EIM 504

2.  Providing flexibility during teaching in terms
of content, process, and product, based on the
needs of your students
 Differentiation takes into consideration the
needs of all students, not just the students with
special needs, as required by law
 It is not a collection of teaching strategies
 It is data driven, and personalized
 Lessons are designed to help every student
master the required learning goals

3.  A description of a student’s abilities, interests,
learning preferences, and other relevant
information that can impact learning
 Learning styles may be determined using
inventories such as Myers-Briggs Type
Indicators, Dunn and Dunn learning style
models, or Gardner’s theory of multiple
intelligences
 Teachers may also use surveys, pre-
assessments, etc.

4.  UDL suggests that teachers can personalize their
lessons by being flexible with the materials,
methods, and assessments that they use
 UDL principles and guidelines, developed by the
Center for Applied Special Technologies (CAST)
are based on three neural networks of the brain
that influence learning.
 CAST used brain-imaging technologies to better
understand how people learned and identified 3
Neural Networks that affect how people learn

5.  CAST used brain-imaging technologies to
better understand how people learned and
identified 3 Neural Networks that affect how
people learn
 Recognition Networks help to identify sensory
data, such as objects, facts, and patterns.
 Not everyone has the same ability to recognize
sensory data
 Therefore, teachers should provide multiple
means of representation

6.  Strategic Networks control processes for
planning, executing, and monitoring one’s
actions
 This network determine how a person learns
 Therefore, teachers should provide multiple
means for action and expression
 Technology can be a valuable tool in the
classroom for providing flexibility

7.  Affective Networks relate to feelings and
emotions, which influence motivation and
engagement with goals, method, medium, or
assessment
 This network deals with the “why” of learning.
 Teachers should provide multiple means of
engagement
 Choice can be a big influence on motivation

8.  Digital technologies provide more flexibilty
than print-based media
 To set learning goals for students, focus should
fall on outcomes, aka, what it is that you want
the students to know or be able to do
 UDL discourages the reliance on a particular
medium being used to achieve goals
 In addition, UDL encourages multiple
assessments for monitoting and evaluating
student learning

9.  Students are all focused on the same curriculum, but
may be employing different means of learning it
 Response-to-Intervention (RTI) – Framework that uses
diagnostic and progress-monitoring assessments to
help group students for instructional interventions of
varied intensity and types
 RTI groups students into 3 levels. Level 1: Primary
Instruction (80% of students) Level 2: Supplemental
Instruction (10-15 % of students Level 3:
Individualized instruction (5-10 % of students)
 Digital technologies can play a significant role in
providing Supplemental and Individualized
Instruction

10.  Assistive technology is any item, piece of
equipment, or product system used to increase,
maintain, or improve functional capabilities of
individuals with disability.
 95 percent of students with disabilities spend time
in general education classes
 “Both special and general educators must be
knowledgeable about AT so that they can assist in
consideration and selection of devices, software,
and/or equipment while also having the necessary
skills to provide AT services.” (Laarhoven, Munk,
Chandler, Zurita, & Lynch, 2012)

11.  Assistive technology tools can be classified into 3 groups,
low tech, mid tech, and high tech
 There are many software and hardware options that can be
beneficial to students who have physical, visual, cognitive,
organizational, or auditory disabilities.
 Additionally, hardware can be adapted to suit individual
needs. Examples: Using large, bright stickers on keyboards
to identify letters may meet visual need. Adding a pom-
pom, button, or sticker to the left side of a mouse may
provide visual or sensory reminders.
 Many software applications have accessibility features, such
as word-processing software with features such as text-to-
speech and keyboard shortcuts for common tasks.
 Communication tools and mutimedia tools offer flexibility

12.  Another barrier to student learning is cultural
differences
 Culturally responsive teachers understand and
capitalize on unique cultural attributes and experiences
of students to promote student achievement
 It is important for a teacher to understand how cultural
differences and backgrounds can impede learning and
employ practices that use these differences in a positive
way, to promote understanding among students
 Teachers model and question in a way that encourages
students to explain their understanding in a deeper
way.

13.  Teachers create a culture of collaboration in the
classroom
 Lessons are learner centered, allowing students
to make connections with the content.
 Lessons allow students to reveal what they are
thinking, allowing teachers to address
misconceptions.
 Teachers promote self-reflection, meaning
students are thinking about their own thinking

14. Cennamo, Katherine, John D. Ross, and Peggy A. Ertmer. "Chapter 6, 11." Technology
Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA:
Wadsworth, 2010. N. pag. Print.
Van Laarhoven, T., Munk, D. D., Chandler, L. K., Zurita, L., & Lynch, K. (2012).
Integrating Assistive Technology into Teacher Education Programs: Trials, Tribulations,
and Lessons Learned.Assistive Technology Outcomes And Benefits, 8(1), 32-47.