This is a presentation on differentiation techniques and modification strategies using technology.
Students who infrequently participate in class were more likely to engage in learning experiences as a result of these digital modifications.
Students shared the tools with their general education peers, allowing for stronger connections to be built between peers in inclusion environments.
Students increased their self-advocacy for their needs in other classes as a result of being exposed to the digital modifications. They began to ask other teachers and were encouraged to use the tools that worked in one class in other classes.
Teachers are more receptive to learning from their colleagues. One-on-one meeting and mini-training sessions during prep periods frequently arose as more teachers became interested in using these tools with their own students.
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