Learning Management Systems like Canvas can help teachers and students create multimodal resources for a variety of topics.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
Gardner, M. F. (1982). Test of Visual Perceptual Skills. Seattle, WA: Special Child Publications.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down a skill into more manageable parts.
Providing options for adding questions and annotating for students can make deconstructing these texts more manageable and relevant for all students.
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
Ross, S. W., & Sabey, C. V. (2015). Check-in check-out+ social skills: Enhancing the effects of check-in check-out for students with social skill deficits. Remedial and Special Education, 36(4), 246-257.
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