EALA

Resource Format: Web-based Content

  • Literacy & Dyslexia

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    The Nebraska Department of Education recognizes the importance of learning to read for students throughout the state. Understanding the specific needs of all students is paramount to providing appropriate instruction for children to progress in reading development. The Dyslexia Guide: Technical Assistance for Providing Support for Students was developed to provide the current resources, research…

  • Preparing the Learning Environment

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    No two children with deaf-blindness are alike. As such, preparing an environment for a childwho is deaf-blind must be highly individualized and based on a thorough assessment of thechild’s unique sensory, cognitive, and physical needs. The information collected will inform howbest to arrange the classroom and create organized, uncluttered learning spaces that arestimulating, motivating, and…

  • Optimizing Availability for Learning

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    Children and youth are available to learn when they are ready to engage with people, absorb information, andpay attention to what is occurring around them. They are alert, attentive, and interested but not overstimulated.Optimizing availability for learning involves a systematic analysis and understanding of the internal and externalfactors that affect a child’s biobehavioral state (e.g.,…

  • Appropriate Assessment Strategies

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    Children and youth with deaf-blindness are a highly diverse population. They have different types andseverities of visual impairments and hearing losses and different levels of communication, ranging frompre-symbolic to language fluency. Many have additional disabilities, including intellectual disabilities, and somehave complex medical conditions.

  • Building Trusting Relationships

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    This practice guide outlines the essential components and associated skills for building trustingrelationships. Relationships grounded in trust and mutual respect increase opportunities for learningand communication. They create a sense of safety, minimize anxiety, and empower individuals toexplore and engage with the world. They are the basis for educating children and youth.

  • TIP #19: Creating Accessible Grade-level Texts for Students with Significant Cognitive Disabilities in Inclusive Classrooms

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    Students with significant cognitive disabilities need opportunities to interact with original text to ensure language development and comprehension of grade-level content. When the grade-level text is not accessible in its original form, an adapted text may be needed. Alternate texts are not necessary within an inclusive classroom. Instead, educators can collaborate with one another to…

  • TIP #18: Choosing Accessible Grade-Level Texts for Use in Inclusive Classrooms

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    Often, students have favorite books or characters that enable them to learn from rich literary experiences. Individuals with disabilities should have the opportunity to engage in grade-level texts, connect memories, and learn from favorite books alongside their peers. Accessible texts promote comprehension through the use of adaptations that modify original print formats. This TIPS will…

  • Potential Indicators of Dyslexia

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    This checklist is designed to aid educators in identifying students with characteristics orpotential indicators of dyslexia and to document any skill deficits confirmed duringscreening to inform instruction

  • Using ARP Funds to Redesign Schools for Whole Child Equity: Early State and Local Policy Recommendations from the Science of Learning and Development

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    To help guide states and districts build ARP plans consistent with the science of learning and development, the SoLD Alliance has released an initial set of state and local policy recommendations on how to use ARP funds to redesign schools for whole child equity.

  • 9 Clever Teaching Strategies for Common Learning Hurdles

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    Learn how executive dysfunctions impact reading comprehension, writing, and math academic skills — and solutions for each subject that benefit children with ADHD.