Research Terms
This session will provide an overview of the 7 effective strategies for including students with disabilities in the general education setting grounded in the art and science of co-teaching. The day will focus on practical strategies for co-teaching teams related to co-teaching: from developing a collaborative culture to scheduling to staffing to data collection of co-teaching outcomes. This session will focus on practical classroom applications to support students with disabilities in general education settings using co-teaching. • Specific strategies addressed giving practical strategies that can be used immediately: • Creating a school-wide culture for co-teaching and inclusion • Celebrating all students • Interdisciplinary collaboration • Effective co-teaching • Active Learning • Evidence-based strategies • Grading and assessment
Subject Areas:
Audience:
Adults
Duration:
full day
Fee:
Greater than $500
Including students is not enough. This session focuses on the voices of a researcher, district administrator and a principal about the process for positive changes to occur in meeting the needs of students through UDL, environmental changes, co-teaching, technology integration, cooperative learning, teacher leadership, and most importantly with improved learning outcomes. The presentation starts with a summary from a study from schools, districts, regions, and states that provided an open invitation to visits schools and classrooms to better understand what high achievement gains look like in schools. Additional information was obtained from direct observations and meetings with teachers, principals, and district administrators. The point of this study was to collate and design a process that will be shared to promote best practices aligned with student learning gains.
Subject Areas:
Keywords:
Audience:
Adults
Duration:
1 hour or less
Fee:
Greater than $500
This session will provide teachers (general and special educators alike) with thoughts to ponder related to the impact of teaching to the highest standards in inclusive settings while meeting the needs of students with disabilities. The workshop will focus on practical ideas to address the standards through collaborative teaching, universal design for learning, interdisciplinary collaboration and the use of technology to ensure the success of students with disabilities. This engaging session will include: • Useful strategies to successfully support students with disabilities in general education classrooms • Practical techniques for establishing partnerships between general and special educators • User friendly resource materials for immediate use in your school and classroom related to student learning and assessment • Real world, relevant and practical ideas, and videotaped examples of inclusive and co-taught settings, including tools for collaboration, assessment and universal design principals. Specific tools across the content will be discussed as well the role of the special educator not only in using these tools but teaching students to self advocate for their technological needs for success in reaching the highest standards possible.
Subject Areas:
Keywords:
Audience:
Adults
Duration:
full day
Fee:
Greater than $500
Given the right culture, collaboration, technology and support ALL students and teachers can be successful. What are tools that lead to this success? Discover common themes in successful inclusive classrooms as well as what changes can occur to ensure the success of students academically and socially. This session will provide practical applications for inclusive settings to support teachers and students to move them from where they are to where they need to be in today’s 21st Century classrooms. Come ready to learn, laugh and “think differently” about how using strategies, UDL and technology can support teachers in inclusive settings to successfully meet the needs of all students in the Common Core and College and Career Readiness Standards.
Subject Areas:
Keywords:
Audience:
Adults
Duration:
full day
Fee:
Greater than $500
Center for Research in Education Simulation Technology (CREST)
| Director |
Lisa Dieker |
| Phone | 407-823-3885 |
| Website | https://ccie.ucf.edu/crest/ |
| Mission | CREST provides an integrated structure that allows the use of UCF-developed technologies and paradigms for educational experiences to expand to include a broad range of societally relevant applications. The purpose of the center is to:
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Researchers at the University of Central Florida have invented computer simulation technologies to help people with environmental anxiety disorders improve their executive functioning (EF) skills. The technologies may help people with conditions such as autism spectrum disorder (ASD), post-traumatic stress disorder (PTSD), and attention deficit disorder (ADD). EF includes cognitive brain processes, such as inhibition, memory, attention, emotional regulation, planning and problem-solving.
The new technologies provide dynamic virtual environments for learning, practicing and improving EF skills—capabilities unavailable in existing technologies. The inventions offer those with sensory overload, such as people with ASD, ways to experience real-world situations safely. For example, a student who may be anxious about a doctor's visit, asking out a peer on a date, or asking for help in a situation can use the technologies to practice and master such skills.
Technical Details
The UCF inventions replicate interactions found to transfer EF skills back into the home, school, and community life of individuals and enable repeated practice. Specific objectives for EF skills are set in the environment with computer-automated avatars interacting in a controlled setting. The apparatus generally consists of sensors, video displays, computer processors, and memory storage devices.
Once tasked with an EF skill, an individual is fully or partially immersed in a computer-simulated environment for a time-limited session. The system monitors the individual in real-time, using sensors to detect quantifiable changes in anxiety level.
A common characteristic of the EF skill assigned is that a sufficient increase in anxiety state by the individual hinders successful completion of the skill. In response to an individual’s increased anxiety level, the computer-simulated environment modulates the sensory complexity of one or more simulation features to enable the individual to develop proficiency in EF skills in increasingly complex environments therapeutically. The intensity of a scenario can be escalated or de-escalated depending on the objective, tolerance, and the desired outcome specified by the intervention team aligned with learning versus mastering an EF skill.
In one application, an individual suffering from flight anxiety may be immersed in a virtual, augmented, or mixed reality environment simulating the cabin of a commercial aircraft. The computer simulation may include vibrations and tilting of the subject's chair to simulate takeoffs, landings, and turbulence. The person running the simulation can modify the intensity by controlling the number of passengers (typically automated avatars), the behaviors of the passengers (such as belligerent passengers, crying children, sleeping passengers), ambient noise levels, and dialog loops of the automated avatars.
Partnering Opportunity
The research team is seeking partners for licensing and/or research collaboration.
Stage of Development
Prototype available.
