NWEA

The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.

Some students rely on schools for the personal, hands-on attention of specialists. What do they do now?

As COVID-19 pushes us toward distance learning, we can make small adjustments to online instruction to better meet the specific learning needs of students with disabilities.

Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging. This paper looks to review the accommodations landscape— discovering the past, highlighting our present progress, and uncovering new areas to explore.

Devices are only as accessible as the content they deliver to students. Put your vendor list to the test with these accessibility questions.

On this Education Talk Radio Pre K – 20 radio show, host Larry Jacobs talks with NWEA’s Elizabeth Barker and Brian Tosky about universal design for learning and more.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.