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Cost-effective Technology Tools Supporting Universal Design for Learning and Differentiated Instruction
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Technology tools, delivered in context with principles of Universal Design for Learning (UDL) and Differentiated Instruction (DI) can provide diverse learners enhanced access to special/general education curricula. Observe a variety of cost-effective (i.e. free or low cost) technology tools, web-resources, and accompanying instructional strategies that support DI and UDL.
Cheryl A. Wissick, The University of South Carolina
J. Emmett Gardner, The University of Oklahoma
Just as a woodworker needs to locate and use the correct tool for the job, teachers can use free tools to assist all learners in the classroom. Free tools can also assist in providing Tier 1 Differentiated Instruction (DI) for all learners and Universal Design for Learning (UDL). Use this wiki to learn about UDL and free web tools for students and teachers.
Portions of this wiki were originally developed by Cheryl A. Wissick, University of South Carolina, and J. Emmett Gardner, University of Oklahoma, for a bring your own laptop presentation at the National Educational Computing Conference (NECC) 2008, and The National Conference of the Council for Exceptional Children (CEC) 2009. Since then, it have been adjusted to support content for other conference presentations (2009-2011).
Please visit Cheryl Wissick's newer wiki:
[ webtoolboxes.wikispaces.com ] for additional tools and strategies related to technology tools in the context of Universal Design for Learning and Differentiated Instruction in special education.
This Wikispace is designed to assist you in being able to:
(1) Identify and describe ways in which you can use free Web-based resources and tools to increase access to the general education curriculum;
(2) Understand how to locate and organize free Web-based information to enhance student learning;
(3) Understand the importance of considering UDL when identifying relevant learner characteristics and considering adaptations and/or accommodations via Web-based tools and/or learning;
(4) Describe various assistive technologies and universal design principles that support learning via the Web;
(5) Develop an appreciation and deeper understanding that a variety of free instructional applications of Web-based tools and resources for at-risk and/or students with mild disabilities can be effectively used to provide curriculum accommodations and support.
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