Tech and SPED

Universal Design for Learning (UDL) is designed to:

• individualize instruction

• fit every student's needs in the classroom

• use technology

• All of the above

Using technology in the inclusive classroom falls under the umbrella of:

The function of technology in special education is to:

• compensate a disability

• mediate a disability

• increase motivation to learn

• All of the above

Making the decision to continue or stop using a technology in the inclusive classroom needs to be based primarily on:

• how easy it is to learn using the technology

• whether the technology is up to date

• monitoring student progress towards the learning outcome

• All of the above

The TECH model for integrating technology in the inclusive classroom suggests the following steps:

• Target student needs, Examine the tech choices, Create opportunities to integrate the technology with other technology activities, and Handle the implementation and monitor impact

• Teach the technology, Evaluate student needs, Consider the risks associated with the tool, and Handle the negative consequences of using the technology

• Target student needs, Evaluate student outcomes, Consider the risks associated with the technology, and Handle the negative consequences of using the technology

• None of the above is true

"Evaluating Fit of the Technology" is an approach that came from work with students with:

• ADHD

• ASD

• EBD

• LD

Based on the study Cagiltry et al. (2019), most teachers believe that using technology in the inclusive classroom:

• motivates students

• helps them learn faster

• helps with generalization and maintenance

• All of the above

When you are faced with multiple choices of technologies that serve the same purpose, you should always select the one that is:

• the highest tech

• the most up-to-date

• the simplest alternative

An example of a technology that compensates a disability is:

• Using instructional games for a student who lacks motivation

• Using Braille for a student who is blind

• Using a video with a mnemonic to help a student with learning disability memorize faster

• None of the above

How do you feel about the content so far:

• I feel confident and ready to move on!

• I know some of it and still need to learn further

• Hold on please, I still have a way to go!