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Abstract
The increased number of students with learning disabilities in general education secondary school classrooms presents complex challenges for today’s educators. This article describes how the Universal Design for Learning theoretical framework can be used with assistive technology to enhance educational opportunities for secondary students with learning disabilities. Barriers that prevent secondary teachers from effectively selecting, adopting, implementing, and assessing assistive technology devices are discussed and potential solutions are identified. The article concludes with recommendations for enhancing secondary teachers’ professional development opportunities.
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