Are accessible materials as good as gold (for all students)?
During our team planning meetings in September and October, our discussions frequently returned to the question of how we should measure the effect of accessible materials in the classroom. Based on research and initiatives carried out elsewhere across the country, we already knew the critical value of accessible materials in K-12 education. However, we wanted to document how accessible materials would impact our students (both those with diagnosed learning disabilities, and those without). This, while conscious that we were not conducting a research project. Working with the objective to increase student exposure to and engagement with text, we sought a tool that would measure students’ attitudes toward print, as well as a tool that would measure the amount of time spent (or the “stamina” demonstrated) engaging with print. Continue reading “Stay Gold! Measuring Impact”