Assistive/Adaptive Technology and Diversity

1. E I M 5 0 4
J E N N I F E R D A W S O N
Assistive/Adaptive Technology
and Diversity

2. Differentiated Instruction
Universal Design for
Learning
The purposeful design of
instructional practices in
order to accommodate
various learning styles,
abilities, interests, etc.
An educational approach
that involves the
utilization of various
goals, methods,
materials, and
assessments to meet
various student needs
and remove barriers.
Differentiation

3. Assistive Technologies
Technological devices such as
equipments, product
systems, etc. that are used to meet the
needs of
disabled individuals in order to increase
useful
proficiency.

4. Types of
Assistive
Technologies
 Software (word processing
applications, word-prediction
software, communication tools,
etc.)
 Positioning
 Keyboard Adaptations
 Mouse Adaptations

5. Culturally Responsive Teacher
A culturally responsive teacher is one
that encourages
student achievement through utilization
of cultural
differences and experiences of students.

6. Culturally responsive teachers:
 are socially aware
 value student diversity
 have a sense of liability for promoting cultural
receptivity
 recognize how students develop meaning
 are knowledgeable about their students
 utilize students’ backgrounds and experiences when
developing instruction

7. Promoting Cultural Understanding and
Awareness in the Classroom
 Recognize, know, and value your own
culture and the culture of others.
 Promote cultural understanding in the
classroom by valuing students’ cultures
through various activities.
 Foster respect for others’ cultures in the
classroom.

8. Equitable
Access
Providing all
students with
access to high
quality
technological
devices,
connections,
programs,
content, and
educators.
Classroom teachers should strive
to provide the following to
students in order to promote
equitable access and address the
digital divide.
 Access to timely hardware,
software, and connections
 Access to culturally sensitive,
relevant, and quality
technological content
 Access to a technologically
advanced teacher

9. “Schools are institutions that
reflect changes in society.
One of the most significant
social developments over the
past two decades is the
ubiquity of technology.”
Guadelli, 2006

10. References
Cennamo, K., Ertmer, P., & Ross, J. (2014). Technology integration for meaningful
classroom use: A standards-based approach (2nd ed.). Belmont, CA: Wadsworth.
Gaudelli, W. (2006). Convergence of technology and diversity: Experiences of two
beginning teachers in web-based distance learning for global/multicultural education.
Teacher Education Quarterly, 33 (1), 97-116. http://eric.ed.gov/?id=EJ795200