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What is UDL? Why is this important?? This link is a comprehensive guide on Universal Design for Learning, explaining its principles and how it can be applied in the classroom.

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Influenced by the Americans with Disabilities Act of 1990, the concept of Universal Design (UD) originated in the field of architecture, recognizing buildings with built-in accessibility for everyone was a superior approach to retrofitting buildings to accommodate diverse individual needs. The concept of Universal Design for Learning (UDL) emerged in the late 1990s, focusing on principles of UD but instead applied to schools, classrooms, and curricula.

Like UD, UDL is about front-loading, not retrofitting. It's about designing curriculum and instruction to meet the diverse needs of all students in the classroom -a microcosm of our diverse society, for which architectural UD was first envisioned. As educators, we must anticipate diversity in the classroom, which is today's norm, instead of searching for and adding instructional elements and options after the lesson or unit of study has been developed.

Both frameworks address physical accessibility in education by offering options for perception. However, UDL also emphasizes additional aspects of learning, such as processing information and building deeper comprehension of content; utilizing executive functioning, organizational skills, and progress monitoring abilities; engaging in the learning environment; and defining self-assessment and self-reflection strategies. Applying the UDL principles to lesson and curriculum design, you can make decisions about a range of methods, materials, and media needed to scaffold and support learning for all learners. In addition, UDL can help build student independence and self-regulation through a gradual release of scaffolds and supports.

Current challenges in our public schools include increased diversity in classrooms, high expectations for all students, high-stakes testing, and accountability for all students. As educators, we now need to be successful with a much more diverse group of students, including English learners, students from other cultures, and students with diverse abilities.

All students commonly attend the same schools, learn in the same classrooms, and access the same curriculum. Schools, teachers, and students are accountable for progress and demonstrable learning outcomes in the regular education curriculum. Neither an exclusive print-based nor exclusive digital-based curriculum is designed for flexibility to adjust to different learner needs. In a UDL-designed classroom, all students are offered increased opportunities to access, participate, and progress in the general education curriculum.

UDL is based in neuroscience, which indicates the learning brain is organized into three neuro-networks-affective, recognition, and strategic. Each brain network is associated with a UDL principle of learning:

Engagement, the "why" of learning;

Representation, the "what" of learning; and

Action and expression, the "how" of learning.

As you design your curriculum, you should use the UDL framework to structure and organize strategies for learner access, interpretation and processing, and internalization of content knowledge and skills. Access is the first step in the learning process. Interpretation and processing are how the student makes meaning of bits and bytes of information, connects to previous learning, and creates new learning. Internalization is when the student engages with automaticity; the knowledge and skills have now become a part of who they are. By linking to the principles above, you can explore more about these strategies to provide for student access, interpretation and processing, and internalization.

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Universal Design for Learning: An Introduction | NEA

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UDL is a method for developing curricula to support all students, including students with disabilities.

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Do you like checklists? here is a detailed guidelines published by CAST, providing actionable strategies to implement UDL in teaching practices.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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A resource list of assistive technology tools that can be used to support students with disabilities in the classroom.

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1 Multiple studies: Collins, 1990; Elkind, 1993; Elkind, Black & Murray, 1996; Higgins & Raskind, 1995; Higgins & Raskind, 1997; MacArthur, 1993, 1998; MacArthur, Schwartz, & Graham, 1991; McNaughton, Hughes & Clark, 1997; Priumus, 1990; Raskind & Higgins, 1995; Raskind, Higgins & Herman, 1997.

2 Higgins, E. L. & Raskind, M. H. (2000). Speaking to Read: The Effects of Continuous vs. Discrete Speech Recognition Systems on the Reading and Spelling of Children With Learning Disabilities. Journal of Special Education Technology, 15 (1), 19-30.

3 Raskind, M. H. & Higgins, E. L. (1999). Speaking to Read: The Effects of Speech Recognition Technology on the Reading and Spelling Performance of Children With Learning Disabilities. Annals of Dyslexia, 49, 251-281.

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Assistive Technology for Kids with Learning Disabilities: An Overview

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If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

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Incorporating iPads in Special Ed Classrooms

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Incorporating iPads in Special Ed Classrooms

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An article discussing the various ways iPads can be utilized to enhance learning for students with special needs.

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This will be my third year with 1:1 iPads in my special education classroom. I'm not going to lie, there's a lot to figure out and there's so many options of apps out there it is both wonderful and extremely overwhelming!

Here's how I would recommend getting started with iPads in your classroom (many of these tips should apply to both 1:1 or classroom iPads).

Behind the Scenes:
Storage: Where will you store your iPads? If you have a lot you will want a cart. We have a cart of 30 that we use in our program and store in a central location. However, if you have just a few you can probably designate a spot in your classroom, make sure you can charge them there (love this idea for a few iPads)! Also be sure to consider where can you keep them locked up at night. You don't want your iPads to walk off...

Cases: Get sturdy cases! Let's be honest, an iPad will probably be dropped...or thrown, you want it protected! Sturdy does not have to equal expensive. Five Below has " Tuff Cases" that are very protective and only $5! If you don't live by a Five Below, these are similar, very protective, and still not crazy expensive. For my students who use the iPad as a communication device, we get them this RJ Cooper case with a strap.

Set Rules and Expectations:
Before you give a student an iPad they need to know what is expected of them while they use it. You can find iPad rule posters ALL over the internet. (I love this set of free rules from Soaring). In my class the rules are generally:
1) Walk safely carrying the iPad(this used to be use 2 hands to carry the iPad, and then my heart broke a little bit when I saw my one student with extremely limited mobility in his one hand try so hard to use both)
2) Use safe hands with the iPad. No hitting or throwing!
3) Use apps only when allowed.
4) Use headphones when you use an app with sound.
5) Be responsible. Know where your iPad is!

Have consequences for if rules are broken. In my classroom, if students break these rules (most specifically hitting or throwing), their iPad is taken away for the day or a longer amount of time depending on the situation.

Finding and Using Apps:
Don't download everything at once! You will overwhelm both yourself and your students I promise. Download a few things, check them out, delete the ones you don't like, and then see what you want to put on your student's apps. Some apps (especially free ones) look great, but once you try them out they don't always work how you expected, so try them out before you give them to your students and download them on all their iPads! Also, see what you can use on the iPad already. For example, we love the timer that is found right in the clock app already installed on the iPad. You can customize with different sounds and it has both a countdown and a visual red circle to show how much time is remaining. Isn't that awesome?!

Stay in touch for more about iPads! Posts to come soon include:

Communication Apps

Tips and Tricks for Using iPads

Educational Apps

How to Make iPads Accessible for All Students

Be sure to follow on Bloglovin' or Facebook so that you are notified when I post new things!!

Can't wait? These few things might hold you over :)

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Where to Start: iPads in a Special Education Classroom

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What you need to think about before using iPads in your special education classroom: storage, cases, rules, and apps!

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A review of top speech-to-text applications that aid students who struggle with writing and typing.

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Speech to Text tools are available on your computer through your device, browser or extensions. This technology premiered in 1936 with the first text to speech device and over time continued to develop with more advanced and improved technology. Speech technology installed on computers or devices with different apps and software help anyone with dyslexia or other learning disabilities.

History of Speech to Text Technology
1936 - First Text to Speech Tools
Believe or not the first speech to text was the world's first voice electronic synthesizer created in 1936 by Homer Dudley in the Bell Telephone Laboratory in Murray Hill, New Jersey. The speech-to-text-, the first electronic device that could generate continuous human speech electronically became the first text to speech device.

Although, not as efficient as our present-day text to speech the Voder was audible. According to Smithsonian.com the Voder "could create 20 or so different buzzes and chirps, which the operator could manipulate using 10 keys, a wrist plate, and a pedal."
From the 1950s to '60s
In the history of speech recognition software technology, this was the era of 'baby talk'; only numbers and digits could be comprehended. In 1952, ' Audrey ' was invented by Bell Laboratories which could only understand numbers. But in 1962, the 'shoebox' technology was able to understand 16 words in English. Later, voice recognition was enhanced to comprehend 9 consonants and 4 vowels.

The U.S. Department of Defense contributed heavily towards the development of speech recognition systems and from 1971 to 1976, it funded the DARPA SUR (Speech Understanding Research) program. As a result, ' Harpy ' was developed by Carnegie Mellon which had the ability to comprehend 1011 words. It employed a more efficient system of searching for logical sentences. There were also parallel advancements in technology such as the development of a device by Bell Laboratories that could understand more than one person's voice.
Speech to Text Technology grew throughout the 1970s through the 1990's
There were several breakthroughs in the Speech to Text technology. Contributions from the U.S. Department of Defense supported speech recognition technology from 1971 to 1976 with the development of DARPA SUR 's (Speech Understanding Research) program. According to Total Voice Technologies web site, "Harpy" developed by Carnegie Mellon was able to comprehend 1011 words.

Searching for logical sentences was also an ability of Harpy's. Bell's technologies were not to be left behind, the company developed a device that could understand more than one person's voice.

According to Total Voice Technologies web site timeline, the 1980s proved to be a promising time for Speech to Text technology. Using statistics to determine the probability of a word originating from an unknown sound the hidden Markov model did not rely on fixed templates or speech patterns. This technology was mostly used in industries and business applications.

In the 80s speech recognition was not flawless, for the speech recognition system to be successful there needed to be a break between each spoken word.

In the 90's faster computers and processors helped Speech to Text technology advance. In 1994 Nuance was founded. Nuance deployed its first commercial large-scale speech application in 1996. This application was a call center's automated answering center.

Marketing call center automation would reduce the staff of call center staff.

Today's Speech to Text Technology

Today speech technology is everywhere and can recognize spoken words and convert them to text. We interact with speech recognition tools when we call companies with automated customer service. Voice assistants can reply with accuracy in response to answers supplied by the caller.

Currently, all major technology companies have invested heavily in the development of speech recognition. Amazon Alexa, Apple Siri, and Google Home are used in homes and speech recognition which can control devices in smart homes. Speech recognition is also used in cars with navigation, making cell phone calls and getting information on restaurants, movie theaters, and stores.

Speech to text tools for Dyslexia and Dysgraphia

It is very empowering to young dysgraphia or dyslexia students that have a very hard time writing simple sentences when they want to write a bigger story. Speech to Text can be very useful for students when searching for subjects on the internet. However, strange mistakes can happen and cause frustration.

Speech to text software is getting better all the time, but it's not yet perfect. Sometimes, speech to text has a hard time "understanding" user intent or has a hard time understanding different accents. However, this can be resolved with playback functionality so that your words can be read back to users. This tool helps to ensure the text says what you intended.

In middle school and high school and college, using speech to text to successfully write something as complex as a paper requires quite a bit of preparation. Planning out the sequence of your ideas, and speaking in complete, fluent sentences is difficult. There will be a lot of redoing and adjusting for the student but if an outline and ideas are well thought out there might be less adjustment.

Popular Speech to Text Technology Tools

There are multiple popular speech technology tools are currently available on the market. speech-to-text a speech to text software used in schools helps students write and perform to their abilities.

The software takes what they are saying and types it down for the student. They can edit it for more accuracy and clarity and the process is faster as well as gives the student confidence and the ability to get their ideas down in a productive manner. According to the Dragon Speech Recognition Resolution website students to business professionals use the software to enhance their work productivity by "working faster and smarter".

Text to Speech Browser Extensions

There are speech to text tools and extensions on your computer and devices that will also give you the ability to speak and it will type in your words. If you are wanting to read back your words enable TTS or Text to Speech, Installing the appropriate extension will enable you to highlight the text you want to read and choose to speak on your extension like chrome browsers or google chrome .

The Elegant Themes business blog lists " 10 Best Speech to Text Tools to Speed Up Your Writing Process". This list includes Google docs voice to text, Window, and Apple dictation and many more.

Today's speech technology is creating a positive learning and writing environment for Dyslexia and Dysgraphia students and adults. Technologies that were mostly created and designed by private industry and the U.S. Government benefit students and adults with Dyslexia and other learning difficulties. While technology improves, the learning environment for these students and adults will also improve and lead them to success.

Below are additional Speech to Text Tools and Resources

Photo by Alphacolor on Unsplash

More info about Zahavit Paz is a co-founder of LD Resources Foundation. She's a graduate of CUNY Graduate disabilities study program. She is often a presenter on Assistive Technology at professional conferences in schools and colleges and has written extensively on her personal struggle with Dyslexia and ADHD. She is an advocate for individuals with LD and provides resources and information through the Zahavit Paz. LDRFA website.

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Speech To Text For Students With Disabilities ,Apps, Tools, and Software

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Speech to Text tools are available on your computer through your device, browser or extensions. This technology premiered in 1936 with the first text to speech device and over time continued to develop with more advanced and improved technology. Speech technology installed on computers or devices with different apps and software help anyone with dyslexia...

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A selection of professional development programs focusing on UDL for educators.

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CAST translates new discoveries into practices that make learning possible for more people in more places.

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Webinars and online training sessions on integrating technology into special education classrooms.

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Our webinars address technology tools and strategies to support inclusive learning environments.

Sign up for our FREE webinars by logging into the website, selecting the title you are interested in, and proceeding with registration. Clock Hours are available through ESD-105 for a small fee.

Locate accessible SETC fliers located here:

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Our webinars address technology tools and strategies to support inclusive learning environments. Sign up for our FREE webinars by logging into the website, selecting the title you are interested in, and proceeding with registration. Clock Hours are available through ESD-105 for a small fee. Locate accessible SETC fliers located here:

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An overview of research studies examining the effectiveness of UDL in improving educational outcomes for students with disabilities.

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Case studies showcasing successful implementation of technology in special education settings.

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Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

Assistive Technology and Learning Disabilities: Listen to helpful advice for families in this video from the National Center for Learning Disabilities. (NCLD)

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

Learning Difficulties & Special Needs Guide: Explore product recommendations for parents whose kids struggle with traditional learning. (Common Sense Media)

Great Special Ed Apps and Sites: Take a look at a collection of reviews recommended by educators and experts working with children with special needs and learning differences. (Common Sense Education)

A Gadget for Everything you need in Assistive Technology

Samuel learns to use his knowledge of symbols with both low tech and high tech communication aids. He is of average intelligence with particular interests in travel, mapping, video making, spending time with his siblings, and reading books. Samuel has a diagnosis of cerebral palsy which affects his fine and gross motor skills and his ability to speak. This means he is unable to walk and finds it difficult to control his hands to do basic tasks. He wears glasses to correct his vision. Samuel attended a parital inclusive education environment in the early years and now attends a local school.Samuel has had lots of opportunities to use his Communication Book and his TechTalk voice output communication aid. This has allowed him to learn new symbols and understand new words. In order to keep up with his expanding vocabulary he was given a chance to use a more complex communication aid called a MightyMo. Having been given plenty of time to practice using a high tech device, Samuel now has one of his own. He is learning to build up sentences and is also adding in 'please' and 'thank you' to his requests. He continues to use his Communication Book as well as his Voice Output Communication Aid.

He will be moving to a full inclusive classroom in the fall with the expectation that he will engage with a typical curriculum with supports to learn, communicate, and complete all tasks within the classroom setting. He will be in second grade starting in the fall.
Communication

Samuel uses a combination of different ways to communicate including facial gestures, some sign language, and vocalizations. These are all effective strategies but were not always easily understood by others, so it was important to find ways that he could make himself understood to others more easily.

Samuel was introduced to the idea of using photographs and symbols for communication from a very young age. These were used to help him understand actions and events. He developed his knowledge of photographs and symbols and learned that these can represent meaning. To begin with Samuel watched his mother pointing to the symbols and images, but over time he began to use these for himself.
In finding ways to help Samuel communicate, it was important to think about the type of activities that he enjoys and identify some opportunities to encourage him to communicate in lots of ways. Samuel has always enjoyed sharing books, but frequently became frustrated when unable to turn pages of a book by himself. Some simple ideas were introduced to help Samuel to do this.

Small piece of sponge attached to the corner of the pages created a gap big enough for Samuel to place his fingers. Velcro dots, foam squares and tabs were also used w ith a gap between each page, Samuel can turn the pages by himself.

Samuel's enjoyment of books provided an ideal communication opportunity. He was introduced to a Voice Output Communication Aid (VOCA) with some messages that enabled him to join in with his favorite story. Samuel soon learned that pressing the different buttons would make the device speak the messages and enable him to have some fun.

Samuel soon learned that pressing the different buttons would make the device speak the messages and enable him to have some fun.

Samuel was introduced to voice output communication. He could join in with the story by adding some sound effects.

"Me" messages were then added that allowed him to communicate about the story.

To begin with Samuel found it difficult to activate the messages on his TechTalk. He was able to reach all the buttons, but found it difficult to apply enough pressure to make the device speak. To help with this Samuel was given a 'touch enabling device'. Commercial Touch Enabling Devices are available, but for Samuel a simple chunky pen was sufficient to apply enough pressure.

Samuel's overlays for his TechTalk were stored in a book. This meant that Samuel was able to point to these as well as use his TechTalk depending on what was easiest for him to do at the time.

Samuel is using a low tech book to choose the colors, and his TechTalk to talk about the play dough activity.

This is Samuel's overlay for his play dough activity. He can give instructions and make comments.

Samuel quickly expanded his recognition of symbols and soon needed access to a wider range of messages. His collection of overlays and symbols were reproduced as a Communication Book. Samuel has a better range of movement left to right, so his pages were set up in a landscape format. A fold out flap provides space for extra vocabulary and contains the messages that Samuel uses most frequently, his 'core' vocabulary.

Samuel has developed his fine motor skills sufficiently for him to be able to turn pages by grabbing tabs, which are attached to the edge of every page.

Samuel enjoys using his low tech communication book. He is building sentences using his core vocabulary on his fold-out page on the left, and the topic vocabulary on the right.

This communication aid is a dynamic screen device, which means that the pages can change. Initially Samuel did not explore the dynamic pages; instead his communication partner would find the right page for him. However, just as Samuel remembered where to find vocabulary within his low tech communication book, he has also learned to move around the pages on his high tech device to find the vocabulary that he needs.

High tech communication aids have features that are similar to a computer. Many can also be programmed to send infra red signals. This feature was used to enable Samuel to operate some of his remote control toys.

Samuel's pages are organized around the different activities that he does.

Samuel's communication aid has required lots of programming to make it personal and appropriate to him. This will continue as his communication skills develop.
Samuel is using his communication aid as a remote control for his train. He has the infra red signals programmed in to his device. Samuel can chat and play with others.

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Assistive Technology Module : To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University) Assistive Technology : Find...

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WE ARE A TEAM!!! here are some articles and resources on how parents and teachers can work together to support students with special needs.

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This blog post is written by Vidya, a mom of a teenage boy with autism. She received an Autism Graduate certificate and started the blog, www.autismfamilystory.com. Continue reading to learn about the importance of school-home collaboration from the perspective of a mother to a child with a disability.
One of the most important considerations in special education classrooms is parent-teacher collaboration; it is critical for student's success. Collaboration has many benefits as both the parties are working towards the common goal of improving the student's lives and preparing them for the future. This means both the parents and teachers act as one team to help the students.

We are on the same team

One of the most important thing teachers must know is that parents are experts on their children as they tend to spend maximum time with them. It is very critical that if there are any problems the teachers are facing in the classroom in terms of behaviors, or any kind of skill regression, parents are one of the first people the teachers need to get in touch with. They will be in a better position to let them know if there are any changes going on in the child's life or maybe they are experiencing any sleep or health-related issues. This will help both the parties to brainstorm and come up with a possible solution to help the students.
(Don't forget to snag this FREEBIE below!)
It helps with skill generalization

Special education classrooms have children performing on all different levels. Many of the students require intensive support for learning and require staff who understand how to program for skill generalization. Skill generalization is very important for kids to make maximum gains and maintain the skills for a long time. Parents can play an important part in this. It is very essential the teachers keep parents updated on the kind of skills their kids are working on in the classroom. The teachers can share some ideas the parents can use at home to work on the same skills in a different environment with different materials.

Parents like to get feedback

Some students on the spectrum are non-vocal and are unable to tell their parents about their school day. It is important that there is some kind of communication that is daily facilitated between school and home. Getting feedback about their kids is important for parents especially when their kids are non-vocal. They often get told the things that their kids are not able to do. Most parents will appreciate a quick phone call from the teachers to tell them something positive their child did. This might not seem significant to the school staff, but it will mean a lot to the parents.

It helps with effective conflict management

There will be times when teachers and parents might not agree on things. Having a positive relationship with the parents will help both in solving the disputes amicably. This is very critical for the student's success.It is very important that both parents and teachers work together with a common goal of student success. In today's world technology has made it so much easier for being in touch. This will help in student success which is ultimately the common goal for both parties."

To learn more about Vidya and her son's journey, visit www.autismfamilystory.com or Instagram @autismfamilystory.

Interested in more behavior support resources like this one? Access them all inThe Behavior Institute.Here you will find training videos, implementation checklists, data sheets, materials, templates, and more to assist you and your team in the positive behavior-change process.

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Parent-Teacher Collaboration (From the Eyes of a Mother)

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Learn the importance of parent-teacher collaboration from a mother's perspective to foster positive behaviors in children with disabilities.

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this article is about the prevalence and application of UDL principles in academic literature. Through a content analysis of peer-reviewed journals, the study identifies trends, focuses on various educational settings, and highlights challenges and successes in implementing UDL. The findings suggest an increasing recognition of UDL's importance in creating inclusive educational environments but also point to areas needing further research and practical development.

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This article examines the impact of the UDL framework on education. UDL promotes inclusive teaching by offering multiple means of representation, action, expression, and engagement to cater to diverse learners. The meta-analysis reviews seven empirical studies from 2012-2017, highlighting the positive effects of UDL on student engagement, performance, and perception. The meta-analysis concludes that UDL principles positively impact students' learning experiences, performance, and engagement. However, further research is needed to strengthen the empirical evidence base, explore UDL implementation in diverse contexts, and address the challenges identified. Educators and policymakers should consider adopting UDL to create more flexible and inclusive learning environments that cater to all learners.

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This finding explores the application of UDL in secondary education, focusing on how technology supports its implementation. The review of 15 empirical studies shows that technology enhances the Representation principle by offering diverse ways to access content. The review suggests the need for more research on technology's role in fostering student collaboration, self-regulation, and comprehensive support within UDL frameworks. This article hits a key point on the focus of representation. Most studies focused on the UDL principle of Representation, which involves providing multiple ways for students to access content. It should be noted that there are still gaps in research regarding the use of technology to support engagement and action & expression.

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Watch THIS! (for my friends who are visual learners)

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Watch THIS! (for my friends who are visual learners)

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Assistive Technology: Examples, Definition, and Evaluation