This study examines the text quality of math assessment items for students with VI who use screen readers. Using data from about 29.5 million students taking standard versions of the MAP Growth math assessment, and 48,845 students taking accessible versions, we identified high-quality items, those that measured achievement for both students with and without VI equally well, and low-quality items, which showed differences between the two groups of students.

This review examines research on math achievement in students who are blind or visually impaired, the opportunities that BVIs have to demonstrate their knowledge of mathematics, as well unique challenges they face and ways in which these barriers have (or have not) been addressed.

In this webinar, learn what new research shows about the academic growth trajectories of students who are deaf or hard of hearing (DHH), and tips for supporting students who are DHH in distance learning.

How can educators effectively engage students with disabilities in distance learning? Elizabeth Barker shares shares four ingredients for effective special education in this piece by The 74’s Beth Hawkins.

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.