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Hello! Welcome to my Padlet!

This Padlet explains Universal Design for Learning and Assistive Technology in grades K-12. The main focus of this Padlet is to educate the reader on inclusion in the general education classroom. There will be information on what UDL is and why it is important, the three UDL principles with examples, and assistive technology with examples.

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Strategic Networks/How- Action and Expression

Affective Networks/Why- Engagement

Recognition Networks/What- Representation

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CAST

CAST

2018

Abstract

What we know about the brain is central to the Universal Design for Learning Framework. Knowing key facts about the brain from a UDL perspective can help inform learning design to address learner variability. Find out more in this downloadable resource designed for educators.

Download & Learn More

Cite As

CAST (2018). UDL and the learning brain. Wakefield, MA: Author. Retrieved from http://www.cast.org/products-services/resources/2018/udl-learning-brain-neuroscience

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What we know about the brain is central to the Universal Design for Learning Framework. Knowing key facts about the brain from a UDL perspective can help inform learning design to address learner variability. Find out more in this downloadable resource designed for educators.

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One of the classrooms I observed when I first started my education degree will be a classroom I will never forget. I was observing a 2nd grade classroom usually during their math time. There were a lot of students who struggled academically in that class, specifically in math. The class was sitting at carpet doing math problems. The teacher went through a problem and solved it for the kids. Sometimes she would ask what to do next, but the same students always raised their hands. I remember looking around the room and seeing 5 kids participating. The other students were sitting around looking bored or talking to their neighbor. The teacher didn't even seem to notice. Back then, I knew this was wrong, but I couldn't explain why except that it was boring.

This was the first time in my college experience that I knew I chose the right career for me because I wanted my classroom to be different. It wasn't until my student teaching experience that I saw there was a better way to do things. My mentor teacher proved that you could teach math using videos, teacher and student modeling, games, different manipulatives, and so much more. Her teaching was always different, the way she presented material was different, and the way the students approached the lesson was different. It was fun and engaging and students learned a lot.

Comparing the two I knew that Universal Design for Learning was the reason the two classes were so different. One teacher practiced introducing skills in new ways and allowing students to experience new ways of learning. The other teacher simply, did not.

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When You Design for Everyone, EVERYONE Benefits from the Design

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Multiple Means of Representation is about how learners perceive and make meaning of information. It’s crucial to provide many Means of Representation because all students learn differently. Representation is about how students are introduced information and how content is approached. It's about presenting information for learners of different cultures and languages. It presents information to help those with sensory disabilities or learning disabilities. The way someone with Autism learns is going to learn differently than someone who is deaf, it's about providing both means of learning for both of those learners. Students need different options for representation because they need to be stimulated in different ways. When many different representations and perspectives are used, it helps students make connections through windows and mirrors, they can make connections with themselves and see that other people experience life differently.

Technology Examples for Representation:

Text-to-Speech Tools or Speech-to-Text Tools (https://www.naturalreaders.com/online/)

C-Pen (scans text then reads it out loud) (https://cpen.com/)

YouTube (informative videos, books online with subtitles, etc.) (https://www.youtube.com/)

iPad for books (bigger font, read to student, etc.)(https://support.apple.com/guide/ipad/get-started-with-accessibility-features-ipad9a2465f9/ipados#:~:text=Use%20the%20built%2Din%20screen,you%20can't%20see%20them. for directions on how to get certain features)

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Multiple Means of Action and Expression is about how students navigate the learning environment. It encourages students to demonstrate their learning in different ways that work for them. It's about how learners approach learning tasks differently. Action and expression allows students to show what they've learned in a way that is best for them. To demonstrate action and expression, a teacher might allow students to demonstrate their learning through a project, paper, or an exam. It's important for students to demonstrate their learning in a way that works best for them.

Technology Examples for Action and Expression:

iPad (for videos, presentations, etc.) (https://www.apple.com/ipad/?afid=p238%7Cs1iH3TMN8-dc_mtid_1870765e38482_pcrid_722241134155_pgrid_101103949416_pntwk_g_pchan__pexid__ptid_kwd-76826760_&cid=aos-us-kwgo-ipad--slid---product-)

Padlet (online discussion) (https://padlet.com/dashboard?mobile_page=Collection&filter=combined_recents)

Keyboards or touchscreens (different response methods) (https://specialneedscomputers.ca/collections/adaptive-keyboards?srsltid=AfmBOopnmRHMf-5bPNcEycT7L4nd_pyRjLd7V1u4JD3UwjCa9BQbXdEZ)

Media options for worksheets like canva (https://www.canva.com/create/worksheets/)

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Multiple means of Engagement is how identity plays into a students' learning. Engagement is about connecting a students interests and hobbies to a lesson or activity. It's about activating student’s interests and motivation to help them learn content. Identity encompasses all three sections of UDL principles, but it is emphasized in this section. Identity plays a huge role in Engagement because it's connecting student identity to content. The content tries to relate to student identity in order to motivate and engage the learner. All students learn in different ways. Some learners prefer to work in groups or alone. Some like a strict routine and others are more engaged when learning is spontaneous. Including all forms of engagement is important because not one means of engagement will fit all learners.

Examples of Technology Engagement:

Student response tools (https://kahoot.com/)

Simulations (real-world examples, one I think of is the Oregon Trail game, https://oregontrail.ws/games/the-oregon-trail/)

Online discussion boards (https://padlet.com/dashboard)

Videos about different cultures or hobbies (https://www.youtube.com/watch?v=H-P3wm1Fvv4)

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Assistive technology is divided into two parts. There's assistive technology device which is "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (IDEA, 2004, Sec. 1401(1)(A)). Then, there's assistive technology services which is "any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device" (book).

An assistive technology device would be a device that can provide speech-to-text or text-to-speech help. It might be an iPad, computer, or iPod. It could also be something as simple as a pencil grip. Assistive technology services, on the other hand, would be customizing the devices to fit the child's specific needs or teaching the student how to use the device. It might include training professionals, family members, or others who might help the student use the device. These two are intertwined because you can't have one without the other. The training is necessary to use the device, the device is necessary to provide the training.

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Augmented and alternative communication helps students or learners who have difficulty communicating verbally.

Examples of AAC AT:

Visuals (https://www.teacherspayteachers.com/browse/special-education/free?search=classroom%20visuals)

Eye gaze technology (https://eyegaze.com/)

Picture exchange communication system (PECS) (https://pecsusa.com/pecs/?srsltid=AfmBOopMjIcfjhUr9Kkt4oXIaUohUh1wZE4d3ualFuMVbff1ocH0cKEC)

Speech-generating devices (https://talkingkeyboards.com/?srsltid=AfmBOooKpWro4mc4M77xsqlLConyQb6hFIlNo4KLjjy0Na0ruy0gPW-1)

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As you have learned, educators should anticipate differences in how their students learn and identify potential barriers within the instructional components. Even when they do so, educators may encounter challenges when designing instructional experiences for variable learners. The UDL framework is built on three principles that guide educators to plan more than one way (i.e., multiple means) to engage students, to represent content, and to promote student expression. By applying these three principles, educators design flexible instructional experiences that incorporate options for learners. Let’s explore these principles in greater depth.

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Students who struggle with writing might want to try these...

Pencil grips (https://www.especialneeds.com/shop/daily-living-aids/handwriting/grips-holders.html?srsltid=AfmBOortYhMvG8Tj9ie0QQUB87vRmkHmRFPf5YALEXUNYbRWUdrb1qwP)

Slant boards on a computer (https://askergoworks.com/collections/all/slant-boards?srsltid=AfmBOopFMVrLx4Y5p4K-mpdCw8d59nhX2zzTca7Zgfy8Ai4Xb2HMvq3w)

Touchscreens Styluses (https://www.accessibletelecoms.org.au/telecom-home/device-search/accessories/touch-screen-stylus-%E2%80%93-adaptive-styluses.html)

Speech-to-text (https://cloud.google.com/speech-to-text)

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Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

UDL is similar to universal instructional design and universal design for instruction. All three advocate for accessible and inclusive instructional approaches that meet the needs and abilities of all learners.

Why Use UDL?

Incorporating universal design principles enhances an inclusive learning environment.

Designing a course to accommodate a wider variety of needs may eliminate potential learning barriers or unnecessary learning obstacles. If a course can be designed at the onset to do this, then why not?

Providing students with multiple means of perceiving, comprehending, and expressing their learning allows students to engage with the material in a way that most benefits them, and also encourages students to engage with material to improve in areas in which their skills are not as strong.

Considerations for UDL

Provide Options for Perception - Based on the premise that learners access information differently, this principle means providing flexible and multiple ways to present information. For example, using PowerPoint as a visual supplement to your lecture.

Provide Options for Expression - Since learners vary in their abilities to demonstrate their learning in different ways, this principle means providing flexible and multiple ways to allow students to express their knowledge or demonstrate their skills. For example, providing students an option of writing a final exam or submitting a final assignment.

Provide Options for Comprehension - Students are motivated to learn for different reasons and vary in the types of learning activities that keep them engaged. This third principle means providing multiple ways for engaging in course activities. For example, engaging students in both group work activities and individual work, as opposed to engaging students only in individual work.

Remember that providing choices does not mean changing course expectations (e.g., if your course learning outcomes includes being able to communicate in writing, students need to demonstrate their learning through a written assignment).

Getting Started with UDL

If you have already designed a course, reflect on how it is going. What current course activities, methods of instruction, and assessments are working well? What is your teaching style and what are your students' learning modalities? Ask yourself which students would likely do well in your class and which students might struggle.

Could you offer more flexibility in the way you present content, the way students engage in learning in your course, and the way they are assessed?

Have students choose from a selected bank of assignment topics or at the beginning of the semester, allow students to determine what percentage of their grade can be dependent on certain assessment options.

Check in with your students to see how things are going by conducting a mid-semester evaluation.

As with any teaching strategy, reflect on how it went. Did it work for you? For your students? Were students able to attain the course learning outcomes? Make necessary adjustments for your next semester.

See more on UDL principles and how they can be applied, or use a course accessibility checklist to check how accessible your course is.

References

Burgstahler, S., & Cory, R. (2008). Universal design in higher education: From principles to practice . Cambridge, MA: Harvard Education Press.

Rose, D. H., Harbour, W. A., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their applications. Journal of Postsecondary Education and Disability, 19 (2), 135-151.

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Universal Design for Learning | Center for Teaching Innovation

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Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

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UDL in 15 Minutes | a podcast by Loui Lord Nelson

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UDL in 15 Minutes: Where educators share their implementation of Universal Design for Learning with host Loui Lord Nelson.

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Students who struggle with reading might want to try these...

Audiobooks (https://www.audiobooks.com/?srsltid=AfmBOoohEa2zaSnAwwIN4YFb21Ekmvnm24blHfi2TArylSKmp8ux9VPg)

C-Pens (https://cpen.com/)

Optical character recognition (https://cloud.google.com/use-cases/ocr#:~:text=What%20is%20OCR%3F,images%20into%20machine%2Dencoded%20text.)

Annotation tools (highlighting, sticky notes, markers, certain apps, etc.) (https://markuphero.com/)

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What is Assistive Technology and Why Should You Care?

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Although the term assistive technology is frequently associated with expensive pieces of high-tech equipment, the Individuals with Disabilities Education Improvement Act (IDEA) defines such devices as “any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device” (e.g., a cochlear implant) (Authority: 20 U.S.C 1401(1) or IDEA Amendments of 2004. P.L. 108-446, 20 U.S.C. 1400 et seq., 300.5).

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What is AT? - Assistive Technology Industry Association

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Learn more about assistive technology: products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities.

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Focus on EDU: EdTech and the Education Experience

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Assistive Technology in Practice - Dr. Laura Hess

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.

Getting Started

Whether low-tech, high-tech, or somewhere in between, assistive technology and related services play an important role in reducing barriers to learning for students with a variety of special needs and challenges. Before exploring the resources below, watch VideoAmy's " Five-Minute Film Festival: The Power of Assistive Technology," to better understand how technology can empower kids and help them build independence.

For Educators

Assistive Technology Module: To review the basics, check out this great overview of assistive technology for classroom teachers. (IRIS Center/Vanderbilt University)

Assistive Technology: Find general information on assistive technology and accessible educational materials, including relevant federal laws. Assistive Technology Resources is a comprehensive list of national organizations, conferences, state resources, and transition resources. (National Center on Accessible Educational Materials)

AEM Navigator: Explore a decision-making tool -- designed for use by Individualized Education Program teams -- that can help determine the need, selection, acquisition, and use of accessible educational materials. (National Center on Accessible Educational Materials)

For Parents

Finding Assistive Technology

Explore the following websites for information about specific technologies and guidance on finding appropriate tools.

For Educators

TechMatrix: Search a database of over 400 assistive and educational technology tools and resources. The products are searchable by content area, grade level, IDEA disability category, and type of instructional support. (U.S Department of Education/American Institutes for Research)

Consumer Guide for School Administrators: Download TechMatrix's useful consumer guide for guidance on technology purchases. Also available are research articles on the theory and practice of using technology to improve student learning. (National Center for Technology Innovation and the Center for Implementing Technology in Education)

For Parents

Tips and Tools

Social-Emotional Apps for Special Ed: Find apps to help students of all ages build emotional literacy, learn self-regulation, and focus on problem solving and task planning. (Edutopia, 2015)

Apps to Support Diverse Learners in the Classroom: Find apps to help diverse learners gamify tasks, learn social cues, prioritize, strengthen math skills, and sharpen language abilities. (Edutopia, 2015)

It's a Snap! 4 Ways to Use Music With Special Needs Students: Discover ways to supplement visuals with music, teach through students' favorite songs, emphasize rhythm, and generalize lessons into non-musical settings. (Edutopia, 2014)

Creating a "Least Restrictive Environment" with Mobile Devices: See how mobile devices can help create a "least restrictive environment," not only for students with disabilities, but for everyone else as well. (Edutopia, 2013)

Dictation Technology Will Change Writing Instruction: Consider this thoughtful examination of how dictation technology is likely to change the future of writing instruction. (Edutopia, 2013)

Resources to Address Specific Challenges

Universal Design for Learning (UDL)

What is UDL?: Understand the basics of universal design for learning. (National Center of Universal Design for Learning)

UDL and Technology: Read about the relationship between UDL and technology. UDL strategies do not replace the need for AT, but UDL and AT can be complementary. (National Center of Universal Design for Learning)

Universal Design for Learning: What It Is and How It Works: Explore key takeaways for parents, including information about advocating for children. (Understood.org)

Was this page helpful? Are you familiar with other useful resources? Please share your feedback in the comments, and let us know if you'd like to see other types of resources included on this page.

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Discover websites, blog posts, articles, and videos related to understanding, selecting, and assessing assistive technology.