The document discusses customizing student learning activities by recognizing individual differences in recognition networks, strategic networks, and affective networks. It recommends setting goals with flexibility, individualizing instructional strategies, and monitoring student learning with formative and summative assessments as well as digital tools. The document also discusses managing choice and flexibility through response-to-intervention with three instructional levels. Finally, it discusses using assistive technologies as outlined in IDEA and IEPs, including low, mid, and high-tech options, to increase capabilities for students with disabilities.

1. Customizing Student
Learning Activities

2. Recognition Networks
 Helps Identify sensory data, such as objects, facts, and patterns
 Everyone is different when it comes to recognizing sensory data.
 Could have multiple meanings

3. Strategic Networks
 Controls processes for planning, executing, and monitoring your actions.
 People can go different directions in getting something done.
 The systems that strategic uses they have to be parallel to one another.

4. Affective Networks
 Networks that relate to feeling and emotions.
 Fluence by prior knowledge and past learning experiences.
 Giving choices and required content

5. Setting Goals
 Have learning goals for the students.
 Have to focus on the outcome.
 Have some flexibility

6. Individualizing Learning
 Have some instructional strategies.
 Give flexible learning strategies.
 Students have to have a lot of resources

7. Monitoring Student Learning
 Break the barriers of testing so students can demonstrate their skills and
knowledge.
 Summative tests
 Using digital tools.

8. Managing Choice and Flexibility
 Response-to-intervention
 Three levels
 Primary instruction, Supplemental instruction, and Individualized instruction

9. Assistive Technologies
 Use to increase or maintain, or improve functional capabilities of individuals with
disability.
 Individuals with Disabilities Education act (IDEA)
 Individual Education Program (IEP)

10. Assistive Technologies
 Assistive technology (AT) is available to help individuals with many types of
disabilities — from cognitive problems to physical impairment. The use of
technology to enhance learning is an effective approach for many children.
Additionally, students with LD often experience greater success when they are
allowed to use their abilities (strengths) to work around their disabilities
(challenges). (Raskind, Stanberry, 2009).

11. Assistive Technology Continuum
 Low –tech lacking moving parts and having limited functionality
 Mid-tech a power source
 High-tech more complex and expensive.
 Accessibility features built into hardware and software that provide great access to
the technology.

12. References
 Stanberry, %., & Raskind, M. (2017, September 06). Assistive Technology for Kids
with Learning Disabilities: An Overview. Retrieved October 02, 2017, from
http://www.readingrockets.org/article/assistive-technology-kids-learning-
disabilities-overview