Use at least two sources from the background readings from Unit 7 to respond to the following questions:

Use at least two sources from the background readings from Unit 7 to respond to the following questions:

• To what extent and in what manner does assistive and adaptive technology have the potential to enhance student learning in an inclusive classroom?
• Do you believe educators are being properly trained to utilize adaptive and assistive technology for students with diverse needs? Explain why or why not. 
• Readings:

• 1. Adebisi, R.O., Liman, N.A., & Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14-20. https://files.eric.ed.gov/fulltext/EJ1078825.pdf

  • This resource paper reviews the application of assistive technology in classrooms when used with students with learning disabilities. Types of assistive technology reviewed for application are technologies designed to assist “written language, reading, listening, memory and mathematics problems.” Ideas and strategies discussed could be applied to all diverse learners to access the inclusive curriculum.

  2. Ahmad, F. H. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience, 6(2), 62-77. https://www2.hu-berlin.de/transcience/Vol6_No2_62_77.pdf

  • Using assistive and adaptive technology in the inclusive classroom to meet student diversity needs is reviewed in-depth in this resource.

  3. Beecher, M. & Sweeny, S.M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19(3), 502–530. https://files.eric.ed.gov/fulltext/EJ810785.pdf

  • The article summarizes how one school reduced the achievement gap through the use of a differentiated curriculum that originated in a remedial program for students of different ethnic groups and lower socioeconomic groups. An enrichment program was initiated.

  4. Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. https://files.eric.ed.gov/fulltext/EJ1097791.pdf

  • This resource presents a discussion of how social inequality exists in accessing higher education among lower socioeconomic groups and diverse populations in Mexico.

  5. Natriello, G. (2013). Adaptive Educational Technologies: Tools for Learning and for Learning about Learning. National Academy of Education. https://files.eric.ed.gov/fulltext/ED574477.pdf

  • This resource is a National Academy of Education guide that discusses in-depth adaptive technology tool application in the public school setting and how adaptive technology enhances learning. reading should be focused upon pages 7-14.
  • • and how adaptive technology enhances learning. reading should be focused upon pages 7-14.

    6. Reyes, A. (2006). Texas state compensatory education. Journal of Education Finance, 31(3), 221-237. http://www.jstor.org/stable/40704262

    • This journal article focuses on the effects of compensatory education in Texas. Reflection of how compensatory educational practices make learning more accessible for all is a focus.

    7. Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and Universal Design for Learning. TEACHING Exceptional Children Plus, 5(6), 1-9. https://files.eric.ed.gov/fulltext/EJ967757.pdf 

    • This resource reviews how the traditional classroom environment does not always work well with diverse learners. Aspects of differentiated instruction retrofit framework for meeting remedial instructional needs is reviewed.

    8. Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. Knowledge Brief. WestED, 1-12. https://www.wested.org/online_pubs/kn-05-01.pdf

    • Schools are being accountable for how all students learn and responsible for all students to have access to learning materials. Assistive and adaptive technology can help meet the needs of a diverse student population.

    9. William & Mary University. (W&M). (2010). Planning for technology integration to meet the needs of diverse learners considerations packet.  

    • Teachers are required to plan for inclusive classroom of diverse students. They are also required to integrate technology into their instruction. The resource provides an overview “to guide instructional planning supported by technology that is matched to outcomes and students’ learning needs.”

  •