Design for Learning guidelines and creating inclusive learning environments, summarize your reflective thoughts on what you observed in this classroom example.

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Design for Learning guidelines and creating inclusive learning environments, summarize your reflective thoughts on what you observed in this classroom example. improve equitable access that come to mind? • If you are currently in a classroom, what types of strategies are you using to ensure equitable access? Are they successful? Are there challenges? • What does an inclusive classroom look and sound like, specifically through the lens of equitable access? • What challenges and/or hurdles do you believe teachers may experience in addressing equitable access in the classroom? Part II: Adaptive Technology/Instructional Objective (15 pts.) – The Adaptive Computing Technology Center at the University of Missouri defines adaptive technology as “special versions of already existing technologies or tools that provide enhancements or different ways of interacting with the technology. The adaptation helps individuals with a disability or impairment accomplish a specific task.” Adaptive technology also encompasses what is referred to as “assistive technology.” First, please review the links below to learn more about adaptive and assistive technology and how these tools can be used in the classroom to improve equitable access and support student learning. Keep in mind that not all adaptive or assistive technology actually requires technology. They can also be “no tech” tools that improve a student’s access or ability to learn. See the simple chart below. What is Adaptive Technology? // ACT Center (missouri.edu) Assistive Technology for Kids with Learning Disabilities: An Overview | Reading Rockets Assistive Technology (AT) (patinsproject.org) Secondly, identify an instructional objective for a single lesson. Grade level and content area are entirely up to you. The instructional objective must be standards-based and may be written as a behavioral or descriptive objective (Ref: Methods for effective teaching by Paul Burden & David Byrd, Chapter 4). You may also find it beneficial to review feedback on writing instructional objectives from the Evidence-Based Instructional Strategy Exercise you submitted (Please see the attached file) Third, based upon what you’ve learned about universally designed lessons and the use of adaptive and/or assistive technology, identify and/or summarize learning supports, accommodations, or modifications that you might use to improve equitable access for students to achieve the identified instructional objective for this lesson. Describe your plan for including the use of instructional technology, if appropriate, to support students’ mastery of this instructional objective. In addition, this is intended to demonstrate your understanding and application of identifying and selecting appropriate instructional strategies (InTASC #8) directly related to the differentiation of instruction (InTASC #2) and the learning environment (InTASC #3). In TASC: https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf

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