Tag: accessible

Expanded AI Makes Active, Personalized Learning More Accessible

Top Hat’s AI-powered assistant, Ace, just got even better. Two new features—example generation and personalized practice—make it easier than ever for educators to personalize learning and give students the support they need to stay on track.

Ace was designed to take the heavy lifting out of creating assessments and provide students with help when they need it. Now, it’s enabling educators to make learning more relevant by connecting course content to student interests and career goals and by offering targeted practice based on where students are struggling most.

“Each of these features reflects our belief that great teaching and learning happens when technology helps people do what they do best,” said Maggie Leen, CEO of Top Hat. “With Ace, we’re building an experience that empowers busy educators and motivates students to connect, explore, practice, and succeed.”

Since its introduction in 2023, Ace has become a trusted partner for instructors seeking to deepen engagement and boost learning outcomes. The new enhancements make it simple for educators to implement teaching practices shown to improve learning, and enhance student success through on-demand, personalized study support.

Example Generation: Make Content More Relevant and Engaging

One of the biggest challenges in teaching is helping students see why what they’re learning actually matters. With Ace’s new example generation feature, educators can highlight any part of their course material and ask Ace to create a scenario that ties the concept to something students might encounter in their future careers—or even in everyday life. For instance, an educator teaching anatomy to nursing students might ask Ace to show how muscle function affects patient mobility. When content is connected to students’ goals or lived experiences, it becomes more relevant and meaningful.

This new capability builds on Ace’s popular question generation tool used by faculty to create formative assessments from their content with just a few clicks. With example generation, educators have another fast and flexible way to personalize course material and make learning more engaging.

Personalized Practice: Turn Mistakes Into Learning Opportunities

Many students want more chances to practice but often don’t know what to review or where to start. Ace’s new personalized practice feature gives them just that. As students work through assigned readings and questions, Ace pinpoints where they’re struggling and creates targeted practice sets based on those areas. Feedback is instant, helping students stay on track and build confidence before high-stakes tests.

More than 100,000 students have used Ace for on-demand study help—from chat-based explanations to unlimited practice questions tied directly to their course content. The new personalized practice feature builds on these tools by offering even more tailored support. It’s a smarter, more continuous way to learn, to build confidence, and deepen understanding over time.

“Ace shows what’s possible when AI is used thoughtfully to empower instructors, reflect students’ interests, and elevate the learning experience,” said Hong Bui, Chief Product Officer at Top Hat. “As Ace continues to evolve, we’ll add new capabilities to help educators teach more efficiently and create more impactful, engaging experiences for their students.”

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July 11, 2025
ASU Online: Where Success Is Accessible and Innovation Is Standard

What is your passion? What sparks your curiosity and brings you joy? Whatever it is, Arizona State University (ASU) will help you find it, study it, master it, and turn it into a rewarding career, regardless of your previous educational journey.

Casey Evans

Chief Operating Officer, EdPlus at ASU

For more than 15 years, ASU has offered high-quality programs online taught by the same world-renowned faculty that teach on-campus students, using the same rigorous curriculum. ASU offers more than 300 degree programs online, with over 100,000 graduates now working across nearly every industry, helping to strengthen the university’s reputation for educational excellence and career readiness. ASU graduates are highly recruitable, with ASU ranking No. 2 in the United States among public universities for the employability of its graduates, ahead of UCLA, the University of Michigan, and Purdue University.

ASU Online combines the exceptional resources and academic excellence of the nation’s most innovative university with a rigorous, world-class online learning experience. Students are supported every step of the way, ensuring they gain the skills and knowledge they need to thrive in their career, no matter where they are in the world.

“ASU’s rigorous coursework and knowledgeable instructors have been instrumental in preparing me for my career, equipping me with the skills to excel in my field,” said Evelyn M., ’24 BS in speech and hearing science.

To learn more, visit asuonline.asu.edu

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June 1, 2025
Steps Toward Creating a More Accessible and Inclusive College Classroom – Faculty Focus
Preparing the next generation of graduates in a 21st-century, diverse, and international classroom requires a pedagogical shift to recalibrate one’s practice. A faculty vision of inclusive pedagogy informed by equity and social justice transcends bias and makes diversity functional and beneficial to all students. Creating a classroom in the service of social justice (The Metropolitan Center for Urban Education, 2008) requires a profound understanding of the impact of human diversity on teaching and learning (Cushner et al., 2024). Enacting equity pedagogy as an essential component of multicultural education (Banks & Banks, 1995) requires instructors to become change agents. It is important to understand inclusive pedagogies as practices where we discern the nuance between general multicultural education or culturally responsive pedagogy and inclusive practices that specifically address the ability/disability continuum and the health dimension. In this article, we will examine ability/disability as a characteristic of human diversity in education as illustrated by Cushner et al. (2024) in their diversity framework. Approaches to creating an inclusive classroom are presented.

Start here…
- Adopt an asset-based approach for all students.
- Recognize that disability is often defined by the environment in which an individual exists.
- Ensure you are not making ableist statements that reinforce stereotypes (ex: “turn a blind eye,” “fall on deaf ears;” using phobia to mean discrimination, ie “transphobia”).
- Avoid negative descriptions of disability (ex: “suffers from a condition,” “confined/bound to a wheelchair”).
- Use person-first language rather than deficit-first language (ex: “student with a learning disability,” not “learning disabled student”), unless an individual discloses that they prefer to use identity-first language (for example: some individuals on the autism spectrum may prefer to call themselves “autistic” rather than “a person with autism”; someone may identify as part of the Deaf community). Refer to people how they refer to themselves.
- Realize that impact matters, regardless of intention.
- Assume that students are capable and possess knowledge and skills.
- Support colleagues with disabilities.
- Tell a colleague that you are committing to the work of becoming a more inclusive educator. When they ask what this means, share these suggestions!
Beginning
- Add literature/resources from neurodivergent, disabled, and diverse authors to assigned course readings and class activities.
- Replace and/or supplement outdated readings.
- Provide electronic files of reading, resources, presentations, and other materials.
- Provide multiple sources and access points for assignment requirements and expectations (written descriptions, presentations, instructional videos, examples, rubrics).
- Be open and welcome student questions.
- Understand that all behavior is a function or indicative of something else; ask if students need support rather than punish them.
- Update course syllabi to include statements from the campus disability/accommodations resource office, a statement on academic diversity, religious observant policies, and campus mental health resources.
- Create community guidelines for discussions that include intention and impact/anti-bias language.
- Immediately address ableist/biased remarks in the classroom through discussion.
- Update course syllabi to include a statement of classroom environment that encourages regard for others and respects free speech while not tolerating hate speech.
- When presenting a visual/image, also provide a description of the image (alt text).
- Provide Closed Captioning on posted videos (lectures, resources, etc.).
- Incorporate the impact of and perspectives of groups of diverse abilities in policies of the past and present.
- Encourage students (and ourselves as faculty) to analyze research and articles to ensure they represent the perspectives of marginalized groups; follow up with questioning why and providing additional resources to promote self-advocacy.
- Revise course syllabi to include Student Learning Objectives, Essential Questions, and Course Descriptions related to self-reflection/advocacy/inclusion/preparing students to be agents of change.
- Examine course syllabi to make sure policies (late work, absence, participation grades, etc.) do not indirectly or directly target students with disabilities OR demonstrate bias toward neurotypical students (for example: a “cameras on” video policy in an online course may disproportionately punish students who require accommodations or have diverse learning needs; deductions for late work may punish students who need flexibility due to medical or mental health needs; requiring students to disclose personal details in order to receive extensions or incompletes disrespects students’ privacy of health and disability needs)
- Be willing to adjust your expectations through flexibility.
- Re-examine assignments and assessments for bias and exclusionary practices.
- Consider changing assessments from high-stakes timed tests to projects, homework, open-note/open-book take-home tests.
- Ask a colleague to audit your syllabi for readings/topics/policies as listed here.
- Collaborate with colleagues in accessibility services to better understand and integrate the services and supports available.
- Discuss the need to broaden participation and opportunities for people with disabilities in your department/college.
- Examine courses to make sure provided resources are organized and labeled clearly.
Advanced, all the previous steps plus…
- Advocate for (or lead!) professional development opportunities on inclusion.
- Participate in on- and off-campus events that promote disability acceptance and inclusive practices.
- Inform students of community opportunities they can take part in promoting disability acceptance or inclusive practices.
- Model examination/reflection on your own privilege (if neurotypical and able-bodied) or experience as a person with(out) a disability.
- Consider multimodal access to course participation (for example, HyFlex courses have in-person, video and asynchronous options for all students).
- Ask a colleague to informally observe your teaching and provide constructive feedback on your work of being an inclusive teacher.
- Invite guest speakers with disabilities to speak with your students about their experiences.
- Collaborate with an ADA coordinator to educate students and colleagues about accessibility on your campus.
- Collaborate with administrators and faculty who may be working toward DEI or inclusion initiatives on your campus.
- Seek input from resources such as the Association of University Centers on Disabilities (AUCD) and Think College for postsecondary education program guidance for individuals with disabilities.
We believe that the responsibility of anti-oppressive work in higher education belongs to all and that making education accessible for individuals with disabilities advances freedom for all groups of people. These universally designed teaching practices, while necessary to increase access for individuals with disabilities, are beneficial for all individuals, regardless of identity status. Thank you for your work towards broadening access to higher education!

Laura N. Sarchet is an autistic self-advocate and Assistant Professor of Special Education at Niagara University who uses her experience as a neurodivergent person to raise awareness about autism and disability through research and practice.

Haoua M. Hamza is an associate professor in the Middle and Adolescence Education Department in the College of Education.

Rachel Bailey Jones, Professor of Education at Nazareth University, focuses their research and teaching on working for educational justice for LGBTQ+ students through an intersectional lens.

Jennifer E. Hartman is an Instructor-ABD in the Special Education Department at Niagara University.

Dennis P. Garland, Ph. D. is Associate Professor and Chair of the Special Education Department at Niagara University.

Maria R. Nader is passionate about providing equitable education for all students and supporting educators to achieve this goal. She serves as a Faculty Fellow in the Special Education Department at Niagara University and has held teaching and administrative roles at the local, state, and university levels in New York, Ohio, and Hawai’i.

References

Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. 2nd ed. Jossey-Bass.

Coughlin, M. (2021). 10 things faculty need to understand about autism. Inside Higher Ed. https://www.insidehighered.com/advice/2021/10/20/lessons-teaching-students-autism-spectrum-opinion

Cushner, K., McClelland, A., Safford P., & Cushner, H. (2024). Human diversity in education. McGraw Hill.

The Metropolitan Center for Urban Education. (2008). Culturally Responsive-Sustaining Education Framework. New York State Education Department.

Sarchet, L. N. (2021). Faculty and staff: Training and outreach. University of Rochester Office of Disability Resources, adapted with permissions. https://www.rochester.edu/college/disability/assets/pdf/more-accessible-classroom.pdf

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
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May 19, 2025
Steps Toward Creating a More Accessible and Inclusive College Classroom – Faculty Focus
Preparing the next generation of graduates in a 21st-century, diverse, and international classroom requires a pedagogical shift to recalibrate one’s practice. A faculty vision of inclusive pedagogy informed by equity and social justice transcends bias and makes diversity functional and beneficial to all students. Creating a classroom in the service of social justice (The Metropolitan Center for Urban Education, 2008) requires a profound understanding of the impact of human diversity on teaching and learning (Cushner et al., 2024). Enacting equity pedagogy as an essential component of multicultural education (Banks & Banks, 1995) requires instructors to become change agents. It is important to understand inclusive pedagogies as practices where we discern the nuance between general multicultural education or culturally responsive pedagogy and inclusive practices that specifically address the ability/disability continuum and the health dimension. In this article, we will examine ability/disability as a characteristic of human diversity in education as illustrated by Cushner et al. (2024) in their diversity framework. Approaches to creating an inclusive classroom are presented.

Start here…
- Adopt an asset-based approach for all students.
- Recognize that disability is often defined by the environment in which an individual exists.
- Ensure you are not making ableist statements that reinforce stereotypes (ex: “turn a blind eye,” “fall on deaf ears;” using phobia to mean discrimination, ie “transphobia”).
- Avoid negative descriptions of disability (ex: “suffers from a condition,” “confined/bound to a wheelchair”).
- Use person-first language rather than deficit-first language (ex: “student with a learning disability,” not “learning disabled student”), unless an individual discloses that they prefer to use identity-first language (for example: some individuals on the autism spectrum may prefer to call themselves “autistic” rather than “a person with autism”; someone may identify as part of the Deaf community). Refer to people how they refer to themselves.
- Realize that impact matters, regardless of intention.
- Assume that students are capable and possess knowledge and skills.
- Support colleagues with disabilities.
- Tell a colleague that you are committing to the work of becoming a more inclusive educator. When they ask what this means, share these suggestions!
Beginning
- Add literature/resources from neurodivergent, disabled, and diverse authors to assigned course readings and class activities.
- Replace and/or supplement outdated readings.
- Provide electronic files of reading, resources, presentations, and other materials.
- Provide multiple sources and access points for assignment requirements and expectations (written descriptions, presentations, instructional videos, examples, rubrics).
- Be open and welcome student questions.
- Understand that all behavior is a function or indicative of something else; ask if students need support rather than punish them.
- Update course syllabi to include statements from the campus disability/accommodations resource office, a statement on academic diversity, religious observant policies, and campus mental health resources.
- Create community guidelines for discussions that include intention and impact/anti-bias language.
- Immediately address ableist/biased remarks in the classroom through discussion.
- Update course syllabi to include a statement of classroom environment that encourages regard for others and respects free speech while not tolerating hate speech.
- When presenting a visual/image, also provide a description of the image (alt text).
- Provide Closed Captioning on posted videos (lectures, resources, etc.).
- Incorporate the impact of and perspectives of groups of diverse abilities in policies of the past and present.
- Encourage students (and ourselves as faculty) to analyze research and articles to ensure they represent the perspectives of marginalized groups; follow up with questioning why and providing additional resources to promote self-advocacy.
- Revise course syllabi to include Student Learning Objectives, Essential Questions, and Course Descriptions related to self-reflection/advocacy/inclusion/preparing students to be agents of change.
- Examine course syllabi to make sure policies (late work, absence, participation grades, etc.) do not indirectly or directly target students with disabilities OR demonstrate bias toward neurotypical students (for example: a “cameras on” video policy in an online course may disproportionately punish students who require accommodations or have diverse learning needs; deductions for late work may punish students who need flexibility due to medical or mental health needs; requiring students to disclose personal details in order to receive extensions or incompletes disrespects students’ privacy of health and disability needs)
- Be willing to adjust your expectations through flexibility.
- Re-examine assignments and assessments for bias and exclusionary practices.
- Consider changing assessments from high-stakes timed tests to projects, homework, open-note/open-book take-home tests.
- Ask a colleague to audit your syllabi for readings/topics/policies as listed here.
- Collaborate with colleagues in accessibility services to better understand and integrate the services and supports available.
- Discuss the need to broaden participation and opportunities for people with disabilities in your department/college.
- Examine courses to make sure provided resources are organized and labeled clearly.
Advanced, all the previous steps plus…
- Advocate for (or lead!) professional development opportunities on inclusion.
- Participate in on- and off-campus events that promote disability acceptance and inclusive practices.
- Inform students of community opportunities they can take part in promoting disability acceptance or inclusive practices.
- Model examination/reflection on your own privilege (if neurotypical and able-bodied) or experience as a person with(out) a disability.
- Consider multimodal access to course participation (for example, HyFlex courses have in-person, video and asynchronous options for all students).
- Ask a colleague to informally observe your teaching and provide constructive feedback on your work of being an inclusive teacher.
- Invite guest speakers with disabilities to speak with your students about their experiences.
- Collaborate with an ADA coordinator to educate students and colleagues about accessibility on your campus.
- Collaborate with administrators and faculty who may be working toward DEI or inclusion initiatives on your campus.
- Seek input from resources such as the Association of University Centers on Disabilities (AUCD) and Think College for postsecondary education program guidance for individuals with disabilities.
We believe that the responsibility of anti-oppressive work in higher education belongs to all and that making education accessible for individuals with disabilities advances freedom for all groups of people. These universally designed teaching practices, while necessary to increase access for individuals with disabilities, are beneficial for all individuals, regardless of identity status. Thank you for your work towards broadening access to higher education!

Laura N. Sarchet is an autistic self-advocate and Assistant Professor of Special Education at Niagara University who uses her experience as a neurodivergent person to raise awareness about autism and disability through research and practice.

Haoua M. Hamza is an associate professor in the Middle and Adolescence Education Department in the College of Education.

Rachel Bailey Jones, Professor of Education at Nazareth University, focuses their research and teaching on working for educational justice for LGBTQ+ students through an intersectional lens.

Jennifer E. Hartman is an Instructor-ABD in the Special Education Department at Niagara University.

Dennis P. Garland, Ph. D. is Associate Professor and Chair of the Special Education Department at Niagara University.

Maria R. Nader is passionate about providing equitable education for all students and supporting educators to achieve this goal. She serves as a Faculty Fellow in the Special Education Department at Niagara University and has held teaching and administrative roles at the local, state, and university levels in New York, Ohio, and Hawai’i.

References

Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. 2nd ed. Jossey-Bass.

Coughlin, M. (2021). 10 things faculty need to understand about autism. Inside Higher Ed. https://www.insidehighered.com/advice/2021/10/20/lessons-teaching-students-autism-spectrum-opinion

Cushner, K., McClelland, A., Safford P., & Cushner, H. (2024). Human diversity in education. McGraw Hill.

The Metropolitan Center for Urban Education. (2008). Culturally Responsive-Sustaining Education Framework. New York State Education Department.

Sarchet, L. N. (2021). Faculty and staff: Training and outreach. University of Rochester Office of Disability Resources, adapted with permissions. https://www.rochester.edu/college/disability/assets/pdf/more-accessible-classroom.pdf

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
Source link
May 19, 2025
$6 ways to make math more accessible for multilingual learners$

6 ways to make math more accessible for multilingual learners
Key points:
- All students are math language learners, regardless of their home language
- Fostering metacognition and AI integration for ELLs
- How to support multilingual learners in STEM
- For more news on language learners, visit eSN’s Innovative Teaching hub
Math isn’t just about numbers. It’s about language, too.

Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

There are many ways teachers can bridge language barriers for multilingual learners (MLs) while also making math more accessible and engaging for all learners. Here are a few:

1. Introduce and reinforce academic language

Like many disciplines, math has its own language. It has specialized terms–such as numerator, divisor, polynomial, and coefficient–that students may not encounter outside of class. Math also includes everyday words with multiple meanings, such as product, plane, odd, even, square, degree, and mean.

One way to help students build the vocabulary needed for each lesson is to identify and highlight key terms that might be new to them. Write the terms on a whiteboard. Post the terms on math walls. Ask students to record them in math vocabulary notebooks they can reference throughout the year. Conduct a hands-on activity that provides a context for the vocabulary students are learning. Reinforce the terms by asking students to draw pictures of them in their notebooks or use them in conversations during group work.

Helping students learn to speak math proficiently today will pay dividends (another word with multiple meanings!) for years to come.

2. Incorporate visual aids

Visuals and multimedia improve MLs’ English language acquisition and engagement. Picture cards, for example, are a helpful tool for building students’ vocabulary skills in group, paired, or independent work. Many digital platforms include ready-made online cards as well as resources for creating picture cards and worksheets.

Visual aids also help MLs comprehend and remember content. Aids such as photographs, videos, animations, drawings, diagrams, charts, and graphs help make abstract ideas concrete. They connect concepts to the everyday world and students’ experiences and prior knowledge, which helps foster understanding.

Even physical actions such as hand gestures, modeling the use of a tool, or displaying work samples alongside verbal explanations and instructions can give students the clarity needed to tackle math tasks.

3. Utilize digital tools

A key benefit of digital math tools is that they make math feel approachable. Many MLs may feel more comfortable with digital math platforms because they can practice independently without worrying about taking extra time or giving the wrong answer in front of their peers.

Digital platforms also offer embedded language supports and accessibility features for diverse learners. Features like text-to-speech, adjustable speaking rates, digital glossaries, and closed captioning improve math comprehension and strengthen literacy skills.

4. Encourage hands-on learning

Hands-on learning makes math come alive. Math manipulatives allow MLs to “touch” math, deepening their understanding. Both physical and digital manipulatives–such as pattern blocks, dice, spinners, base ten blocks, and algebra tiles–enable students to explore and interact with mathematical ideas and discover the wonders of math in the world around them.

Many lesson models, inquiry-based investigations, hands-on explorations and activities, and simulations also help students connect abstract concepts and real-life scenarios.

PhET sims, for example, create a game-like environment where students learn math through exploration and discovery. In addition to addressing math concepts and applications, these free simulations offer language translations and inclusive features such as voicing and interactive descriptions.

Whether students do math by manipulating materials in their hands or on their devices, hands-on explorations encourage students to experiment, make predictions, and find solutions through trial and error. This not only fosters critical thinking but also helps build confidence and perseverance.

5. Use students’ home language as a support

Research suggests that students’ home languages can also be educational resources.

In U.S. public schools, Spanish is the most commonly reported home language of students learning English. More than 75 percent of English learners speak Spanish at home. To help schools incorporate students’ home language in the classroom, some digital platforms offer curriculum content and supports in both English and Spanish. Some even provide the option to toggle from English to Spanish with the click of a button.

In addition, artificial intelligence and online translation tools can translate lesson materials into multiple languages.

6. Create verbal scaffolds

To respond to math questions, MLs have to figure out the answers and how to phrase their responses in English. Verbal scaffolds such as sentence frames and sentence stems can lighten the cognitive load by giving students a starting point for answering questions or expressing their ideas. This way, students can focus on the lesson content rather than having to spend extra mental energy figuring out how to word their answers.

Sentence frames are often helpful for students with a beginning level of English proficiency.
- A square has sides.
- An isosceles triangle has at least equal angles.
Sentence stems (a.k.a. sentence starters) help students get their thoughts going so they can give an answer or participate in a discussion.
- The pattern I noticed was .
- My answer is . I figured it out by .
Whether online or on paper, these fill-in-the-blank phrases and sentences help students explain their thinking orally or in writing. These scaffolds also support academic language development by showing key terms in context and providing opportunities to use new vocabulary words.

Making math welcoming for all

All students are math language learners. Regardless of their home language, every student should feel like their math classroom is a place to learn, participate, contribute, and grow. With the right strategies and tools, teachers can effectively support MLs while maintaining the rigor of grade-level content and making math more accessible and engaging for all.

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April 4, 2025