, Nov 8, 2024
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  • What is a non-iterative process ? non-iterative process, you and your team would work together
     non-iterative process, you and your team would work together to come up with a final product without necessarily trying new ideas along the way. Typically, non-iterative processes require more time during the conceptualization and creation phase, so that everything works as intended during the testing phase.  Waterfall is the most common non-iterative process. In the waterfall model, you and your team will define project phases before the project starts. Each phase begins once a previous phase is completed in its entirety. Requirements and resources will typically be locked before a project begins, and the team avoids changing the project plan as much as possible.  For example, imagine you’re working with a design agency to create an ebook. You first need to provide all of the copy for the ebook. Then, the design agency will take that copy and create designs. Finally, your internal team will copyedit the designed ebook to make sure everything looks ok. This is an example of the waterfall model because each phase relies on the previous step (i.e. you can’t copyedit the designed ebook until it’s been designed). Depending on the team you’re on and the type of projects you run, non-iterative processes can be challenging because they don’t build in time for your team to iterate and continuously improve. Because there are so many unknowns and surprises in engineering, engineering teams in particular tend to use iterative processes instead of non-iterative ones, but any team can benefit. 
    By: Vijayalaxmi Santosh Mhetre
    Thursday, Nov 7, 2024
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  • Why is keyboard accessibility important?
    Keyboard accessibility is one of the most important aspects of web accessibility. Not all users navigate the page with the mouse or a trackpad; some users only rely on keyboard to navigate. Many users with motor disabilities rely on a keyboard. Assistive technology users will also typically use a keyboard for navigation. In addition to traditional keyboards, some users may use modified keyboards or other hardware that mimics the functionality of a keyboard.  Moreover, ensuring keyboard focus, tab order and no keyboard traps is important for the following reasons:  Keyboard focus will primarily allow sighted users to know which element from the webpage has focus. If keyboard focus is not present or is difficult to visually see, it becomes a barrier to a user and makes it difficult to access information through a keyboard.  Keyboard tab order allows users to properly navigate the page. If the tab order is incorrect and instead starts on the top of the page and then directs the user to the bottom of the page, users will have missed the content in-between those two sections or the user will be forced to use the “tab” key numerous of times before they reach their destination. Keyboard traps prevent the user from navigating further in the page.  A user may be forced to perform various workarounds to access the information or may be completely blocked from navigating through the entire webpage again.  back to top
    By: Vijayalaxmi Santosh Mhetre
    Wednesday, Nov 6, 2024
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