Jonathan Ciobanasiu

Consistency with grading among students is important, but "tolerance for error" with disabled students needs to be protected.

I appreciated learning about AT tools. The Job Access With Speech (JAWS) screen reading (text-to-speech) software for those who can't see would be especially helpful in an English comp. class like mine.

I learned that there is a lot of legislation in place to help people with disabilities, but instructors need to be diligent to apply these things in the classroom to come alongside students with disabilities.

I find it shocking that "schools find about 5% of their students self-report and 10-12% students with disabilities are anticipated from a national standpoint." This is important to note in order to generate content that is accessible to everyone, even if some students do not self-report.  

I never heard of a "blogroll" before this, but creating a list of links that give students access to other sites within a blog is a great way to broaden their understanding and curiosity on a particular topic.

Instructors should "chunk" content in a class to more efficiently get information to students.

I never knew about sites such as TeacherTube, SchoolTube, iTunesU and Google Workspace for Education to engage students in the learning process. I need to take advantage of all the variety available to me.

I appreciate the suggestion to "Do No Harm" via social networking by not making that networking a place for propagating my own views.

Considering validity as well as reliability is essential in the development of a rubric that is fair as well as consistent.

I did not realize that there are so many rubric/assessment options. This section revealed five of them to me: Alternative Assessment, Analytic Rubrics, Holistic Rubrics, Formative Assessment, and Summative Assessment.