measurement_data_lesson_plan_rational.docx SPD “ 570 Measuring and Data Grand Canyon Un

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measurement_data_lesson_plan_rational.docx SPD “ 570 Measuring and Data Grand Canyon University: SPD “ 570 Rational The students that I selected from the class profile was Arturo, Diana, Donn... ie, and Eduardo. Each student is a Tier 2 reading RTI student that reads one year below their grade level (Class profile, 2020). Each of these students also are ELL students. Each of these students have communication needs that would require the use of assistive and alternative communication devices. Assistive educational technology is growing in importance with increasing number of special needs students with disabilities who has a need for them (Cavanaugh, 2001). When providing differential instruction that will allow an opportunity for each student to reach their highest potential for learning, assistive technology devices can become an essential part of the education system. Diana, Arutro, and Eduardo struggle with reading and are ELL students. Because of their language barriers, basic understanding of the assignment and new concepts can be difficult for them to grasp. For this reason, providing differential instruction such like breaking up the lesson and the use of assistive devices can help provide support. As for Donnie who uses a hearing aid, He can benefit from designed for IPAD that can help him understand the concept of measurement and data utilizing the speech to txt technology. This app works by lighting up each word as it is read to the user. Keeping in mind that ach learner have a different level of skill, abi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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