Right from the Start

Stockall, Nancy; Dennis, Lindsay R.; Miller, Melinda G.

doi:10.1177/004005991204500103

Cited by 21 publications

(5 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Using the multimodal representation to plan reading activities for preschool students may provide students a more inclusive environment (Cunconan-Lahr & Stife, 2007; Stockall et al, 2012) and meaningful way to connect to books and embrace the joy of reading. Verbalization and repetition aid learning new words and help build concepts that are not visually available (Allman & Lewis, 2014).…”

Section: Using Book Boxes To Provide Multiple Means Of Representation...mentioning

confidence: 99%

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

Fundelius

Wade

Robbins

et al. 2022

Inclusive Practices

View full text Add to dashboard Cite

The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.

show abstract

Section: Using Book Boxes To Provide Multiple Means Of Representation...mentioning

confidence: 99%

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

Fundelius

Wade

Robbins

et al. 2022

Inclusive Practices

View full text Add to dashboard Cite

show abstract

“…In schools, while there may be itinerant supports such as child and youth workers, social workers, speech and language pathologists, and psychologists, the primary service providers are teachers. (Underwood, 2012, p. 127) These changes mean that RECEs will be adjusting to a novel role in a new environment, supporting all students in kindergarten with diverse skills and abilities (Bennett, 2009;Stockall, Dennis, & Miller, 2012). This role includes exposure and support in the area of school-based special education services, for needs that may be undetected prior to school entry (Canning & Lyon, 1989).…”

Section: Child Studymentioning

confidence: 99%

Full Issue

Editor¹

2015

J Child. Stud.

View full text Add to dashboard Cite

CAYC exists to provide a Canadian voice on critical issues related to the quality of life of all young children and their families. THE AIMS OF THE CAYC 1. To influence the direction and quality of policies and programs that affect the development and well-being of young children in Canada. 2. To provide a forum for the members of Canada's early childhood community to support one another in providing developmentally appropriate programs for young children. 3. To promote and provide opportunities for professional development for those charged with the care and education of young children. 4. To promote opportunities for effective liaison and collaboration with all those responsible for young children. 5. To recognize outstanding contributions to the well-being of young children. IMPLEMENTING THE AIMS OF THE CAYC 1. The National Conference: The National Conference is a highlight of the CAYC. The program includes lectures by internationally renowned authorities on children, workshops, discussion groups, displays, demonstrations, school visits and tours. 2. Provincial and Regional Events: The organization of members at the local and provincial level is encouraged to plan events to deal with the issues and concerns pertaining to young children. These events may take the form of lectures, seminars or a local conference. 3. The Journal: An outstanding multidisciplinary journal is published twice yearly. Articles by nationally and internationally known experts in early childhood education and child rearing are presented in the Journal of the CAYC. Inside CAYC provides information on Association activities. SUBSCRIPTIONS AND MEMBERSHIP Membership fees are payable on application and renewable annually on an evergreen basis. To be considered a voting member, fees must be paid no later than 60 days prior to the Annual General Meeting. CAYC members receive two issues of Canadian Children as well as favourable rates for national and regional conferences.

show abstract

“…By exploring this learning model, educators may consider that multiple ways of accomplishing a goal or skill does not diminish the quality or water down the learning experience. Moreover, if instructors cater to visual, tactile, and auditory needs of students, the teaching style may also encourage students' autonomy (Stockall, Dennis, & Miller, 2012). The study has been introduced to encourage faculty to think critically about misunderstandings of fundamental issues regarding accommodations and their willingness to adjust their course designs.…”

Section: Future Directionmentioning

confidence: 99%

Reseña de Tecnología para Asistencia Multimedia: Acondicionamientos Universales para Estudiantes con Necesidades Especiales

Howard-Bostic,

Andasheva,

Smith

2015

VEsC

View full text Add to dashboard Cite

El Acta para los Estadounidenses con Discapacidades de 1990 requiere que los estudiantes con necesidades especiales reciban ‘acondicionamientos académicos, modificaciones razonables, y ayuda y servicios auxiliares’. Este trabajo apoya la idea de acondicionamientos universales, que involucra técnicas de enseñanza que fomentan el aprendizaje sin disminuir la calidad académica. Se consideran distintos métodos de asistencia tecnológica multimedia (MAT) como las notas compartidas, clases en audio y transcripciones escritas. Utilizar estas herramientas mediante un soporte en línea ayuda a que los estudiantes se adapten a los contenidos, comprendan las ideas de manera efectiva y sean responsables de su propio aprendizaje. La implementación de estos recursos también permite reducir los estigmas de participación que se derivan de la aplicación de políticas para la discapacidad, al tiempo que crea oportunidades en la clase para todos los estudiantes. La muestra analizada permite concluir que dichos acondicionamientos MAT son empleados de manera voluntaria y resultan significativamente útiles.

show abstract

Right from the Start

Cited by 21 publications

References 20 publications

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

Full Issue

Reseña de Tecnología para Asistencia Multimedia: Acondicionamientos Universales para Estudiantes con Necesidades Especiales

Contact Info

Product

Resources

About