![]() Students with disabilities who struggle with grade-level, content area texts can improve their reading comprehension by using technology to have texts read aloud (e.g., Anderson-Inman & Horney, 2007 Higgins & Raskind, 2004). See the thoughtful TILE-SIG posts already exploring UDL for further information. Before jumping into specific technological solutions, I encourage educators to think about integrating technology within a Universal Design for Learning (UDL) framework, which promotes a technology-enhanced curriculum that is accessible and appropriate for all learners, including those with disabilities. Just because a technology is available doesn’t mean that it enhances learning or is appropriate for every learner. The good news is that there are now many cost-effective technologies to help students access these texts. ![]() General education teachers are therefore often seeking ways to support students struggling with decoding and comprehension, especially as they access content area curricular materials. Nearly 6.4 million students, 13% of the total student population, are identified with disabilities and receive special education services in schools across the nation (US Department of Education, 2010). As nearly every teacher knows, students with disabilities have been increasingly included in general education classrooms.
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