WABIÂ talked with Deborah Rooks-Ellis and Sarah Howorth about their findings that telehealth technology may provide better and more equitable access to early intervention services for children diagnosed with Autism Spectrum Disorder who live in rural areas.
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Families of children diagnosed with Autism Spectrum Disorder who live in rural areas might receive better and more equitable access to early intervention services using telehealth technology, according to a recent study led by two 91±¬ÁÏ professors.
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Assistant professor of curriculum, assessment and instruction Rebecca Buchanan has received a 2020 Faculty Research Award from the 91±¬ÁÏ’s Faculty Research Fund program, which aims to support faculty in establishing or maintaining high quality research programs and other creative achievements.
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The Portland Press Herald reported the 91±¬ÁÏ, Maine Department of Education and other educational organizations will design and pilot new models of remote learning.
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In order to develop teacher leaders in preK–12 schools, three 91±¬ÁÏ faculty members suggest a career-spanning framework that emphasizes continuous inquiry, social justice, and an expanded notion of teachers’ roles in schools, communities and society.
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WABI (Channel 5) reported on a study conducted by researchers with the 91±¬ÁÏ’s College of Education and Human Development concluding that newborns who did not pass their initial hearing screen but who later were found to have typical hearing had higher rates of Autism Spectrum Disorder (ASD) in 5 to 10 years.
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The 91±¬ÁÏ College of Education and Human Development recognized 503 students for achieving Dean’s List honors in the spring 2020 semester.
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The 2020–2021 Margaret Chase Smith Public Affairs Scholarship has been awarded to Tom Adams, a 91±¬ÁÏ secondary education major from Falmouth, Maine.Â
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Nolan Altvater of Milford, a 91±¬ÁÏ rising senior majoring in secondary education and minoring in English, was selected as one of 55 students nationwide to receive Honorable Mention for the Udall Scholarship in the Native American policy category.
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The coronavirus pandemic has highlighted an already urgent need for educators to develop their technological and pedagogical content knowledge—what some in education refer to as TPACK—in order to be effective practitioners in technology-enhanced learning environments.
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