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Hig
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1
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2
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I
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Vo
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14
,
No
.
3
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J
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n
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20
25
:
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9
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-
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2100
cr
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R
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Ho
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So
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ca
tio
n
teac
h
er
s
in
E
ast
Ma
lay
s
ia
ap
p
ly
T
PAC
K
an
d
UDL
p
r
i
n
cip
les
to
en
h
an
ce
lear
n
in
g
f
o
r
s
tu
d
en
ts
with
I
D
in
th
e
s
p
ec
ial
ed
u
ca
tio
n
in
teg
r
atio
n
p
r
o
g
r
am
(
SEI
P).
T
h
e
in
teg
r
atio
n
o
f
lo
w
an
d
h
ig
h
tech
n
o
lo
g
y
t
o
o
ls
p
lay
s
a
cr
u
cial
r
o
le
in
s
u
p
p
o
r
tin
g
I
D
lear
n
er
s
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
T
P
AC
K
an
d
UDL
p
r
i
n
cip
les.
T
h
e
ap
p
licatio
n
o
f
UDL
p
r
i
n
cip
l
es,
wh
ich
em
p
h
asize
p
r
o
v
id
i
n
g
m
u
ltip
le
m
ea
n
s
o
f
r
ep
r
esen
tatio
n
,
ex
p
r
ess
io
n
,
an
d
en
g
a
g
em
en
t,
h
as
s
h
o
wn
p
r
o
m
is
e
in
ac
co
m
m
o
d
atin
g
th
e
d
iv
e
r
s
e
lear
n
in
g
n
ee
d
s
o
f
s
tu
d
en
ts
with
I
D
[
1
3
]
.
L
o
w
tech
n
o
l
o
g
y
s
u
p
p
o
r
ts
r
ef
er
to
s
im
p
le,
r
ea
d
ily
a
v
ailab
le,
an
d
o
f
ten
n
o
n
-
elec
tr
o
n
ic
to
o
ls
u
s
ed
to
s
u
p
p
o
r
t
lear
n
in
g
,
s
u
c
h
as
v
is
u
al
aid
s
an
d
g
r
ap
h
ic
o
r
g
an
izer
s
,
t
h
at
h
a
v
e
b
ee
n
s
h
o
wn
to
p
r
o
m
o
te
ac
ce
s
s
ib
ilit
y
an
d
e
n
g
ag
e
m
en
t
[
1
4
]
.
Hig
h
tech
n
o
lo
g
y
,
o
n
th
e
o
th
er
h
an
d
,
en
c
o
m
p
ass
es
ad
v
an
ce
d
elec
tr
o
n
ic
to
o
ls
a
n
d
d
ig
ital
r
eso
u
r
ce
s
,
s
u
ch
as
ed
u
ca
tio
n
al
s
o
f
twar
e,
au
d
io
b
o
o
k
s
,
a
n
d
in
ter
ac
ti
v
e
q
u
izze
s
,
wh
ich
r
e
q
u
ir
e
s
o
m
e
tech
n
ical
k
n
o
wled
g
e
f
o
r
s
etu
p
an
d
u
s
e
[
1
5
]
.
P
r
ev
io
u
s
r
esear
ch
in
d
icate
s
th
at
u
s
in
g
b
o
th
lo
w
an
d
h
ig
h
tec
h
n
o
lo
g
y
ca
n
s
ig
n
if
ican
tly
e
n
h
an
ce
lear
n
in
g
f
o
r
I
D
lear
n
er
s
[
1
6
]
,
[
1
7
]
.
Ho
wev
er
,
t
h
er
e
is
lim
ited
r
esear
ch
o
n
h
o
w
th
ese
tech
n
o
lo
g
ies
ar
e
u
s
ed
with
in
th
e
T
PAC
K
f
r
am
ewo
r
k
to
s
u
p
p
o
r
t U
DL
p
r
in
cip
les in
th
e
Ma
lay
s
ian
co
n
t
ex
t,
p
ar
ticu
lar
ly
in
E
ast M
alay
s
ia
[
9
]
.
T
h
e
im
p
o
r
tan
ce
o
f
th
is
s
tu
d
y
l
ies in
its
p
o
ten
tial to
b
r
id
g
e
th
e
ex
is
tin
g
g
ap
in
k
n
o
wled
g
e
a
n
d
p
r
ac
tice
b
y
in
v
esti
g
atin
g
h
o
w
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
in
E
ast
Ma
lay
s
ia
u
tili
ze
T
PAC
K
an
d
UDL
f
r
am
ewo
r
k
s
.
B
y
ex
p
lo
r
in
g
th
e
c
u
r
r
en
t
p
r
ac
tic
es
an
d
ch
allen
g
es
in
b
o
t
h
lo
w
an
d
h
ig
h
tech
n
o
lo
g
y
in
teg
r
atio
n
,
th
is
s
tu
d
y
is
ad
d
r
ess
ed
to
in
f
o
r
m
th
e
d
e
v
elo
p
m
en
t
o
f
ta
r
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
.
T
h
is
,
in
tu
r
n
,
ca
n
en
h
an
ce
teac
h
er
s
'
ab
ilit
y
to
cr
ea
te
i
n
clu
s
iv
e
a
n
d
ef
f
ec
t
iv
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
s
f
o
r
I
D
lea
r
n
er
s
,
ad
d
r
ess
in
g
th
e
g
o
als
o
u
tlin
e
d
in
th
e
Ma
la
y
s
ian
E
d
u
ca
tio
n
B
lu
ep
r
in
t
f
o
r
im
p
r
o
v
i
n
g
t
ea
ch
er
q
u
ality
a
n
d
p
r
o
m
o
tin
g
i
n
clu
s
iv
ity
[
1
8
]
,
[
1
9
]
.
B
y
f
o
c
u
s
in
g
o
n
b
o
t
h
lo
w
an
d
h
ig
h
tech
n
o
lo
g
y
in
te
g
r
atio
n
in
th
e
co
n
tex
t
o
f
T
PAC
K
an
d
UDL
f
r
am
ewo
r
k
s
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
lim
ited
b
o
d
y
o
f
r
esear
ch
o
n
tech
n
o
lo
g
y
u
s
e
in
s
p
ec
ial
ed
u
ca
tio
n
in
Ma
lay
s
ia,
p
ar
ticu
lar
ly
f
o
r
I
D
lea
r
n
er
s
.
T
h
is
s
tu
d
y
aim
s
to
ex
p
l
o
r
e
h
o
w
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
in
E
ast
Ma
lay
s
ia
u
tili
ze
T
P
AC
K
an
d
UDL
f
r
am
ewo
r
k
s
,
f
o
cu
s
in
g
o
n
b
o
th
lo
w
an
d
h
i
g
h
tech
n
o
lo
g
y
to
o
ls
to
s
u
p
p
o
r
t
I
D
lear
n
er
s
in
th
e
SEI
P.
T
h
is
s
tu
d
y
s
ee
k
s
to
in
f
o
r
m
th
e
d
e
v
elo
p
m
en
t
o
f
tar
g
eted
p
r
o
f
es
s
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
,
th
er
eb
y
en
h
an
cin
g
teac
h
er
s
'
ab
ilit
y
to
cr
ea
te
in
c
lu
s
iv
e
an
d
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
f
o
r
I
D
lear
n
er
s
.
T
h
e
s
tu
d
y
is
g
u
id
ed
b
y
th
r
ee
p
r
im
a
r
y
o
b
jec
tiv
es:
i
)
to
ex
p
lo
r
e
h
o
w
s
p
ec
ia
l
ed
u
ca
tio
n
teac
h
e
r
s
u
tili
ze
lo
w
tech
n
o
lo
g
y
to
o
ls
to
s
u
p
p
o
r
t
I
D
lear
n
er
s
in
SEI
P
class
r
o
o
m
s
;
ii
)
to
in
v
esti
g
ate
th
e
u
tili
za
tio
n
o
f
h
ig
h
tech
n
o
lo
g
y
to
o
ls
in
th
ese
class
r
o
o
m
s
;
an
d
iii
)
t
o
ex
p
lo
r
e
h
o
w
teac
h
er
s
in
teg
r
ate
UDL
p
r
in
cip
les
with
T
PAC
K
f
r
am
ewo
r
k
s
to
e
n
h
an
c
e
th
e
lear
n
in
g
e
x
p
er
ien
ce
s
o
f
I
D
lear
n
er
s
.
Usi
n
g
a
q
u
alitativ
e
ap
p
r
o
ac
h
,
th
is
s
tu
d
y
c
o
n
d
u
cts
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
class
r
o
o
m
o
b
s
er
v
a
tio
n
s
,
an
d
d
o
cu
m
e
n
t
an
aly
s
is
t
o
g
ath
er
in
-
d
e
p
th
in
s
ig
h
ts
f
r
o
m
f
o
u
r
p
u
r
p
o
s
iv
ely
s
elec
ted
s
p
ec
ial
ed
u
ca
tio
n
tea
ch
er
s
in
two
E
ast
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
f
f
er
i
n
g
S
E
I
P.
B
y
ad
d
r
ess
in
g
th
ese
o
b
jectiv
es,
th
is
s
tu
d
y
aim
s
to
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
cu
r
r
en
t
p
r
ac
tices
an
d
ch
allen
g
es
f
ac
ed
b
y
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
in
u
tili
zin
g
tech
n
o
lo
g
y
with
in
b
o
th
f
r
am
ewo
r
k
s
,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
th
e
im
p
r
o
v
em
en
t
o
f
in
clu
s
iv
e
en
v
i
r
o
n
m
e
n
t
f
o
r
I
D
lear
n
e
r
s
.
T
h
e
o
u
tco
m
e
s
o
f
th
is
s
tu
d
y
h
av
e
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
o
licy
,
teac
h
er
t
r
ain
in
g
p
r
o
g
r
am
s
,
th
e
d
ev
elo
p
m
en
t
o
f
r
e
s
o
u
r
ce
s
to
s
u
p
p
o
r
t
in
clu
s
iv
e
ed
u
ca
tio
n
p
r
ac
tices
in
Ma
lay
s
ia
an
d
co
n
tr
ib
u
tin
g
to
th
e
b
r
o
ad
er
g
o
al
o
f
p
r
o
m
o
tin
g
in
cl
u
s
iv
e
an
d
eq
u
itab
le
q
u
ality
e
d
u
ca
tio
n
f
o
r
all
lear
n
er
s
.
2.
M
E
T
H
O
D
T
h
is
q
u
alitativ
e
s
tu
d
y
u
s
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
ch
o
o
s
e
f
o
u
r
s
p
ec
ial
e
d
u
ca
tio
n
teac
h
er
s
f
r
o
m
two
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
E
ast
Ma
lay
s
ia
th
at
o
f
f
er
SEI
P.
T
h
ese
teac
h
er
s
wer
e
s
elec
ted
b
ased
o
n
th
eir
ex
p
e
r
ien
ce
with
SEI
P
an
d
t
h
eir
willin
g
n
e
s
s
to
p
ar
ticip
ate
in
a
n
in
-
d
ep
th
s
tu
d
y
,
p
r
o
v
id
in
g
a
f
o
cu
s
ed
s
a
m
p
le
f
o
r
ex
p
lo
r
in
g
T
PAC
K
an
d
UDL
im
p
lem
e
n
tatio
n
in
t
h
is
s
p
ec
if
ic
co
n
t
ex
t.
Data
was
g
ath
er
e
d
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
an
d
d
o
cu
m
e
n
t
an
aly
s
is
.
T
h
em
atic
an
aly
s
is
was
co
n
d
u
cted
as
a
m
eth
o
d
f
o
r
id
en
tify
i
n
g
im
p
o
r
tan
t
p
atter
n
s
an
d
th
em
es
in
th
e
d
ata,
f
o
llo
win
g
a
s
ix
-
s
tag
e
p
r
o
ce
s
s
[
2
0
]
.
T
h
e
an
al
y
tical
p
r
o
ce
d
u
r
e
in
v
o
l
v
ed
b
ec
o
m
in
g
ac
q
u
ain
ted
with
th
e
d
ata,
cr
ea
tin
g
in
itial
co
d
es,
s
ea
r
ch
in
g
f
o
r
th
e
m
es,
r
e
v
i
e
w
i
n
g
t
h
e
m
es
,
d
e
f
i
n
i
n
g
a
n
d
n
a
m
i
n
g
t
h
e
m
e
s
,
a
n
d
p
r
o
d
u
c
i
n
g
a
r
e
p
o
r
t
a
s
t
h
e
l
as
t
s
t
a
g
e
,
a
s
s
h
o
w
n
i
n
F
i
g
u
r
e
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
TPA
C
K
-
u
n
ivers
a
l d
esig
n
fo
r
l
ea
r
n
in
g
fo
r
Ma
la
ysia
n
in
tellec
tu
a
l d
is
a
b
ilit
y
ed
u
ca
ti
o
n
…
(
R
o
s
n
a
n
i S
a
in
i)
2101
Fig
u
r
e
1
.
T
h
em
atic
a
n
aly
s
is
[
2
0
]
2
.
1
.
T
he
v
a
lid
it
y
o
f
t
he
s
t
ud
y
ins
t
rum
ent
I
n
v
esti
g
ato
r
t
r
ian
g
u
latio
n
is
an
a
p
p
r
o
ac
h
u
s
ed
b
y
r
esear
ch
er
t
o
ac
q
u
ir
e
q
u
alitativ
e
d
ata
v
ia
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
o
b
s
er
v
atio
n
s
,
an
d
d
o
cu
m
e
n
t
an
al
y
s
is
[
2
1
]
.
E
ac
h
d
ata
s
et
o
b
tain
ed
f
r
o
m
n
u
m
e
r
o
u
s
in
s
tr
u
m
en
ts
will b
e
ex
am
in
ed
f
o
r
v
alid
ity
,
an
d
th
e
f
in
d
in
g
s
f
r
o
m
ea
ch
ev
alu
atio
n
will b
e
co
m
p
ar
ed
to
p
r
o
d
u
ce
a
wid
er
an
d
d
ee
p
er
u
n
d
er
s
tan
d
in
g
co
n
ce
r
n
in
g
th
e
r
esear
ch
[
2
1
]
,
[
2
2
]
.
T
h
e
tr
ian
g
u
latio
n
p
r
o
ce
s
s
en
h
an
ce
s
d
ata
cr
ed
ib
ilit
y
th
r
o
u
g
h
s
y
s
tem
atic
cr
o
s
s
-
v
er
if
icatio
n
o
f
f
in
d
i
n
g
s
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
[
2
1
]
.
T
h
is
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
s
tr
en
g
th
en
s
th
e
v
ali
d
ity
o
f
r
esear
ch
f
in
d
in
g
s
an
d
h
elp
s
id
en
tify
co
n
s
is
ten
t
p
atter
n
s
ac
r
o
s
s
d
if
f
er
en
t
d
ata
co
llectio
n
m
eth
o
d
s
.
T
r
ia
n
g
u
latio
n
in
q
u
alitativ
e
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esear
ch
p
ar
ticu
lar
ly
b
e
n
ef
its
s
p
ec
ial
ed
u
ca
tio
n
s
tu
d
ies
b
y
p
r
o
v
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m
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iv
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ig
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in
to
co
m
p
le
x
ed
u
ca
tio
n
al
p
h
en
o
m
en
a
[
2
3
]
.
2
.
2
.
T
he
re
lia
bil
it
y
o
f
t
he
s
t
ud
y
ins
t
rum
ent
T
o
en
s
u
r
e
th
e
s
tu
d
y
in
s
tr
u
m
e
n
t'
s
d
ep
en
d
ab
ilit
y
,
it
was
test
ed
o
n
a
p
ilo
t
s
am
p
le
eq
u
iv
al
en
t
to
th
e
m
ain
s
tu
d
y
s
am
p
le.
A
p
ilo
t
s
tu
d
y
is
r
eq
u
ir
ed
to
id
e
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tify
p
o
ten
tial
m
is
tak
es,
av
o
id
r
ep
etitio
n
,
an
d
in
itiate
im
p
r
o
v
em
e
n
ts
b
ef
o
r
e
ac
tu
al
d
ata
co
llectio
n
[
2
3
]
,
[
2
4
]
.
T
h
is
p
r
o
ce
s
s
ca
n
in
c
r
ea
s
e
th
e
r
ese
ar
ch
er
'
s
co
n
f
id
en
ce
to
f
ac
e
p
o
s
s
ib
le
s
itu
atio
n
s
an
d
p
r
e
p
ar
e
m
o
r
e
ca
r
ef
u
lly
b
ef
o
r
e
f
ield
w
o
r
k
[
2
5
]
.
T
h
e
p
ilo
t
s
tu
d
y
aim
s
to
g
ain
in
s
ig
h
t
in
to
th
e
p
h
en
o
m
en
o
n
b
ein
g
s
tu
d
ied
,
im
p
r
o
v
e
i
n
ter
v
i
ew
ex
p
er
tis
e,
an
d
en
h
a
n
ce
co
m
m
u
n
icatio
n
s
k
ills
b
ef
o
r
e
ac
t
u
al
d
ata
co
llectio
n
w
ith
s
tu
d
y
p
ar
ticip
a
n
ts
[
2
6
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Fo
llo
win
g
th
e
p
r
o
ce
s
s
o
f
th
em
atic
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aly
s
is
,
s
ev
er
al
t
h
e
m
es
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ec
am
e
ev
id
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t
in
r
elat
io
n
to
th
e
ex
p
lo
r
atio
n
o
f
T
PAC
K
in
v
o
lv
in
g
lo
w
an
d
h
ig
h
tech
n
o
lo
g
y
t
h
at
alig
n
with
UDL
p
r
in
cip
les
f
o
r
I
D
lear
n
er
s
in
th
e
SEI
P
class
r
o
o
m
.
T
h
e
an
a
ly
s
is
r
ev
ea
led
h
o
w
s
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ial
e
d
u
ca
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in
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r
p
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if
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er
e
n
t
lev
els
o
f
tech
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lo
g
y
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th
eir
teac
h
in
g
p
r
ac
tices.
T
h
r
o
u
g
h
th
em
a
tic
co
d
in
g
,
p
atter
n
s
em
er
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d
s
h
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win
g
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s
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th
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ig
h
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ls
.
T
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atio
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o
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o
m
p
r
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tices
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o
n
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ated
h
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w
s
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ial
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ca
tio
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er
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ad
a
p
t
T
PAC
K
f
r
am
ewo
r
k
s
an
d
UDL
p
r
in
cip
les
to
s
u
p
p
o
r
t
lear
n
er
s
with
ID
.
T
ab
le
1
s
h
o
ws th
e
f
in
d
in
g
s
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ased
o
n
o
b
s
er
v
atio
n
s
.
T
h
e
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is
ex
p
lo
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h
er
s
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tili
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en
t
tec
h
n
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lo
g
ical
ap
p
r
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ac
h
es
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n
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eir
in
s
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ctio
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al
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r
ac
tices.
E
ac
h
th
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e
r
ep
r
esen
ts
d
is
tin
ct
asp
ec
ts
o
f
h
o
w
T
PAC
K
an
d
UDL
f
r
am
ewo
r
k
s
ar
e
im
p
lem
en
ted
i
n
s
p
ec
ial
ed
u
ca
tio
n
s
ettin
g
s
.
T
h
e
f
in
d
i
n
g
s
s
h
o
w
h
o
w
class
r
o
o
m
p
r
ac
tices
r
ev
ea
led
v
ar
y
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g
l
ev
els
o
f
tech
n
o
l
o
g
y
in
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r
atio
n
an
d
im
p
lem
en
tatio
n
ap
p
r
o
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es.
T
h
e
an
aly
s
is
h
ig
h
lig
h
ted
s
p
ec
if
ic
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allen
g
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en
co
u
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ter
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teg
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r
am
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k
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ly
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e
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ar
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r
eso
u
r
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n
s
tr
ain
ts
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d
f
r
a
m
ewo
r
k
.
T
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atic
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is
o
f
th
e
d
ata
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llecte
d
th
r
o
u
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h
s
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i
-
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ctu
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n
ter
v
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o
b
s
er
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atio
n
s
,
an
d
d
o
cu
m
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n
t
an
aly
s
is
r
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r
ee
k
ey
th
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r
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ated
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th
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teg
r
atio
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f
T
PAC
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d
UDL
p
r
in
cip
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in
s
u
p
p
o
r
tin
g
lear
n
er
s
with
I
D
in
SEI
P c
lass
r
o
o
m
s
in
E
ast M
alay
s
ia
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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T
ab
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Fin
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r
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:
“
Ho
w
d
o
yo
u
u
s
e
visu
a
l a
id
s
in
yo
u
r
cla
s
s
r
o
o
m?
”
I
n
f
o
r
m
an
t 1
:
“
V
is
u
a
l
a
id
s
a
r
e
cru
cia
l
f
o
r
o
u
r
I
D
lea
r
n
ers
.
I
u
s
e
p
i
ctu
r
e
ca
r
d
s
to
tea
c
h
vo
ca
b
u
l
a
r
y
.
I
t's
a
ma
z
in
g
h
o
w
mu
ch
b
etter
s
tu
d
en
ts
u
n
d
e
r
s
ta
n
d
a
n
d
r
eme
mb
er
w
h
en
th
ey
ca
n
s
ee
a
n
d
t
o
u
ch
t
h
e
ma
teri
a
ls
.
”
T
h
is
r
esp
o
n
s
e
ex
em
p
lifie
s
th
e
s
tr
o
n
g
c
o
m
m
itm
en
t
to
u
s
in
g
lo
w
tech
n
o
lo
g
y
s
u
p
p
o
r
ts
to
en
h
a
n
ce
ac
ce
s
s
ib
ilit
y
an
d
en
g
ag
em
e
n
t
f
o
r
I
D
lear
n
er
s
,
as
o
b
s
er
v
e
d
a
cr
o
s
s
all
f
o
u
r
in
f
o
r
m
an
ts
.
T
h
e
u
s
e
o
f
p
ictu
r
e
ca
r
d
s
f
o
r
v
o
ca
b
u
lar
y
in
s
tr
u
cti
o
n
d
e
m
o
n
s
tr
ates
a
p
r
ac
tical
ap
p
licatio
n
o
f
th
e
UDL
p
r
in
cip
le
o
f
m
u
ltip
le
m
ea
n
s
o
f
r
ep
r
esen
tatio
n
.
Similar
ly
,
wh
en
d
is
cu
s
s
in
g
th
e
u
s
e
o
f
o
r
g
an
izatio
n
al
to
o
ls
,
an
o
th
er
t
ea
ch
er
s
h
ar
ed
th
eir
ap
p
r
o
ac
h
:
I
n
ter
v
iewe
r
:
“
C
a
n
yo
u
g
ive
a
n
ex
a
mp
le
o
f
h
o
w
yo
u
u
s
e
g
r
a
p
h
ic
o
r
g
a
n
iz
e
r
s
?
”
I
n
f
o
r
m
an
t 2
:
“
I
u
s
e
g
r
a
p
h
ic
o
r
g
a
n
iz
ers
to
h
elp
s
tu
d
en
ts
u
n
d
ers
ta
n
d
n
a
r
r
a
tive
s
tr
u
ctu
r
e
w
h
en
I
tea
ch
co
mp
r
eh
en
s
io
n
.
I
t
h
el
p
s
th
em
visu
a
liz
e
th
e
s
to
r
y
elem
en
ts
a
n
d
th
eir
r
ela
tio
n
s
h
ip
s
.
”
T
h
ese
in
ter
v
iew
r
esp
o
n
s
es
co
r
r
o
b
o
r
ate
with
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
wh
er
e
I
n
f
o
r
m
an
t
1
ac
tiv
ely
u
s
es p
ictu
r
e
ca
r
d
s
in
v
o
ca
b
u
la
r
y
less
o
n
s
.
I
n
f
o
r
m
a
n
t 2
im
p
le
m
en
tin
g
g
r
a
p
h
ic
o
r
g
an
izer
s
d
u
r
in
g
co
m
p
r
eh
en
s
io
n
ex
er
cises
.
Fu
r
th
er
m
o
r
e,
d
o
c
u
m
en
t
an
aly
s
is
o
f
les
s
o
n
p
lan
s
also
r
ev
ea
led
co
n
s
is
ten
t
in
teg
r
atio
n
o
f
th
ese
lo
w
-
tech
to
o
ls
.
T
h
ese
p
r
ac
tices
alig
n
with
th
e
UDL
p
r
in
cip
le
o
f
p
r
o
v
id
i
n
g
m
u
ltip
le
m
ea
n
s
o
f
r
ep
r
esen
tatio
n
an
d
e
n
g
ag
em
e
n
t
[
4
]
.
T
h
e
ef
f
e
ctiv
en
ess
o
f
s
u
c
h
lo
w
-
tec
h
to
o
ls
in
en
h
an
cin
g
lear
n
in
g
f
o
r
s
tu
d
en
ts
with
ID
is
s
u
p
p
o
r
ted
b
y
r
esear
ch
,
em
p
h
a
s
izin
g
th
eir
v
alu
e
[
1
5
]
.
3
.
2
.
H
i
g
h
t
ec
hn
o
lo
g
y
inte
g
r
a
t
io
n f
o
r
perso
na
liza
t
io
n a
nd
em
po
wer
m
ent
Ob
s
er
v
atio
n
s
an
d
in
ter
v
iews in
d
icate
d
th
at
all
in
f
o
r
m
an
ts
,
p
ar
ticu
lar
ly
I
n
f
o
r
m
a
n
ts
3
an
d
4
,
in
teg
r
ated
h
ig
h
tech
n
o
l
o
g
y
to
o
ls
to
p
er
s
o
n
alize
in
s
tr
u
ctio
n
an
d
em
p
o
wer
in
g
s
tu
d
e
n
ts
with
ID
.
T
h
ese
in
clu
d
ed
ed
u
ca
tio
n
al
s
o
f
twar
e,
in
ter
ac
tiv
e
q
u
izze
s
,
d
ig
ital
f
lash
ca
r
d
s
,
wo
r
d
p
r
e
d
ictio
n
ap
p
s
,
an
d
au
d
io
b
o
o
k
s
.
Fo
r
ex
am
p
le
:
I
n
ter
v
iewe
r
:
“
Ho
w
d
o
yo
u
u
s
e
h
ig
h
tec
h
n
o
lo
g
y
to
o
ls
in
yo
u
r
cla
s
s
r
o
o
m?
”
I
n
f
o
r
m
an
t 3
:
“
Usi
n
g
in
tera
ctive
q
u
iz
z
es
like
K
a
h
o
o
t
h
a
s
s
ig
n
ifica
n
tly
imp
r
o
ve
d
s
tu
d
en
t
en
g
a
g
eme
n
t
a
n
d
r
eten
tio
n
o
f
t
h
e
to
p
ics
lea
r
n
ed
.
Th
e
s
tu
d
en
ts
a
r
e
mo
r
e
ex
ci
ted
to
p
a
r
ticip
a
te,
a
n
d
I
c
a
n
ea
s
ily
tr
a
ck
th
eir p
r
o
g
r
ess
b
a
s
ed
o
n
t
h
e
r
esp
o
n
s
es g
iven
.
”
I
n
f
o
r
m
an
t 4
:
“
Th
e
a
u
d
io
b
o
o
ks
a
n
d
w
o
r
d
p
r
ed
ictio
n
a
p
p
s
h
a
ve
b
ee
n
ve
r
y
h
el
p
fu
l
to
my
s
tu
d
en
ts
w
h
o
h
a
ve
d
iffi
cu
lties
w
ith
r
ea
d
in
g
a
n
d
w
r
itin
g
.
I
ca
n
s
ee
th
ese
to
o
ls
a
llo
w
th
em
to
w
o
r
k
w
ith
mo
r
e
co
mp
lex
texts a
n
d
ex
p
r
ess
th
eir id
ea
s
mo
r
e
ea
s
ily
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
TPA
C
K
-
u
n
ivers
a
l d
esig
n
fo
r
l
ea
r
n
in
g
fo
r
Ma
la
ysia
n
in
tellec
tu
a
l d
is
a
b
ilit
y
ed
u
ca
ti
o
n
…
(
R
o
s
n
a
n
i S
a
in
i)
2103
T
h
ese
r
esp
o
n
s
es
alig
n
with
o
u
r
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
wh
er
e
we
s
aw
I
n
f
o
r
m
an
t
3
c
o
n
d
u
ctin
g
an
in
ter
ac
tiv
e
q
u
iz
s
ess
io
n
u
s
in
g
Kah
o
o
t,
with
s
tu
d
en
ts
s
h
o
win
g
h
ig
h
lev
els
o
f
e
n
g
ag
em
e
n
t
.
I
n
f
o
r
m
an
t
4
was
o
b
s
er
v
ed
ass
is
tin
g
s
tu
d
en
ts
with
au
d
io
b
o
o
k
s
an
d
wo
r
d
p
r
ed
ictio
n
s
o
f
twar
e
d
u
r
in
g
a
wr
itin
g
ex
er
cise.
Do
cu
m
en
t
an
aly
s
is
o
f
less
o
n
p
lan
s
f
u
r
th
er
co
n
f
ir
m
ed
th
e
r
eg
u
lar
in
teg
r
atio
n
o
f
th
ese
h
ig
h
-
tech
to
o
ls
,
with
s
p
ec
if
ic
s
ec
tio
n
s
d
ed
icate
d
to
tech
n
o
lo
g
y
-
en
h
an
ce
d
ac
tiv
ities
.
T
h
e
ef
f
ec
tiv
e
u
s
e
o
f
tech
n
o
lo
g
y
ca
n
em
p
o
we
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
p
r
o
m
o
tin
g
in
d
ep
en
d
en
ce
an
d
s
elf
-
ef
f
icac
y
[
1
3
]
.
3
.
3
.
I
nte
g
ra
t
ing
o
f
T
P
ACK
a
nd
UDL
p
ri
ncipl
e
s
Desp
ite
th
e
o
b
s
er
v
ed
b
en
ef
its
,
all
in
f
o
r
m
a
n
ts
r
ep
o
r
ted
ch
al
len
g
es
in
f
u
lly
i
n
teg
r
atin
g
T
PAC
K
an
d
UDL
p
r
in
cip
les.
I
n
ter
v
iews
an
d
o
b
s
er
v
atio
n
s
r
e
v
ea
led
i
s
s
u
es
r
elate
d
to
lim
ited
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
r
am
ewo
r
k
s
,
r
eso
u
r
ce
co
n
s
tr
a
in
ts
,
an
d
lack
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
L
im
ited
teac
h
er
tr
a
in
in
g
an
d
r
eso
u
r
ce
av
ailab
ilit
y
ar
e
id
en
tifie
d
as
s
ig
n
if
ican
t
b
ar
r
ier
s
in
Ma
lay
s
ian
s
p
ec
ial
ed
u
ca
tio
n
,
co
n
s
is
ten
t
with
p
r
ev
io
u
s
f
in
d
in
g
s
[
1
9
]
.
T
h
e
im
p
o
r
ta
n
ce
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
ad
eq
u
ate
r
eso
u
r
ce
s
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
in
clu
s
iv
e
e
d
u
ca
tio
n
p
r
ac
tices is
also
em
p
h
asized
in
th
e
liter
atu
r
e.
I
n
ter
v
iewe
r
:
“
Wh
a
t
ch
a
lle
n
g
es
d
o
yo
u
f
a
ce
in
i
n
teg
r
a
tin
g
tec
h
n
o
lo
g
y
a
n
d
in
clu
s
ive
d
esig
n
p
r
in
cip
les in
yo
u
r
tea
ch
in
g
?
”
I
n
f
o
r
m
an
t 1
:
“
W
e
w
a
n
t
to
d
o
mo
r
e
w
ith
tech
n
o
lo
g
y
,
b
u
t
w
e
la
ck
th
e
tr
a
in
in
g
a
n
d
s
o
metime
s
limited
r
eso
u
r
ce
s
to
imp
leme
n
t
th
ese
id
ea
s
effec
tively
.
I
t's
c
h
a
llen
g
in
g
to
ke
ep
u
p
w
ith
n
ew
tech
n
o
lo
g
ies
a
n
d
u
n
d
ers
ta
n
d
h
o
w
to
b
est
in
teg
r
a
te
th
em
in
to
o
u
r
tea
ch
in
g
.
”
I
n
f
o
r
m
an
t 4
:
“
S
o
metime
s
,
w
e
fa
ce
tec
h
n
ica
l
is
s
u
es
o
r
d
o
n
’
t
h
a
ve
en
o
u
g
h
d
ev
ices
fo
r
a
ll
s
tu
d
en
ts
.
I
t
ca
n
b
e
fr
u
s
tr
a
tin
g
w
h
en
yo
u
p
la
n
a
less
o
n
u
s
in
g
tech
n
o
l
o
g
y
a
n
d
th
e
n
ca
n
't
imp
leme
n
t it
d
u
e
to
th
ese
co
n
s
tr
a
in
ts
.
”
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
to
en
h
a
n
ce
teac
h
er
s
’
co
m
p
eten
cies
in
T
PAC
K
an
d
UDL
,
as
well
as
im
p
r
o
v
e
d
r
eso
u
r
ce
allo
ca
tio
n
to
s
u
p
p
o
r
t
th
e
ef
f
ec
tiv
e
in
teg
r
atio
n
o
f
th
ese
f
r
a
m
ewo
r
k
s
in
s
p
ec
ial
ed
u
ca
tio
n
s
ettin
g
s
.
Ov
er
all,
th
e
in
f
o
r
m
a
n
ts
’
v
iews
d
em
o
n
s
tr
ated
h
o
w
h
i
g
h
tec
h
n
o
lo
g
y
an
d
lo
w
tech
n
o
lo
g
y
r
eso
u
r
ce
s
ca
n
co
m
p
lem
en
t
o
n
e
an
o
t
h
er
wel
l
in
th
e
co
n
te
x
t
o
f
s
p
ec
ial
ed
u
ca
tio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
ar
e
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
in
d
ic
atin
g
th
at
lo
w
an
d
h
ig
h
tech
n
o
lo
g
ies ar
e
i
n
ter
r
ela
ted
to
f
ac
ilit
ate
class
r
o
o
m
teac
h
in
g
[
3
]
,
[
1
1
]
.
Ad
d
itio
n
ally
,
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
em
p
h
asized
th
e
v
alu
e
o
f
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
i
n
to
in
s
tr
u
ctio
n
al
m
eth
o
d
s
wh
ile
e
n
d
o
r
s
in
g
less
tech
n
o
lo
g
ically
co
m
p
le
x
,
m
o
r
e
ad
ap
tab
le,
a
n
d
m
o
r
e
a
f
f
o
r
d
ab
le
o
p
tio
n
s
[
1
6
]
.
T
h
r
o
u
g
h
th
e
i
n
teg
r
atio
n
o
f
b
o
th
T
PAC
K
an
d
UDL
p
r
in
cip
les,
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
d
ev
elo
p
e
d
co
m
p
r
eh
e
n
s
iv
e
lear
n
in
g
e
x
p
er
ien
ce
s
tailo
r
ed
t
o
th
e
in
d
iv
id
u
al
n
ee
d
s
o
f
I
D
lear
n
er
s
[2
7
]
,
[
2
8
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
th
ese
f
r
am
ewo
r
k
s
en
ab
led
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h
er
s
to
c
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ea
te
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n
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lear
n
in
g
en
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ir
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n
m
en
ts
th
at
ac
co
m
m
o
d
ate
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
[
29
]
.
T
h
ese
ad
a
p
tatio
n
s
d
em
o
n
s
tr
ate
h
o
w
tec
h
n
o
l
o
g
y
in
te
g
r
atio
n
ca
n
s
u
p
p
o
r
t
d
i
f
f
er
en
tiated
i
n
s
tr
u
ctio
n
in
s
p
ec
ial
ed
u
ca
tio
n
s
ettin
g
s
wh
ile
co
n
s
id
er
in
g
p
r
ac
tical
r
eso
u
r
ce
co
n
s
tr
ain
ts
.
T
h
e
ex
p
lo
r
atio
n
o
f
T
PAC
K
an
d
UDL
with
in
s
p
ec
ial
e
d
u
ca
tio
n
f
o
r
I
D
lear
n
e
r
s
r
ev
ea
l
s
cr
u
cial
in
s
ig
h
ts
r
eg
ar
d
in
g
c
h
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
in
lo
w
an
d
h
ig
h
tec
h
n
o
l
o
g
y
in
te
g
r
atio
n
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
s
p
ec
ial
ed
u
ca
tio
n
tea
ch
er
s
h
ad
d
if
f
icu
lties
d
u
e
to
th
eir
lim
ited
f
am
iliar
ity
with
an
d
k
n
o
wled
g
e
o
f
th
e
ap
p
licatio
n
o
f
UDL
p
r
in
cip
les
alo
n
g
s
id
e
T
PAC
K
f
r
am
ewo
r
k
s
.
Ad
d
r
ess
in
g
ch
allen
g
es
th
r
o
u
g
h
c
o
m
p
r
eh
en
s
iv
e
p
r
o
f
ess
io
n
al
d
ev
elo
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m
en
t,
e
q
u
itab
le
r
eso
u
r
ce
allo
ca
tio
n
,
an
d
r
o
b
u
s
t
in
s
titu
tio
n
al
s
u
p
p
o
r
t
is
cr
u
cial
f
o
r
en
h
an
cin
g
T
PAC
K
an
d
UDL
co
m
p
eten
cies
am
o
n
g
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
is
ess
en
tial
f
o
r
cr
ea
tin
g
an
in
clu
s
iv
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
th
at
o
p
tim
izes
lo
w
an
d
h
ig
h
tech
n
o
lo
g
y
in
t
eg
r
atio
n
,
u
ltima
tely
en
s
u
r
in
g
in
cl
u
s
iv
e
an
d
e
q
u
itab
le
lear
n
in
g
ex
p
er
ien
ce
s
f
o
r
I
D
lear
n
er
s
.
4.
CO
NCLU
SI
O
N
I
n
teg
r
atin
g
T
PAC
K
an
d
UDL
p
r
in
cip
les
en
r
ich
es
th
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
f
o
r
I
D
lear
n
er
s
.
B
y
in
co
r
p
o
r
atin
g
teac
h
in
g
ex
p
e
r
tis
e
with
tech
n
o
lo
g
y
an
d
k
n
o
wled
g
e
o
f
th
e
s
u
b
ject,
th
e
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
ca
n
ad
ap
t
in
s
tr
u
ctio
n
to
in
d
iv
id
u
al
I
D
lear
n
er
b
esid
e
s
cr
ea
te
m
ea
n
in
g
f
u
l
lear
n
in
g
e
x
p
er
ien
ce
s
.
Fu
tu
r
e
s
tu
d
ies
co
u
ld
ex
p
lo
r
e
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
in
teg
r
atin
g
T
PAC
K
an
d
UDL
p
r
in
cip
l
es
o
n
I
D
lear
n
er
s
’
ac
ad
em
ic
o
u
tco
m
es.
Ad
d
itio
n
ally
,
d
ev
elo
p
i
n
g
tar
g
ete
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
b
ased
o
n
th
ese
f
in
d
in
g
s
co
u
ld
en
h
an
ce
teac
h
e
r
s
’
co
m
p
eten
cies in
cr
ea
ti
n
g
in
clu
s
iv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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14
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25
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ittee.
DATA AV
AI
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AB
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h
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ata
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[
Z
SN]
,
u
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eq
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est.
T
h
e
d
ata
ar
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o
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av
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u
e
to
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n
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eth
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r
estrictio
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s
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th
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n
tain
in
f
o
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th
at
co
u
l
d
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m
p
r
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m
is
e
th
e
p
r
iv
ac
y
o
f
r
e
s
ea
r
ch
p
ar
ticip
an
ts
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
C
a
g
i
l
t
a
y
,
H
.
C
a
k
i
r
,
N
.
K
a
r
a
su
,
O
.
F
.
I
sl
i
m,
a
n
d
F
.
C
i
c
e
k
,
“
U
se
o
f
e
d
u
c
a
t
i
o
n
a
l
t
e
c
h
n
o
l
o
g
y
i
n
s
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
:
p
e
r
c
e
p
t
i
o
n
s
o
f
t
e
a
c
h
e
r
s,”
P
a
rt
i
c
i
p
a
t
o
ry
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
rc
h
,
v
o
l
.
6
,
n
o
.
2
,
p
p
.
1
8
9
–
2
0
5
,
2
0
1
9
,
d
o
i
:
1
0
.
1
7
2
7
5
/
p
e
r
.
1
9
.
2
1
.
6
.
2
.
[
2
]
J.
S
u
p
r
i
h
a
t
i
n
i
n
g
r
u
m
,
“
TPA
C
K
–
U
D
L
sca
l
e
f
o
r
sc
i
e
n
c
e
t
e
a
c
h
e
r
s:
c
o
n
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