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Motivation frameworks (cf. Dörnyei) integrate autonomy, competence, and relatedness; differentiation and UDL propose multiple means of representation and expression. For neurodivergent learners, predictable routines, processing time, and sensory accommodations support participation. Select the correct option.
UDL restricts assessment to oral modes for fairness.
Differentiation contradicts common learning objectives.
Autonomy-supportive climates correlate with persistence.
Sensory accommodations compromise academic rigor.
Predictable routines reduce engagement by removing challenge.