The diversity of students in the classroom makes the implementation of teaching strategies more complex and varied. In my high school art class, student learning styles will vary along with the addition of students with Individualized Education Plans (IEPs). Logical mathematics students who need structure and organization in lessons will be the most difficult to reach on artistic topics. I also have to take into consideration that technology often needs to be modified for those who have IEPs or vision/hearing issues. Implementing technology strategies so that they fit many types of students will be a key factor in my future classroom. Modifying lessons for the needs of these diverse students helps technology implementation become a valuable learning tool for all students. To organize my lesson for logical math students, I would create detailed, step-by-step tutorials on the Photoshop processes used in my digital art class for students to reference. I would post these tutorials on our class website. While achieving expression is necessary, for different students I might pay attention to how they handled the technical process of Photoshop to evaluate their projects. I might also look for their expressions in online critiques where they communicate with other students about their work. Looking at how each student handled the technical process and effectiveness of the critiques explains their learning styles for future lesson plans and allows me to evaluate them based on the skills of others rather than just visual success. An IEP student, like an autistic child, requires a more sensory artistic process to achieve proper expression. Adjust control panel settings or system preferences... center of paper... for example, a Taxedo image that contains links to satisfy a complete instruction in one-point linear perspective could be provided to students on the website for studying at home. When they return to class the next day, we could jump right into creating our own One Point Linear Perspective piece. As students worked, I could answer lingering questions or help with the artistic technical process appropriate to each student's individualized learning level. I could give students more individual attention during class, on the website, and via email regarding online assignments. The flipped classroom allows my art students to have more hands-on, supervised experience rather than lecture time. Works Cited Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom lessons that work. (2nd ed., pp. 8, 10-12). Alexandria, VA: ASCD/McREL.