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Assistive Technology for UDL

Note: I am drafting a new sub-section to the Universal Design for Learning wiki page entitled "Assistive Technology for UDL." All underlined words will be wiki links. Missing some references for final draft.

Assistive technology (AT) is a pedagogical approach that can be used to enforce universal design for learning (UDL) in the inclusive classroom.[1] AT and UDL can be theorized as two ends of a spectrum, where AT is on one end addressing personal or individual student needs, and UDL is on the other end concerned with classroom needs and curriculum design. Around the center of this spectrum, AT and UDL overlap such that student individual needs are addressed within the context of the larger curriculum, ideally without segregation or exclusion.[1] UDL provides educators with the framework for an educational curriculum that addresses students' diverse learning styles and interests via AT.[1][2]

According to the Technology Related Assistance to Individuals with Disabilities Act of 1988 and the Individuals with Disabilities Education Act of 2004, AT includes AT devices and services. AT devices are physical hardware, equipment or software used to improve a person's cognitive, emotional and/or behavioural experience. These devices differ from medical ones which may be implanted surgically. AT services aid a person in choosing and/or using AT devices (2, 3).[2]

Low-tech Assistive Technology

Assistive technology devices can be characterized as low-tech, mid-tech or high-tech. Low-tech devices are low in cost and students who use them do not usually need to participate in training.[3] Low-tech devices include graphic organizers, visual aids, grid or stylized paper, pencil grips, among others. Low-tech AT would be a first step in addressing a student's needs.[3]

Mid-tech Assistive Technology

Should students require additional support, educators can try implementing mid-tech devices, which do not necessarily require additional training and usually function with a power source, but are more affordable than their high-tech alternative.[3] Mid-tech devices include audiobooks, simple-phrase communication software, predictive text software (ex: WordQ), and some tablets.[3]

High-tech Assistive Technology

High-tech devices are more complex types of AT. These devices are higher in cost and require extensive user training. Some examples of high-tech devices are text-to-speech and speech-to-text software, wheelchairs with alternative navigation software, and alternative mouse software.[3] It is important to provide students and their families with low-cost recommendations for high-cost devices.[3]

To add:

Breakdown of implementation strategies and challenges facing educators and students in using AT for inclusive classrooms (5,6).[4]

Research evidence for teacher and student opinions on AT for UDL (6, 7).[5]

References

  1. ^ a b c Rose, D., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 507-518). Whitefish Bay, WI: Knowledge by Design.
  2. ^ a b McMahon, Don Douglas; Walker, Zachary (2019-09-24). "Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning". Center for Educational Policy Studies Journal. 9 (3): 75–93. doi:10.26529/cepsj.639. ISSN 2232-2647.
  3. ^ a b c d e f Chambers, Dianne, ed. (2020-09-25). Assistive Technology to Support Inclusive Education. International Perspectives on Inclusive Education. Emerald Publishing Limited. doi:10.1108/s1479-3636202014. ISBN 978-1-78769-520-7.
  4. ^ Evmenova, A. (2020). Implementation of assistive technology in inclusive classrooms. In D. Chambers (Ed.), Assistive technology to support inclusive education (pp. 177-193). Emerald Publishing Limited.
  5. ^ Jones, Vita L.; Hinesmon-Matthews, Lezlee J. (2014-07-03). "Effective Assistive Technology Consideration and Implications for Diverse Students". Computers in the Schools. 31 (3): 220–232. doi:10.1080/07380569.2014.932682. ISSN 0738-0569.
  2. Technology Related Assistance to Individuals with Disabilities Act of 1988
  3. Individuals with Disabilities Education Act (2004)
  4. McMahon, D. D. & Walker, Z. (2019). Leveraging emerging technology to design an inclusive future with universal design for learning. Center for Educational Policy Studies Journal, 9(3), 75-93.
  5. Chambers, D. (2020) Assistive technology supporting inclusive education: Existing and emerging trends. In D. Chambers (Ed.), Assistive technology to support inclusive education (pp. 1-16). Emerald Publishing Limited. 10.1108/S1479-3636202014
  6. Evmenova, A. (2020). Implementation of assistive technology in inclusive classrooms. In D. Chambers (Ed.), Assistive technology to support inclusive education (pp. 177-193). Emerald Publishing Limited. 10.1108/S1479-3636202014
  7. Jones, V. L. & Hinesmon-Matthews, L. J. (2014). Effective assistive technology consideration and implications for diverse students. Computers in the Schools, 31(3), 220-232. https://doi.org/10.1080/07380569.2014.932682
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