# data[].attributes.body
Assistive technologies are any devices or objects that have been modified/adapted in order to be used to improve the effectiveness of a child with a disability.

# data[].attributes.attachment_link.readable_text
Copyright © 2014-2021 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice. Understood is a nonprofit initiative. Understood does not and will not take money from pharmaceutical companies. We do not market to or offer services to individuals in the European Union. For more information, please review the Terms and Conditions.

"Understood" as used above includes Understood For All Inc., and their officers, affiliates, parents, and related entities, and their respective employees, contractors, or other personnel.

Understood For All Inc.
145 Hudson Street, Suite 5B
New York, NY 10013-2150
Media inquiries: media@understood.org (preferred) or(516) 654-7584

# data[].attributes.attachment_link.description
Copyright © 2014-2021 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice.

# data[].attributes.headline
DI - Diverse Learners are in Every Classroom

# data[].attributes.subject
DI - Diverse Learners are in Every Classroom

# data[].attributes.body
Differentiated instruction is the process in which teachers respond to the needs of their students and modify their lessons, content, assignments, or teaching processes to meet student's individual needs.

# data[].attributes.headline
Why are Assistive Technologies Important in the Classroom?

# data[].attributes.subject
Why are Assistive Technologies Important in the Classroom?

# data[].attributes.body
Assistive technologies help students reach their full potential in the classroom by providing them with the necessary tools to achieve success. It allows students with disabilities to comprehend the material on their own terms, and eliminates obstructions that may be preventing them from achieving the same achievements as their classmates. Assistive technologies can also help students who may not necessarily have a disability, but are still considered an "at risk student". By providing ATs in the classroom, anyone can use these tools and can benefit from their use.

# data[].attributes.headline
What do Assistive Technologies look like?

# data[].attributes.subject
What do Assistive Technologies look like?

# data[].attributes.body
There are many examples of AT's that can be incorporated into the classroom. Some AT's may not even appear to be a piece of assistive equipment, except they are used in order to assist the various needs students may have regarding different subjects in the classroom. A few common assistive technologies you may see in the classroom are adaptive pens/pencils, including grippers, large text books and worksheets, electronic books, tape recorders, calculators, timers, graphic organizers, PODDs, and picture schedules.

# data[].attributes.body
Differentiated instruction will look different in every classroom depending on the needs of the students. A few examples of DIs that can be common in the classroom are flexible routines and procedures, a variety of reading levels and materials, having these texts on tape, presenting ideas in visual and auditory ways, allowing students a variety of ways to express their learning, and showcasing a variety of cultures in the classroom.

# data[].attributes.attachment_link.readable_text
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. ED 403 245.

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90(3), 374-384. EJ 576 492.

Tomlinson, C. (1995). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. ED 386 301.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. ED 429 944.

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.

Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching kids with Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit. ED 396 502.

# data[].attributes.attachment_link.description
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

# data[].attributes.headline
Why Differentiated Instruction is Valuable in the Classroom?

# data[].attributes.subject
Why Differentiated Instruction is Valuable in the Classroom?

# data[].attributes.body
Differentiated instruction is important in the classroom in the sense that it reaches individuals opposed to addressing the class as one. We know that every individual has their own way of thinking and learning, and that these individuals can thrive in environments that appeal to their needs. By incorporating DI into the classroom, teachers are encouraging students' individuality and encouraging learning. These students can begin to feel more valued in school and enjoy learning.

# data[].attributes.body
AT Powerpoint
DI Powerpoint
Reading Rockets
Google Images