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Due to the nature of Web 2.0 and its ability accept a range of different curators, students are able to develop, plan and contribute their own content. This gives students a new medium to present their learning, participate in academic discussions and be part of a community.

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Technology can be meaningfully integrated into classrooms through the use of the SAMR model. However, if technology is only used a substitute, it will not reach its full potential in the classroom. Students with a LD will therefore have a difficult time being included as a vital resource is not being utilised.

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Another concern for me (as a parent of an ASD child with frontal lobe damage), is the social and emotional issues that these technologies bring.  As much as I support these technologies in the classroom and I can see the benefits of them.  I am concerned that our children are forgetting or not being taught how to act/speak in a social setting.  Particularly if a child has no filter and they are really unsure if what is really being said.  I worry that these devices are sometimes being used instead of actually talking.  I think that we should be yes encouraging these technologies into the classroom, but I really think we should also be encouraging, modelling, teaching our children not only the ones with a LD how to act in a social setting.

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Another concern for me (as a parent of an ASD child with frontal lobe damage), is the social and emotional issues that these technologies bring.  As much as I support these technologies in the classroom and I can see the benefits of them.  I am concerned that our children are forgetting or not being taught how to act/speak in a social setting.  Particularly if a child has no filter and they are really unsure if what is really being said.  I worry that these devices are sometimes being used instead of actually talking.  I think that we should be yes encouraging these technologies into the classroom, but I really think we should also be encouraging, modelling, teaching our children not only the ones with a LD how to act in a social setting.

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The use of technology in the classroom is a great way for students with LD to feel included and a part of the classroom.  I think it helps to give some of the students who are really struggling with the formality of a classroom setting to have a real voice.

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The use of technology in the classroom is a great way for students with LD to feel included and a part of the classroom.  I think it helps to give some of the students who are really struggling with the formality of a classroom setting to have a real voice.

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One challenge is students' and schools socio-economic status. It can be difficult for the wealthiest of schools to afford the latest technology, even if it is a necessity for their students.

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How can Web 2.0 technologies help us to cater for diversity in the classroom? What opportunities could there be?
Blogs:
- It can create a central location for teachers and students to access, present and recap on tasks/work (in the form of a blog). It is also a way for key documents to made available or reaccessable.
- Blogs are ways of publishing work which can encourage students to put greater effort into the content and editing of their work.
- Blogs often can be completed at school or home, which for children with LDs can allow them additional time to compose a response to a discussion.
Wikis
- wikis have the same benefits for students as writing a blog, however, in addition it can lead to them building a source of knowledge about a topic that can be contributed to by anyone within their community.
- Becoming an expert on a topic and contributing this knowledge to a wiki can help improve a students self-esteem.
Messaging
- Creating short texts, such as required on Twitter, can allow students to ask questions or contribute ideas in an anonymous forum (when set up correctly).
- Creating reminders to be sent to student phones (such as reminders of due homework) can be helpful.

Can the use of Web 2.0 technologies take into account a range of factors that impinge on children's learning?
Web 2.0 allows for greater control of the content that is being added to the internet. This means that anyone can add content today regardless on technical ability. This is allowing teachers and students to become contributors to the online environment and can allow for work to be completed within and outside of the classroom. This means that tasks that required more time can be continued at a later time in class or at home; this extra time can allow students with a range of LDs to access, create, edit and explore set tasks when they have the time and capacity to do so. Online tools also allows for parents/caregivers to access, or reaccess, resources required for learning.

What challenges do you envisage?
- Web 2.0 is a tool that can be contributed to by anyone at anytime. This can have an impact on the authenticity and correctness of the information available.
- The language used in online texts such as blogs, texts etc. is quite informal. This can lead to the potential loss of correct writing skills such as grammar.
- Safety in an online environment is always a concern. For those with LDs this can be of even greater risk as they may not always be aware of inappropriate or unfriendly comments.

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- How can Web 2.0 technologies help us to cater for diversity in the classroom?
Web 2.0 can help us cater for diversity by giving students the opportunity to communicate (assistive technology) as well as enable students to participate more, be more independent, interactive and engaged. Giving students another way to demonstrate their understanding can aide building self efficacy through low risk, alternative tasks.

- Can the use of Web 2.0 technologies take into account a range of factors that impinge on children's learning (e.g. cultural backgrounds, learning difficulties, attitudes & abilities)?
The use of Web2.0 is dependent on the teacher's ability to implement it. Web 2.0 can be used to improve communication for students with limited verbal communication skills / abilities. It can be used for students who have difficulty writing and/or spelling. It can also be used for students with attention deficit by giving them access to work if it was forgotten / misplaced (google classroom etc)

- What challenges do you envisage?
A clear challenge would be access. Not all students/ schools can access adequate time/ resources to implement Web 2.0.

- What opportunities could there be?
Web 2.0 has great opportunities in the classroom for both student with disabilities and students without disabilities. (As above).

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A challenge may be that teacher rely upon technologies  but at the end of the day nothing can replace the teacher with meaningful skills.

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A challenge may be that teacher rely upon technologies  but at the end of the day nothing can replace the teacher with meaningful skills.

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Some challenges I can see maybe the cost factor to families/schools.  Majority of assistive technologies are very costly. I know for public schools these costs are on the families to provide these pieces of equipment.  So for some families the added expense of this could be quiet substantial, for a family that might already be struggling financially.  

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Some challenges I can see maybe the cost factor to families/schools.  Majority of assistive technologies are very costly. I know for public schools these costs are on the families to provide these pieces of equipment.  So for some families the added expense of this could be quiet substantial, for a family that might already be struggling financially.  

# data[].attributes.body
- How can Web 2.0 technologies help us to cater for diversity in the classroom?
- Can the use of Web 2.0 technologies take into account a range of factors that impinge on children's learning (e.g.: cultural
backgrounds, learning difficulties, attitudes and abilities)?
- What challenges do you envisage?
- What opportunities could there be?