Individual experiences continue to influence the context in which people receive and process information. For example, we sometimes lead teacher workshops about planning for students who use augmentative and alternative communication (AAC) devices to engage academically and socially in their classroom. A teacher who has never had a student who communicates with a device may not deeply attend to this content. The following year, that teacher may be working closely with a student who uses AAC. The next time this topic comes up in a teacher workshop, it is now deeply relevant to that teacher, and
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