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Advanced Excel is a comprehensive tutorial that provides a good insight into the latest and advanced features available in Microsoft Excel 2013. It has plenty of screenshots that explain how to use a particular feature, in a step-by-step manner.

Images must have text alternatives that describe the information or function represented by them. This ensures that images can be used by people with various disabilities. This tutorial demonstrates how to provide appropriate text alternatives based on the purpose of the image:

Informative images: Images that graphically represent concepts and information, typically pictures, photos, and illustrations. The text alternative should be at least a short description conveying the essential information presented by the image.

Decorative images: Provide a null text alternative (alt="") when the only purpose of an image is to add visual decoration to the page, rather than to convey information that is important to understanding the page.

Functional images: The text alternative of an image used as a link or as a button should describe the functionality of the link or button rather than the visual image. Examples of such images are a printer icon to represent the print function or a button to submit a form.

Images of text: Readable text is sometimes presented within an image. If the image is not a logo, avoid text in images. However, if images of text are used, the text alternative should contain the same words as in the image.

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).
The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.