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  • Provide text alternatives for any non-text content so that it can be changed into other forms people
    All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below. Controls, Input If non-text content is a control or accepts user input, then it has a name that describes its purpose. (Refer to Success Criterion 4.1.2 for additional requirements for controls and content that accepts user input.) Time-Based Media If non-text content is time-based media, then text alternatives at least provide descriptive identification of the non-text content. (Refer to Guideline 1.2 for additional requirements for media.) Test If non-text content is a test or exercise that would be invalid if presented in text, then text alternatives at least provide descriptive identification of the non-text content. Sensory If non-text content is primarily intended to create a specific sensory experience, then text alternatives at least provide descriptive identification of the non-text content.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Dec 4, 2024
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  • The benefits and challenges of the iterative process
    The iterative model isn’t right for every team—or every project. Here are the main pros and cons of the iterative process for your team. Pros: Increased efficiency. Because the iterative process embraces trial and error, it can often help you achieve your desired result faster than a non-iterative process.  Increased collaboration. Instead of working from predetermined plans and specs (which also takes a lot of time to create), your team is actively working together. Increased adaptability. As you learn new things during the implementation and testing phases, you can tweak your iteration to best hit your goals—even if that means doing something you didn’t expect to be doing at the start of the iterative process.  More cost effective. If you need to change the scope of the project, you’ll only have invested the minimum time and effort into the process.  Ability to work in parallel. Unlike other, non-iterative methodologies like the waterfall method, iterations aren’t necessarily dependent on the work that comes before them. Team members can work on several elements of the project in parallel, which can shorten your overall timeline.  Reduced project-level risk. In the iterative process, risks are identified and addressed during each iteration. Instead of solving for large risks at the beginning and end of the project, you’re consistently working to resolve low-level risks. More reliable user feedback. When you have an iteration that users can interact with or see, they’re able to give you incremental feedback about what works or doesn’t work for them. Cons: Increased risk of scope creep. Because of the trial-and-error nature of the iterative process, your project could develop in ways you didn’t expect and exceed your original project scope.  Inflexible planning and requirements. The first step of the iterative process is to define your project requirements. Changing these requirements during the iterative process can break the flow of your work, and cause you to create iterations that don’t serve your project’s purpose. Vague timelines. Because team members will create, test, and revise iterations until they get to a satisfying solution, the iterative timeline isn’t clearly defined. Additionally, testing for different increments can vary in length, which also impacts the overall iterative process timeline. 
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Nov 27, 2024
    +2
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  • Is incremental design the same thing as iterative processes?
    Most teams use incremental design and iterative processes interchangeably, and in practice, they often go hand-in-hand. But there is a difference between the two terms. In an iterative process, your team works to refine and improve your project based on feedback or new information. The key to the iterative process is trial and error: the project gets better over time as a result of these changes.  In incremental design—sometimes called incremental development—you will add new features and build better things on top of your first version or deliverable. To run an incremental design process, teams will purposefully produce a bare-bones version of their ultimate project deliverable in order to get it out the door as quickly as possible (like Facebook’s old mantra—move fast and break things). Then, the team will iterate and improve upon the initial version by creating increments that include more features than the initial version. They will continue to do so until their deliverable has all of the functionality it needs to have.  Most teams that use iterative processes use incremental design and vice versa. Good iterative processes are also incremental so that you can continuously improve on your original deliverable. Good incremental design is also iterative because you need to be able to respond to customer feedback and pivot if necessary.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Nov 27, 2024
    +2
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  • The iterative process is the practice of building, refining, and improving a project, product, or initiative. Teams that use the iterative development process create, test, and revise until they’re satisfied with the end result. You can think of an iterative process as a trial-and-error methodology that brings your project closer to its end goal. Iterative processes are a fundamental part of lean methodologies and Agile project management—but these processes can be implemented by any team, not just Agile ones. During the iterative process, you will continually improve your design, product, or project until you and your team are satisfied with the final project deliverable.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Nov 27, 2024
    +7
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  • What is Attention Deficit Hyperactivity Disorder?
    Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).  In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en Ages 6-11: Approximately 2.4 million children Ages 12-17: Approximately 3.3 million children The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013). The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, Nov 14, 2024

  • What is Attention Deficit Hyperactivity Disorder?
    Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).  In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en Ages 6-11: Approximately 2.4 million children Ages 12-17: Approximately 3.3 million children The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013). The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Thursday, Nov 14, 2024

  • Organizational Supports for ADHD Students - ADDED
    As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes. The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmentaldemands.  Therefore, it is not unusual for the student to perform differently across settings.  For example, a student with ADHD may experience academic success in elementary school;however, when he enters middle school, the increased academic and organizational demandsmay increase his need for additional academic and behavioral supports.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Oct 23, 2024
    +1
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  • Students with ADHD
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Sep 25, 2024

  • A Retrospective on A Teenager’s Experience Being Diagnosed and Treated for ADHD
    As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes. The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmentaldemands.  Therefore, it is not unusual for the student to perform differently across settings.  For example, a student with ADHD may experience academic success in elementary school;however, when he enters middle school, the increased academic and organizational demandsmay increase his need for additional academic and behavioral supports.
    By: Anne Miller vijayalaxmi Santosh Mhetre
    Wednesday, Sep 4, 2024
    +1
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