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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Differences in Spatial Knowledge of Individuals With Blindness When Using Audiotactile Maps, Using Tactile Maps, and Walking
Content type: Journal Article
To examine how individuals with visual impairments understand space and the way they develop cognitive maps, we studied the differences in cognitive maps resulting from different methods and tools for spatial coding in large geographical spaces. We...
Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs
Content type: Journal Article
Literacy skills for students with physical disabilities and complex communication needs (PDCCN) who use augmentative and alternative communication (AAC) are critical. However, without systematic instruction and appropriate adaptations, these individuals...
Integrating Augmentative and Alternative Communication Into a Stay-Play-Talk Program in Preschool
Content type: Journal Article
Stay-Play-Talk (SPT) is a peer-mediated intervention used to increase social interactions between preschoolers with developmental disabilities and typically developing (TD) peers. This intervention has been found to be successful in increasing play and...
ADAPTS portable transfer sling
Content type: Partner Resource
It’s not something we like to think about, but in the event of an emergency, speed and safety are crucial to a successful evacuation. Office buildings and schools, auditoriums and arenas are vulnerable places when the elevator is inoperative. Stair chairs...
Supporting Communication and Participation in Shared Storybook Reading Using Visual Scene Displays
Content type: Journal Article
This paper describes the benefits of Visual Scene Display (VSD) technology during shared storybook reading activities to support the literacy instruction of children with a diverse range of disabilities, particularly students with complex communication...
Using Video Self-Reflection to Support Collaborative Learning for Students With Learning Disabilities
Content type: Journal Article
When students work in heterogeneous collaborative groups in content classrooms (e.g., science, social studies), it may not always be beneficial to students with learning disabilities whose engagement and participation may be low. Using video as a self...
Digital Frayer Model: Supporting Vocabulary Acquisition With Technology and UDL
Content type: Journal Article
General and special education teachers can integrate digital tools with research based practices to address the needs of students with learning disabilities in inclusive high school classrooms. In this article, we describe a strategy developed by a pair of...
A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis
Content type: Journal Article
Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new...
How to Use Audio Feedback to Improve Students’ Writing Quality
Content type: Journal Article
Curriculum, testing, and administrative demands limit instructional time in modern classrooms (McKeown, FitzPatrick, & Sandmel, 2014); for these reasons, teacher-student conferences and timely personalized feedback are short or rare (Stemper, 2002)...