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This Padlet aims to offer a resource for families, educators alike, and individuals interested in learning more about Universal Design for Learning and the use of assistive technology in K12. Inclusion in the general education classroom is extremely important. I hope that through this Padlet, people are able to gain an understanding of the importance of incorporating UDL into the classroom through the added support/benefit that assistive technology provides. So, welcome to my pallet. Here you will find 4 sections. The first is the welcome section. The second is a section about why UDL incorporation is important in the classroom. The third is an example of how UDL could be incorporated into the classroom. The fourth and final section provides information regarding assistive technology for communication, reading, and writing.

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Growing up with a learning disability was not a walk in the park. Sometimes I would have an easier time following lectures or completing the homework I was asked to complete outside of class. However, I also struggled to follow along during lessons sometimes and complete the assignment I was asked to complete. Both these are perfect examples of how my learning can be affected by how a teacher teaches a class. Another excellent example of this that I can think of is my 12th-grade English teacher. All he would do was sit in the front of the class and talk about the readings we did; he would expect us to write down what he would say and what others would say throughout the discussion. But he would not have a PowerPoint to go with it. This example of my 12th-grade English teacher is my sea change because I'm a visual and auditory learner. I not only have to hear what is being said during a lecture, but I also must see what is being said in some way, shape, or form. Thinking back on this experience from my English class during my senior year of high school, I can see now that my teacher did not provide me with all three components of UDL (universal learning design).

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Growing up with a learning disability was not a walk in the park. Sometimes I would have an easier time following lectures or completing the homework I was asked to complete outside of class. However, I also struggled to follow along during lessons sometimes and complete the assignment I was asked to complete.

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Why UDL- Develop your “TED Talk” on why UDL. Include the variability of the learner based on neurology and an example that runs through all 3 principles.

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Why UDL- Develop your “TED Talk” on why UDL. Include the variability of the learner based on neurology and an example that runs through all 3 principles.

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Growing up with a learning disability was not a walk in the park. Sometimes I would have an easier time following lectures or completing the homework I was asked to complete outside of class. However, I also struggled to follow along during lessons sometimes and complete the assignment I was asked to complete. Both these are perfect examples of how my learning can be affected by how a teacher teaches a class. Another excellent example of this that I can think of is my 12th-grade English teacher. All he would do was sit in the front of the class and talk about the readings we did; he would expect us to write down what he would say and what others would say throughout the discussion. But he would not have a PowerPoint to go with it. This example of my 12th-grade English teacher is my sea change because I’m a visual and auditory learner. I not only have to hear what is being said during a lecture, but I also must see what is being said in some way, shape, or form. Thinking back on this experience from my English class during my senior year of high school, I can see now that my teacher did not provide me with all three components of UDL (universal learning design).

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The following is a graphical representation of CASTS framework, as it includes pictures of the brain and how each of the highlighted neurological networks of the brain connects to each component of the UDL framework.

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In my lesson plan, I provide students with guided PowerPoint notes and a handout with vocabulary terms and definitions. I use a combination of lectures and slide show presentations in my lesson. In my lesson, I would use an interactive whiteboard with the K.W.L chart with colorful dry-erase markers. Lastly, the use of physical copies of the read-aloud books, audio copies, and digital copies, i.e., a video of the books being read aloud, is how my lesson uses books provided in multiple forms. Each way that I use multiple means of representation in my lesson is important for students' recognition networks because when it comes to learning complex patterns in reading, it becomes easier for them to understand.

Perception

The first is checkpoint is options that allow for customizing the display of information. My lesson plan meets this first checkpoint by using guided PowerPoint notes and a handout with the vocabulary terms and definitions. It meets this first checkpoint because the information is displayed to students in multiple ways.

The second checkpoint is options that provide text and video as alternatives to information. My lesson meets this second checkpoint by using hard-copy and audio representations of stories and YouTube read-aloud videos with close captioning. It meets this second checkpoint because students have video alternatives to the text. It meets the third checkpoint because by providing pictures and paper handouts of both stories, students who struggle with hearing or students who struggle with comprehension might find it easier to understand what is going on in the story without the words.

The third checkpoint is options that provide spoken alternatives to visual information. My lesson plan meets this checkpoint through the use of picture representation for both stories and paper handouts whit sections of the events in both stories visually show the sequencing.

Language and Symbols

The first checkpoint is options that define vocabulary and symbols. My lesson meets this checkpoint because I plan to explain vocabulary by visually showing students what is happening in a story. Another way that I plan to define vocabulary terms is by using the handout with the vocabulary terms and definitions on it and the Guided PowerPoint. These ways all help me meet this first checkpoint because students receive the vocabulary terms, definitions, and meanings in several ways.

The second checkpoint is options that clarify syntax and structure. My lesson meets this second checkpoint based on the lesson's title, i.e., How to tell a story? Based on the lesson's title, for students to understand a story. They need to understand its elements. This is what the syntax and structure are. They are the elements of a story. I can ensure students understand a story's essential elements by circling back to some of their previous knowledge about stories while introducing the lesson to them.

The third checkpoint is options for decoding text or mathematical notation. My lesson meets this checkpoint because students can use text-speech software if they choose option four when they pick the assignment they want at the end of the lesson. In this way, the third checkpoint is met within the lesson plan because students can show their understanding of what they learned in a way that works for them as individual learners.

The fourth checkpoint is options that promote cross-linguistic understanding. To help students understand the vocabulary terms. Individual Chrome books will be provided for students to read handouts with pictures and vocabulary if needed. In this way, my lesson plan meets checkpoint four because students are given a digital way of viewing the picture handouts and the vocabulary terms.

The fifth checkpoint is options that illustrate key concepts non linguistically. When it comes to my lesson plan, reading both stories with students as a class with the audio or having students listen to or watch a video of each book being read individually on their Chrome books with closed captioning followed by small group discussions. Then a whole class discussion filled in the K*W*L chart as a class. Students fill in their copy of the K*W*L chart as well. They can write, use text-to-speech, braille, or type it on their Chrome books. In this way, my lesson meets this fifth checkpoint because not only is the information being presented to them in several ways, but students can also illustrate their understandings in multiple ways, thus being seen when this checkpoint is met and when checkpoint three is met.

Comprehension

The first checkpoint is options that provide active background knowledge. In my lesson plan, I use a K*W*L chart to help students link a new understanding of stories to their understanding of stories. Thus, this is how my lesson plan meets this first checkpoint.

The second checkpoint is options that highlight critical features, big ideas, and relationships. This checkpoint is met in my lesson plan when I mention that I plan to highlight some vocabulary terms as a class at the beginning of the lesson. While I'm reading both books aloud, I plan to stop and further discuss the vocabulary terms I highlighted at the beginning of the lesson pointing to those vocabulary terms used in each of the stories. Briefly highlighting the vocabulary terms at the beginning of the lesson and then coming back to them and discussing them further while I'm reading will hopefully help students understand the importance and the role each of the vocabulary terms plays in the story.

The third checkpoint is options that guide information processing. Providing a physical copy of both stories so students can see the images on each page to better process the vocabulary. Having multiple physical copies of both stories will hopefully help to minimize distractions. They keep students engaged in learning because they can see the pictures and words. Touch and hold the book, and work to understand how vocabulary plays an important role in the story. It is in this way that my lesson plan meets this third checkpoint.

The fourth checkpoint is options that support memory and transfer. Completing the "L" column of the K*W*L chart with students after the lesson and the assignments that students will eventually turn in to me. In this way, my lesson plan meets this checkpoint because while filling out the L column of the K*W*L chart with students, I will get an idea of how much they were paying attention during the lesson. I will also get a little bit of an understanding of how much they took out away from the lesson. Finally, once students turn in their big assignments, I will better understand how much they understood from the lesson.

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In my lesson plan, I allow students to choose if they want to use their Chrome books or iPads to watch the stories being read or listen to them as they follow along with a digital or physical copy of the text. I will also provide picture printouts of each story to help students with sequencing. Lastly, when taking notes and completing the final assignment, students can choose if they want to use Chrome books with text–to–speech, speech-to-text, or braille keyboards if they prefer not to handwrite their notes or assignments. Each way I provide students with the necessary resources to express their thoughts and opinions is useful because it strengthens the strategic network in their brains, helping them plan, execute, and monitor their skills when taking notes during class and completing the final assignment.

Physical Action

The first checkpoint is accept different modes of physical response. My lesson plan meets this first checkpoint because students take notes and complete the final assignment. Students who are deaf, blind, or hard of hearing can choose from several assistive technology devices to help them take notes or complete the assignment if they prefer not to handwrite everything. For example, students can choose if they want to use chrome books, iPad, text-to-speech software, speech-to-text software, braille keyboard, or smart pens to assist them with note-taking and completing the final project.

The second checkpoint is options in the means of navigation. My lesson plan meets this second checkpoint because, as I stated under the first checkpoint, students who are deaf, blind, or hard of hearing can choose from the same several assistive technology tools to assist them in note-taking and completing the final assignment.

The third checkpoint under this guideline is options for accessing tools and assistive technologies. Students who are deaf, hard of hearing, or blind can choose how they want to listen to interact with each story. They can either choose to watch/listen to a video of the stories being read on their Chrome book or iPads (with closed captioning), they can listen to the stories with audio on their Chrome books or iPads and follow along with a physical copy of the book if they want, or they can choose to have me read the stories out loud to them. I believe these ways of allowing students to choose how they want to interact with the content is how this third checkpoint is met in my lesson plan because the material does not impose barriers to how students who are blind, deaf, or hard of hearing interact with the assistive technology.

Expression and Communication

The first checkpoint is options in the media for communication. There are several ways my lesson plan meets this checkpoint. For example, in my lesson plan, I mentioned that there will be picture printouts of each story to assist students with sequencing if needed. Using Chrome books, iPads, and physical copies of the stories and KWL charts to interact with the material in several ways is also useful for students. Providing several options that students can choose from to complete the final assignment, i.e., drawing, typing, performing, or digitally designing, is another way that media is used for communication within the lesson. In these ways, composing in multiple media provides students the opportunities to communicate their thoughts related to the topic. But it also shows how my lesson meets this first checkpoint.

The second checkpoint under this guideline is options in the tools for composition and problem-solving. My lesson meets this checkpoint because when completing the final assignment, students with intellectual disabilities or English Learners will be allowed to use text-to-speech  software when taking notes and completing the final assignment. They can also use spellcheckers, grammar checkers, and word perdition software to assist them in typing their notes and to assist them in completing the final assignment. The KWL chart in my lesson plan is a good example of a concept mapping tool because it can be used to assist students with intellectual disabilities or English Learners in determining what they already know about the topic of the lesson, what they want to know, and what they learned after completing the lesson. Lastly, they use web applications such as google slides to assist them in completing the final assignment.

The third checkpoint under this guideline is options in the scaffolds for practice and performance. My lesson does not meet this checkpoint. However, if students choose to read the stories individually. I plan to provide students with intellectual disabilities or English Language Learners (who might struggle with learning the concept of the lesson) with “differentiated mentors, i.e., teachers/tutors to help motivate, guide, give feedback, or inform” (Meyer, Rose, & Gordon, 2014) students throughout the learning process. This way, I can provide enough flexibility to scaffold students' practice and performance as they learn the content.

Executive Functions

The first is options that guide effective goal setting. My lesson meets this first checkpoint because I estimate that when it comes to the final assignment, it will not only challenge students enough to help me estimate their response to the assignment at large. But it will also help me scaffold the resources for the assignment if needed. Being able to do this helps students set more realistic goals, objectives, and schedules for themselves to help them best complete the lesson's final assignment.

The second checkpoint under this guideline is options that support planning and strategy development. In my lesson, I support students' planning and strategy development by using the KWL chart and filling that in with students throughout the lecture. When it comes to the final assignment, I will also provide students with detailed project planning templates to assist them with understanding all the necessary steps they need to take to complete the chosen assignment. In this way, I believe my lesson meets this second checkpoint.

The third checkpoint under this guideline is options that facilitate managing information and resources. My lesson plan uses a KWL chart, this tool is also a great way to organize information during class discussion. It can be used as a checklist and a guide for note taking in the classroom because it is a simple, categorized, and easy tool to follow. In this way, I believe my lesson plan meets this third checkpoint.

The fourth checkpoint under this guideline is options that enhance capacity for monitoring progress. In my lesson, I believe this fourth checkpoint is met in several ways. The W column on the KWL chart used in my lesson plan is a good example of how students can enhance their capacity for monitoring progress by “asking questions to guide self-monitoring and reflection.” (Meyer, Rose, & Gordon, 2014). Asking questions to guide self-monitoring is very similar to the ‘What do I need to know?’ column on the KWL chart because in the W column, students write their questions for what they want to know about something, or anything related to the topic they are learning about. Similarly, the L column of the chart has students consider what they have learned about the given topic. This allows students to self-reflect on the quality and completeness of what was learned. Students can self-assess their learning using role play when they complete the final assignment. Students who wish not to type or write the final assignment can perform it. Lastly, after students have chosen what they want to do for the final assignment. Students will receive a detailed checklist, scoring rubric, and student work/performance examples to help them complete the final assignment.

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In my lesson plan, I allow students multiple ways to engage with the material by using Chrome books to listen to while following a physical copy or watching the stories being read. Similarly, students can take notes on their KWL during class and work to complete the last assignment using their Chrome books. By allowing my students to have the option to choose how they want to interact with the materials, take notes, and complete assignments, I’m assisting in strengthening the affective networks in their brains. Because when students choose how they want to engage with the materials. They become more engaged with the tasks and learning in the classroom. Using the world around them and what they know and understand from it to assist them in learning along the way. Thus, this helps students stay motivated, prioritize what they need to do, become engaged in what they are learning, stay motivated to learn, challenge themselves in their learning, to become excited to learn more.

Recruiting Interest
The first checkpoint is options that increase individual choice, autonomy, and connectivity. When it comes to my lesson plan, I provide students with individual choice and autonomy through the materials they can access in the classroom to help them take notes during class discussions and complete assignments. Additionally, my lesson plan meets this checkpoint because students can connect to the learning through the stories that either I will read to them or that they will read themselves using the resources available. Additionally, students can connect to connect with their learning through what option they choose for the big assignment at the end and how they choose to complete the big assignment by choosing how they will use the resources available.

The second checkpoint under this first guideline is options that enhance relevance, value, and authenticity. My lesson provides relevance, value, and authenticity for students because the two stories I have chosen to reflect on throughout this lesson are relevant, valuable, and meaningful. Overall the lesson is relevant, valuable, and meaningful for learners because as students work with me to fill in the KWL chart during the group discussion part of the lesson, I hope that it will spark a personal response, evaluation, and self-reflection in students about the content. When it comes to the big assignment at the end of the lesson and students being able to choose which one they want to do and how they want to complete it. I hope that as students work on their assignments, it will help them foster their imaginations, solve those novel and relevant problems independently as best they can, and make sense of the complex ideas from the lesson in their creative ways.

The third checkpoint under this first guideline is options that reduce threats and distractions. While I did not specifically state how my lesson plan meets this checkpoint within the lesson itself, I have given it lots of thought. Regarding the class discussion aspect of the lesson, I plan to meet this checkpoint by involving all my students through the questions I will ask them. Secondly, when it comes to transitions and work time in the classroom, I plan to use a combination of vocal and visual cues and timers to help students stay on track during work time and minimize the presence of background noise in the classroom during the transition and work time. The use of brain – breaks during the transition and during the short work time will also be used to help students get their bodies moving, stay energized, and help them want to continue learning. Lastly, the daily schedule and several calendars will be posted around the room to help students know what to expect that day and that month. A big dry-erase calendar and a big version of the daily schedule will also be posted at the front of the room for students to refer to as needed.

Sustaining Effort and Persistence
The first checkpoint is options that heighten the salience of goals and objectives. When it comes to my lesson, it is somewhat unclear how it meets this checkpoint. I believe that I can expand on it my lesson plan more to better meet this checkpoint. For example, in my lesson, I plan to pass out guided PowerPoint notes and a mini poster with vocabulary terms and definitions for the characters, setting, and other parts of a story that students should know. I plan to make the lesson's goal relevant to my students during this anticipatory set of my lesson. I plan to scaffold the lesson's goal for students by simply having them fill out their copies of the KWL chart during the class discussion part. Having students fill in their copies of the KWL chart during the group discussion part of the lesson, or while I fill in mine, students will be able to visually see what I want them to understand from the lesson. They will also get to hold on to it at the end of the lesson.

The second checkpoint under this guideline is options for various levels of challenge and support.  My lesson meets this checkpoint because students can choose which tools they want to use to assist them in completing their notes, the reading, and the big assignment at the end of the lesson. Students can choose to use their Chrome books with text-to-speech and speech-to-text software. Students can also use a braille device or a smart pen to complete their assignments and notes. These tools can also be scaffolded to better assist students based on their needs.

The third checkpoint under this guideline is options that foster collaboration and communication. My lesson meets this checkpoint because when breaking students into their groups, I plan to provide them with clear instructions and norms for working in their groups. Similarly, when it comes to the big assignment at the end of the lesson, I also plan to provide students with the necessary rubrics that they will need to help them complete the big assignment.

This guideline's fourth checkpoint is options that increase mastery–oriented feedback.  This is important in a classroom setting because it allows teachers to “provide frequent, timely, specific feedback for learners that is  substantive, informative, encourages perseverance, encourages the use of specific supports and strategies in the face of challenge, focuses on the development of efficacy, self-awareness, emphasizes effort, improvement, achieving a standard, and models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success.” (Meyer, Rose, & Gordon, 2014). Although my lesson does not state how I will provide feedback to students or if students will give each other feedback, it is the kind of lesson that allows me to incorporate it into the lesson. Thus, allowing the lesson to meet this checkpoint. As students work to complete their big assignments, I plan to provide feedback on their progress as they complete the assignment. Students turn in small parts of their assignments on Friday every week so I can see how they are doing, provide helpful and necessary feedback in the areas that need it, and make sure that students can complete the assignment as asked.

Self-Regulation
The first checkpoint is options that guide personal goal setting and expectations. My lesson plan meets this checkpoint because as students complete the final project at the end of the lesson, they can use the rubric that I plan on providing them to guide them through understanding the requirements that will give them full points on the final assignment/project after the lesson (if the students goal is to earn full points on the assignment/project).

The second checkpoint under this guideline is options that scaffold coping skills and strategies. My lesson plan meets this checkpoint because, after reading the second book, The Bad Seed by Jory John, I plan on facilitating a whole class discussion regarding what the characteristics of the main character in the book were like at the beginning of the story is, what they were like in the middle of the story, and lastly what the characteristics of the main character were like at the end of the story. Doing this will help students understand how to overcome their emotions related to anger or frustration.

The third checkpoint under this guideline is options that develop self-assessment and reflection. My lesson plan meets this checkpoint because by having students fill out the K*W*L chart throughout the lesson, they are expanding upon what they already know about the content of the lesson, discovering what they want to know more about related to the content of the lesson, and then lastly reflecting on what they learned at the end of the lesson regarding the content that they learned during the lesson. Having students fill out the K*W*L chart also allows students to see how charts are used to collect/organize information.

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Assistive technology is defined in two parts, assistive technology devices and assistive technology services.

IDEA 2004 defines an assistive technology device as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.” (Dell, Newton, & Petroff, 2017, p. 4). In other words, an assistive technology device must positively impact how a child with a disability functions when the device is used by the child.

IDEA 2004 defines an assistive technology service as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.” (Dell, Newton, & Petroff, 2017, p. 6). In other words, an assistive technology service evaluates if the child is eligible to use an assistive technology device, it evaluates the requirements of purchasing or leasing an assistive technology device for a child who is eligible, it evaluates the customization of the assistive technology device so it meets the child's specific individual needs, it evaluates the cost of replacing or repairing a broken assistive technology device, it evaluates the cost of what it would take to teach the child how to use the assistive technology device. Lastly, it evaluates the cost of what it would take to provide training to professionals, family members, and other individuals who are involved in the eligible child's major life functions.

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Augmented and Alternative Communication 

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Augmented and Alternative Communication 

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There are several ways that the AAC process of students with diverse needs can be supported. The following four examples below are just some of the assistive technology support devices that students with diverse needs can use to support their AAC inside and outside of the classroom setting.
1. Infrared Systems such as ALDs are beneficial tools for teachers to use in the classroom to aid students who are deaf or hard of hearing when it comes to hearing the lecture because ALDs "have similar components to FM systems (microphone, transmitter, and receiver), but they use infrared light waves for transmission instead of FM radio waves. Infrared technology is used in everyday devices such as remote control units for televisions and garage door openers. The key advantage of infrared systems is that there is minimal distortion and internal amplifier noise in its signal; as a consequence, the sound quality can be superior to that of FM systems. Infrared transmission is also private because, unlike the FM signal, light cannot travel through walls." (Dell, Newton, & Petroff, 2017, p. 113). When I was in elementary school, I can recall seeing the teacher use one of these devices for a student who wore hearing aids in my class. Because I have seen this device used in action, I believe that this is one of the most beneficial devices that teachers can use to ensure that students who are deaf or hard of hearing can actually hear what is being said by the teacher during the lecture.
2. Soundfeild Amplification System is a beneficial tool for teachers to use in the classroom to aid students who are deaf or hard of hearing when it comes to hearing the lecture because, through this system, the teacher's voice is broadcasted through loudspeakers mounted on the wall or ceiling of the classroom. This system also contains a microphone and transmitter that are worn by the teacher, which helps to filter out background noises that could be distracting and help students with attention deficit disorder and central auditory processing disorder focus on the teacher's voice rather than the background noises of the classroom environment.
3.  Video Captioning is a beneficial tool for teachers to use in the classroom to aid students who are deaf or hard of hearing when it comes to watching YouTube videos or movies in the classroom because it uses speech recognition to generate captions (or words). Even though I am not deaf or hard of hearing myself, any time I watch a show or a movie, whatever it may be, I have subtitles or closed captioning turned on to help me further understand what I am seeing on the screen.
4. Early Communication Board is a beneficial tool for students to use inside and outside of the classroom setting, as it is a technological device that allows students who cannot speak to touch the symbols on the board so the device can then speak the symbol that was touched aloud. With the way that technology continues adapting, these early communication boards can be easily accessed online.

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There are several ways that the reading process of students with diverse needs can be supported. The following four examples below are just some of the assistive technology support devices that students with diverse needs can use to support their reading inside and outside of the classroom setting.
1. Text-to-speech apps such as Read2Go, learning ally audio, learning ally link, web reader, and snap&read are just some of the tools teachers can have students use to help them make reading easier for them when it comes to reading in the classroom. For example, text-to-speech apps are very beneficial for students because they allow electronic texts to be read aloud by converting electronic text into spoken audio. According to our textbook, many text-to-speech apps "highlight the corresponding text. This provides a 'synchronized auditory and visual presentation of the text'." (Dell, Newton, & Petroff, 2017, p. 49). Overall, the use of text-to-speech is a simple and affordable means that students can use to hear the text read to them and flow along with it as it is being read.
2. Scan/Read Systems such as Kurzweil 3000 (Kurzweil Educational Systems), WYNN (Freedom Scientific), Read and Write Gold (TextHelp), ClaroRead Plus (Claro Software), and Speechify are just some digital software tools teachers can have students use to help them make reading easier for them when it comes to reading in the classroom. For example, the use of scan/read systems "combine the use of a computer or mobile device, a scanner or camera, an optical character recognition software, and a speech output to read aloud any printed text while providing a visually enhanced display. Users of scan/read systems place the pages to be read on a flatbed scanner and click the Scan icon or line up the document and snap a photo with a smartphone or a camera. The information is then converted into an electronic text, and the app speaks the words on the screen and highlights the corresponding text." (Dell, Newton, & Petroff, 2017, p. 54). On my phone, I have an app called Speechify. I absolutely love using this app because, just like it is described above, I can snap a picture of pretty much any printed text, and the app converts it into an electronic audio file for me. Because of my personal experience using scan/read systems, I believe that they provide students with a great alternative and cheap means for hearing texts be read aloud and seeing them at the same time.
3. Commercially Available Audiobooks, such as Audible, are great software tools that teachers can have students use in the classroom when they are struggling with reading. For example, audiobooks are useful resources for students because "they can be listened to on smartphones, iPads, or other tablets. Commercially available audiobooks typically focus on bestsellers and popular fiction and nonfiction titles, not on textbooks, but for non-textbook reading and for students who do not need to see enhanced text on a visual display, these portable audio books are an inexpensive, convenient option for school and personal choice reading." (Dell, Newton, & Petroff, 2017, p. 58). I have the audible app on my iPhone and on my iPad, and I am a strong advocate for it because of how often I use it to listen to books anywhere and at any time of the day.
4. Online Libraries of talking e-books and interactive e-books, such as Children's Digital Library and Raz-Kids, are great software tools that teachers can have students use in the classroom when they are struggling with reading. For example, online libraries of talking e-books and interactive e-books are useful resources for students because the interactive features that the e-book provides "engage students and enhance their experiences of the stories." This is great for students because "Some highlight the text as it is being read..." and "...go beyond reading the text aloud;" because "they are programmed to respond to children’s actions such as touching certain images or words." (Dell, Newton, & Petroff, 2017, p. 59). From my experiences using digital interactive e-books, I can follow along with what is being read to me when I see the words highlighted in front of me as the software reads. Additionally, because it is easier for me to follow along, I am also able to comprehend more of what I'm reading through the use of the interactive activities that the software provides based on the reading. For example, a digital and interactive e-book website I have been using recently called VitalSource offers small reading-based quizzes on each section of the chapter of text I read in the textbook for one of the classes I'm taking this summer. I enjoy taking these small quizzes because it helps me engage with the text, think critically about what I'm reading, so I can understand it, and it helps me pay attention to what I am reading because I am looking for certain details.

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There are several ways that the writing process of students with diverse needs can be supported. The following four examples below are just some of the assistive technology support devices that students with diverse needs can use to support their writing inside and outside of the classroom setting.
1. Graphic Organizers such as Inspiration and Kidspiration are great tools that teachers can have students use to help students with the prewriting process. For example, the use of graphic organizers is beneficial for students to use during the prewriting process because they ''offer students a seamless connection between a diagram that shows the relationship among ideas (concept map) and a text outline... so students can spend their time thinking about their ideas and manipulating their graphical representation on a screen, and then—with one click of the mouse—they can turn their concept map into a text outline.'' (Dell, Newton, & Petroff, 2017, p. 26). Overall, graphic organizers are important for students to use during the rewriting process because they offer students a way to make connections to their learning based on what the text provides.
2. Speech recognition apps such as Dragon NaturallySpeaking (Nuance) are great tools that teachers can have students use to help them with the drafting process of writing. For example, the use of speech recognition apps is beneficial for students to use during the drafting process of writing because the software allows students to verbally "dictate his or her words into a computer that is equipped with a microphone" and encourages students to "think about what they are going to say, speak the thought aloud, speak any punctuation and capitalization, read on the monitor what the program understood them to say, decide if that was actually what was said (recognize mistakes), correct the program if it misunderstood, and go back to picking up the train of thought." (Dell, Newton, & Petroff, 2017, p. 34). Based on my personal experience with speech recognition software, I have found it to be a very useful/neat alternative to typing. While I can type just fine, I find that speaking my thoughts aloud and then going back through and fixing what the computer misinterprets is a more useful alternative than spending hours on end slowly typing out what I want to say. Overall, this is why speech recognition apps are truly great tools for teachers to have students use during the writing process.
3. Grammar checker apps such as Grammarly, Ginger, or Microsoft Word are great tools that teachers can have students use to help them with the editing and revising process of the writing process. For example, the use of grammar checker apps is beneficial for students to use during the editing and revision process of writing because "When activated, they underline grammatical errors such as incomplete sentences, capitalization errors, punctuation errors, subject-verb disagreement, and a whole host of other errors in syntax." (Dell, Newton, & Petroff, 2017, p. 37). I am a strong advocate for the use of grammar checkers, especially Grammarly because as I type on my computer, the app informs me when something is grammatically incorrect by either underlining it in red, blue, green, and sometimes purple. Overall, grammar checkers are truly great tools for teachers to have students use during the writing process.
4. SmartPens such as Echo Pen, Sky Wifi pen, and LiveScribe 3 pen, and iPad apps such as Notability (Ginger Labs), AudioNote (Luminant Software), Evernote (Evernote), and Pear Note (Useful Fruit Software) are great tools that teachers can have students to help them when it comes to taking notes in the classroom. For example, SmartPens are "pen-sized computers" that "capture both handwriting and audio recordings—that is, the student’s handwriting and the instructor’s lecture—and syncs them together. The pen records the audio while digitizing the handwritten notes that a student takes on Livescribe’s special 'dot paper.' When students later open their notebooks to review their notes, they simply tap the pen anywhere within their notes, and the smartpen will replay the audio from the moment the note was written. This enables students to check the accuracy of their notes and to add information to them. Both the notes and the audio recording can be uploaded to the Internet, where they can be saved, replayed, and shared with other students. The resulting files are called 'pencasts'." Similarly, most iPad notetaking apps "are apps that sync audio recordings with text notes. Notability and AudioNote will accept handwritten notes made with a stylus; Evernote and Pear Note require typed notes. The user simply taps the screen to hear what was said when the note was taken. Each of these apps has the ability to upload the notes to a folder on Dropbox and/or Google Drive, enabling students to access their notes from any computer or mobile device." (Dell, Newton, & Petroff, 2017, p. 40). I have had the opportunity to use a SmartPen and Notability on iPads. I am a huge fan of the SmartPen because holding it is not hard for me, and writing with it is very smooth too. However, I did not know that Notability had the option of audio recording lectures, though. This is something that I will have to try next fall in each of my classes. Overall, I believe that the use of SmartPens and iPad apps are great tools that students can use for taking notes in the classroom because each piece of software provides a great avenue of support that students can use when they go back to review their notes and discover that they forgot to write something down in their notes during the lecture/presentation in class.