Artifact(s):  Multiple Pathways / Podcasts

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​OVERVIEW:  As both an online and face-to-face teacher, I often interact with various professionals (e.g., Resource staff, Special Education Coordinators, Speech and Audio Specialists) in preparing Individual Educational Programs (IEPs) and 504 modifications required under the Americans Disabilities Act for students.  Parent meetings are a part of this process.

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Some modifications require allowing additional time for assignments, providing copies of modified notes, or allowing additional attempts on unsuccessful tests.  I have created podcasts of me reading the online text so that struggling readers could follow along and replay them multiple times.  Also, when developing lessons for my blended course, I search out Internet-based resources from reputable sources that meet the same objectives but are presented in different ways to engage diverse learning styles.



Performance Indicator #1: The online teacher knows how adaptive/assistive technologies are used to help people who have disabilities gain access to information that might otherwise be inaccessible.

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​Performance Indicator #2:  The online teacher modifies, customizes and/or personalizes activities to address diverse learning styles, working strategies and abilities (e.g., provide multiple paths to learning objectives, differentiate instruction, strategies for non-native English speakers).



​Performance Indicator #3:  The online teacher coordinates learning experiences with adult professional (e.g., parents, local school contacts, mentors).