2. Differentiated Instruction
• What it is
Personal and customized learning
Design and deliver instruction so they all students can learn
Providing students with information in a variety of ways
Allowing students to demonstrate mastery in different format
Based on standards
Begins long before the instructions are given to students
Strong content knowledge
• What it isn’t
Collection of teaching strategies
Making some (honor) students do more work
Covering fewer standards for special needs students
3. Universal Design for Learning
• Grew from Special Education policies that addressed the learning
disabilities of some students.
• Removes barriers for students in the learning process by providing
flexibility.
• This is accomplished through variations in the materials used, the method in
which content is delivered and assessed.
4. Setting Goals
• Learning should:
• Allow students to clearly understand the outcomes
• Be achievable through a variety of media
• Communicate the importance of the goal
• Students should always know the goal.
5. Software Adaptions• Include-
• Programs that adapt content to address particular disability.
• Provide access in a way that meets the needs of students.
• Examples-
• Word processing programs that highlight spelling and grammar errors.
• Word prediction software.
• Communication tools that assist with communication such as voice texting, reading
information from the screen and creates a document from verbal prompts from the
student.
• “It can be difficult for libraries to negotiate effectively with vendors for truly
"equally effective" library e-resources without significant leverage from faculty or
top school level administration. Such leverage is needed to be able to credibly
insist that vendors must improve to retain license agreements.Top school level
support is also needed so the library is provided with the resources of web
developer staff expertise and time necessary to competently explain the school's
digital accessibility obligations and requirements to vendors.” (CENNAMO and
Ross and Ertmer)
6. Hardware Adaptions
• Keyboard adaptions
• Large colorful keys for students with visual problems.
• Highlighting frequently used keys.
• Key guards that only show the parts of the keyboard the student needs to access.
• Mouse adaptions
• Deactivating button that students wont use.
• Highlighting button that students will use with color are stickers.
• Monitor adaptions
• Zoom in to make data larger.
• Color adjustment for visually impaired.
7. Culturally ResponsiveTeacher
• Understands that students culture and background are different.
• Uses the differences to help students achieve.
• Utilize culturally aware assessment in a variety of assessment types.
• Creates lessons that address the cultural differences of students.
8. Invitational Environment or Culture of Collaboration
• Requires trust, communication, and risk-taking.
• Needs to address emotional, cognitive and social needs of students.
• Key characteristics
• Teacher modeling
• Questioning
• Quality responding
• Peer interactions and discussions
• Reflective journals
9. Equitable Access
• Digital Divide
• The difference in access to Internet andTechnology between the haves and have nots.
• How to address it
• Access to up-to-date hardware, software, and connectivity
• Access to meaningful, high-quality, and culturally responsive content
• Access to educators who know how to use digital tools and resources
• Access to systems sustained by leaders with vision and support for change
10. Credits
• Mulliken, A. (2017). “There is Nothing Inherently Mysterious about Assistive
Technology”: A Qualitative Study about Blind User Experiences in US
Academic Libraries. Reference & User Services Quarterly, 57(2), 115.
doi:10.5860/rusq.57.2.652 Retrieved June 9, 2018, from
http://go.galegroup.com.lib-proxy.jsu.edu/
• CENNAMO, KATHERINE, et al. TECHNOLOGY INTEGRATION FOR
MEANINGFUL CLASSROOM USE: a Standards-Based Approach. 2nd ed., pp 13—
283, WADSWORTH, 2018, Retrieved from
https://reader.yuzu.com/#/books/9781285687346
