Learning in Inclusive Technology Systems
Established district expectations that all learners use technology to develop agency and autonomy supports the development of self-determined, young adults with the agency and autonomy to engage in the workforce and postsecondary education. The goal for children and youth with disabilities is that they acquire the same information, engage in the same interactions, and enjoy the same services as learners without disabilities, and that they are able to do these things in a way that is equally effective, equally integrated, and with substantially equivalent ease of use (U.S. Department of Education, 2010, U.S Department of Education, 2011).
CITES Learning practices include:
- Learners Actively Engage
- Learners Make Independent Choices
- Empower Families to Support Student Learning
Investigate District Learning Practices
Designing accessible learning experiences using technology requires multi-tiered systems of support. Discover how to enhance your MTSS using inclusive technology. Visit our series: Building a Foundation for Inclusive Technology Systems.
Learn from Our Partners
- Webinar: What's It All About? Teaching, Learning & Assessment, Center on Inclusive Technology in Education Systems (CITES) at CAST
- Webinar Series: Learning with the Authors of Inclusive Learning 365, Center on Inclusive Technology in Education Systems (CITES) at CAST
- Case Story: BISD ⎜ Clute, TX
- Case Story: CCA ⎜ Harrisburn, PA
- Case Story: BCSP ⎜ Baltimore, MD