RESOURCE GUIDE

INSTRUCTIONAL AND AS SISTIVE TECHNOLOGY

AND UNIVERSAL DESIGN FOR LEARNING

Universal Design for Learning (UDL)

What is UDL?

UDL is a set of principles for curriculum development that give all individuals equal
opportunities to learn.

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments
that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches
that can be customized and adjusted for individual needs (UDL Center at CAST, 2014).

Sources:

UDL Center at CAST: http://www.udlcenter.org/aboutudl/whatisudl

Joy Smiley Zabala, ED.D. : http://www.joyzabala.com/Interests.html

UDL Principles and Guidelines (from UDL Center)

I. Provide Multiple Means of Representation (the what of learning)

1. Provide options for perception
2. Provide options for language, mathematical expressions, and symbols
3. Provide options for comprehension
II. Provide Multiple Means of Action and Expression (the how of learning)
4. Provide options for physical action
5. Provide options for expression and communication
6. Provide options for executive functions
III. Provide Multiple Means of Engagement (the why of learning)
7. Provide options for recruiting interest
8. Provide options for sustaining effort and persistence
9. Provide options for self-regulation (UDL Center at Cast, 2014)

Sources:

UDL Center at CAST Principles: http://www.udlcenter.org/aboutudl/whatisudl/3principles

UDL Center at CAST Guidelines: http://www.udlcenter.org/aboutudl/udlguidelines

UDL Video: https://www.youtube.com/watch?v=bDvKnY0g6e4

 Page 2 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

Instructional Technology (IT)

What is IT?

Any technology that is used for instruction purposes for a large group of individuals. IT can
support UDL, but UDL does not always involve IT.

Source:

UDL Center at CAST on Technology for Learning: http://www.udlcenter.org/aboutudl/udltechnology

Overview of Assistive Technology (AT)

What is AT?

According to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), AT is
a device or a service:

I. Assistive technology device

In general, the term assistive technology device means 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.

Exception: The term does not include a medical device that is surgically implanted, or the
replacement of such device.

II. Assistive technology service

The term assistive technology service' means any service that directly assists a child with a
disability in the selection, acquisition, or use of an assistive technology device. Such term
includes:

(A) the evaluation of the needs of such child, including a functional evaluation of the child in the
child's customary environment;

(B) purchasing, leasing, or otherwise providing for the acquisition of assistive technology
devices by such child;

(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or

replacing assistive technology devices;

(D) coordinating and using other therapies, interventions, or services with assistive technology
devices, such as those associated with existing education and rehabilitation plans and
programs;
 Page 3 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

(E) training or technical assistance for such child, or, where appropriate, the family of such
child; and

(F) training or technical assistance for professionals (including individuals providing education
and rehabilitation services), employers, or other individuals who provide services to, employ,
or are otherwise substantially involved in the major life functions of such child.

Sources:

IDEA: http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C

Assistive Technology Training Online Project:

http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/index.php

AT Process: A Two-Tiered Process

I. Collaborative consideration of the students needs for AT using the SETT framework
a. SETT considers the following items:
S Students strengths and needs
E Environmental factors
T Tasks required to be completed
T Tools considered
b. Break down each item into
what we know
what we need to know
and barriers

II. Incorporation of AT into the students day for an assessed trial period
Implementation involves identifying and recording
a. the task(s) the student is expected to perform
aligned with
b. a specific description of the AT tools used for each task
and
c. anticipated considerations to the implementation (staff support, environment,
preparation).
d. Each AT tool is evaluated: description and rating of success [scale of 1 (high) to 5
(low)]
e. Last, the team must follow-up with decisions based on the results for obtaining the
proper AT and maintaining its proper usage by the student.

Sources:

Allegheny Intermediate Unit: http://www.aiu3.net/Level3.aspx?id=3484

Joy Smiley Zabala, ED.D. : http://www.joyzabala.com/Documents.html

Assistive Technology Training Online Project:

http://atto.buffalo.edu/registered/ATBasics/Foundation/Assessment/sett.php
 Page 4 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

AT Laws

AT must be provided to a student if it is determined that it is deemed necessary in order for

the student to have a Free and Appropriate Public Education (FAPE) under IDEA. This is
determined as a part of the students Individualized Education Program (IEP)/504 Plan.

Sources:

Assistive Technology Training Online Project:

http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/introATidea.php

Disability Rights Education & Defense Funds comparison of the Laws: http://dredf.org/advocacy/comparison.html

National Center for Learning Disabilities (NCLD) on IEP/504 Plan: http://www.ncld.org/students-disabilities/iep-504-

plan

Communication

Augmentative and Alternative Communication (AAC)

According to the American Speech-Language-Hearing Association, AAC includes all forms of

communication (other than oral speech) that are used to express thoughts, needs, wants, and
ideas.

Sources:

ASHA: http://www.asha.org/public/speech/disorders/AAC.htm#sthash.YgZFGBa6.dpuf

AAC Video: http://youtu.be/w5ZlUnU8Oeo

Picture Exchange Communication System (PECS): http://www.pecsusa.com/pecs.php

Core Words

A set of simple words that are commonly used in a large variety of situations.

Sources:

The Center for AAC and Autism: http://www.aacandautism.com/common-words

Minspeak: http://www.minspeak.com/CoreVocabulary.php#.U-6Q5fldWSo

A webinar from the University of Vermont: http://www.uvm.edu/~cdci/at/webinars/core_vocab_12-15-

2010/files/core_vocab_full_page_slides.pdf
 Page 5 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

AT Examples and Implementation

Communication Boards

Example: Boardmaker Software by DynaVox Mayer-Johnson

http://www.mayer-johnson.com/products/boardmaker-software/

Low-Tech - A board with pictures (with or without words) of core and/or additional words.
Used with two people (speaker and listener). Choose words that are appropriate for the
situation. The adult points and says each word as a model. The student does the same during
the activity with the adult saying the words touched aloud.

Single Icon Exchange Voice Output Communication Aid

Example: The Logan ProxTalker

http://www.proxtalker.com/

Mid-Tech - Cards with symbols signal the reading of a word when placed on the device.
Utilizes radio waves.
This is a good transition tool between Communication Boards (or similar low-tech tools) and
Voice Output AACs.

Hand-held Dynamic Display with Computerized Speech

Example: Express by DynaVox Mayer-Johnson

http://www.dynavoxtech.com/products/xpress/

High-Tech - The student presses the screen on a picture with or without words to activate a
computerized voice of that word. The words are categorized, and a keyboard can be used to
type words. The student can learn to press the pictures of the words to communicate. This can
be modeled by an adult much like the Communication Boards. Students who are able to spell
can type words on the keyboard.
 Page 6 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

Reading

AT and IT Options

Visuals (AT/IT)
Examples: http://adaptingcreatively.blogspot.com/2010/11/adapting-picture-books-for-
lap-reading.html
Low-Tech -- These can be symbols or photos that help the student understand the text by
providing visual support.
Place post-its or paper inserts in a story that have the word and picture of the word on them.
Encourage the reader to point to the picture and say the word when that word comes up in the
text. You may also use these pictures and words along with a voice switch button (useful with
stories that have repeated words/phrases).

Reading Guides or Windows (AT)

Examples: http://onionmountaintech.com/search.php?keyword=reading+guides&type=1
Low-Tech -- These help the reader focus on certain sections of the reading, allowing larger
reading to be "chunked" into smaller sections. The reader can then focus only on the words
visible in the window. Model how to use this device. Have students practice using it, and have
a variety of sizes, colors available to meet individual needs.

Whisper Phones (AT/IT)

Can be purchased (Example: http://www.whisperphone.com/) or made using PVC pipe
Directions: http://www.ehow.com/how_7851119_use-pipe-make-phonics-phone.html)
Low-Tech -- These tools are used to allow the reader to hear himself/herself read. They do
not have to speak loudly (only needs a whisper) in the phone for their voice to travel through
to their ear. This can help with sound production as well as focus. Model how to use this
device. Have them readily available to students. Encourage students to use them when
reading to self.

Literacy Tool: Book with Recorded Message (AT/IT)

Example: BookWorm by Able Net Inc. http://www.ablenetinc.com/Assistive-
Technology/Learning-Technology/Bookworm
Mid-Tech -- A natural human voice is recorded on the device to pair with the words on each
page of a book. The book is placed in the device. Stickers are affixed to each page in the
book next to a button that the child presses to activate the reading of the words. Demonstrate
how to use this device with students (show where the stickers are, what they signal the reader
to do: press the button). This device is useful for students that benefit from text to speech. Also,
it can be used for listening centers or to add comprehension questions to the story.

Apple Voice-over Accessibility Option (AT)

http://www.apple.com/accessibility/ios/voiceover/
High-Tech -- A screen reader on Apple devices that uses gestures to signal the reading of
anything on the screen. Touch the screen, and it is read aloud. Speaking rate and pitch of
voice can be adjusted. The Rotor function allows the reader to select specific parts of the
screen to read without having to touch right on them. Multiple languages are available.
This function would require a demonstration and much practice by the student (and teacher).
This option would be beneficial to individuals with vision needs that may or may not be ELL. It
also helps the reader focus on specific parts of the page (title text, body text, pictures, etc.).
 Page 7 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

Scan and Read Software (AT)

Example: http://www.kurzweiledu.com/dyslexia-and-kurzweil-3000.html
High-Tech -- A scanner is used to scan text to the program on the computer. Scanned text can
then be read to the student using a computerized voice, and is highlighted as it is read (both
individual word and whole sentence simultaneously). Customizable features include voice, rate
of speaking, size of text, and color of background/highlighting. The teacher and student can
also add typed and audio notes. Demonstration/introduction of each option should be
provided for the students. The teacher can scan readings into the computer for a student to
use. The teacher should encourage the student to work with them to find the sizes, colors, rates
that best suit their individual needs. Added notes can be used to support learning (phonics,
vocabulary, comprehension). Can be used for reading, test taking, etc., but may not be
allowed on standardized testing.

Writing
AT and IT Options

Slant Boards (AT)

Example: http://shoponline.pfot.com/product597.html
Low-Tech -- This device holds the paper in place and allows the paper to be at a 20 degree
angle to assist with writing. Some students may have trouble with bilateral integration when it
comes to writing (using one hand to hold the paper and another to write). This device holds
the paper in place so that they can focus on writing. Also, this device positions the paper in a
way that could benefit individuals with low vision or physical disabilities.

Pencil Grips (AT)

Examples: http://shoponline.pfot.com/writingclassroom.htm
Low-Tech -- There are various types of pencil grips available. These can both encourage
correct finger/thumb placement and provide additional comfort to the students hand when
writing. A student that has trouble writing because he or she struggles holding the pencil (due
to neuromuscular strength deficiencies or a difficult time with fine motor coordination) may
benefit from a comfortable (possibly cushioning) grip on the pencil. The grip could also
encourage reluctant writers to use the pencil because it feels better to use it with the grip. It is
important to insure that the grip does not become a distraction.

Portable Keyboard (AT/IT)

Writer Forte: http://www.writerlearning.com/
Mid-Tech -- The student can type their written work on this portable device, as well as check
spelling, look up words, and listen to their written work read to them (text-to-speech). They
can also practice keyboarding skills.
Any student with the ability to type can practice keyboard skills and type their written work
using this device. It does not contain any extra add-ons (games, etc.) that could potentially
distract the student from the writing task.
 Page 8 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

Find/Replace Function on Microsoft Word (IT)

http://office.microsoft.com/en-us/word-help/find-and-replace-text-or-other-items-
HA001230392.aspx

Mid-Tech -- When typing a Word document, only type the consonants or two preferred letters
instead of typing a long, unfamiliar word. Use the same letters each time you use the word in
your document. Make sure to make note of all your abbreviations. When you are finished
typing, go to the find/replace function and type the abbreviation used in the find field, and
type the correct spelling of the word in the replace with field. This will replace all of those
exact abbreviations with the correct spelling. If you are unfamiliar with how to spell a word,
type a few letters of it, make a note of those letters, and then keep writing. Later, look up the
spelling and replace that abbreviation with the correct spelling. The teacher can demonstrate
and encourage the students to type only the letters they can hear in the word or abbreviate
longer, frequently used words to make spelling less of a distraction in the writing process.

Grid-based Software (IT)

Example: http://www.learninggrids.com/us/
Mid-Tech -- The teacher can create electronic word banks for the student to select from to
make complete sentences. The teacher has control over how much freedom the student has to
create sentences (word order, choices, etc.). The student can have their sentences read to them
word-by-word as each is highlighted. Sentences can also be build using pictures instead of
words. This software is especially useful for modeling sentence building and having students
practice this skill. A student can see and hear their sentence to make sure it is properly
constructed. This is great independent practice for the emerging and developing writer.

Adobe Acrobat Readers Text Forms (AT/IT)

http://www.adobe.com/products/acrobat/create-pdf-creator.edu.html

High-Tech -- Text forms can be added to any .pdf file to allow typing on directly on the file.
The teacher can scan worksheets, tests, etc. onto a computer and save them as a .pdf file.
Using the Acrobat Reader program, the teacher can insert text forms so that a student that is
unable to write using a pencil and paper can type the answers to the worksheet for each item.
This could also be beneficial to individuals with low vision, as you can zoom in on the worksheet
using this program. A teacher may find that this method of completing worksheets and tests is
efficient for all students.

Academics and Organization

AT and IT Options

Visual Schedules (AT/IT)

Example: http://www.mayer-johnson.com/picture-schedule-with-pocket-30-vertical
Low-Tech -- These provide a run-down of the daily routines on a given day. Pictures with or
without words can be used. The teacher (and the students) can develop a daily schedule for
the whole class with pictures (with or without words). The students should be encouraged to
follow the schedule throughout the day. Individualized schedules can be created and placed
in a specific spot (desk, in a folder) for individual students that benefit from it. Schedules
should be made so that they are easily manipulated to meet the changes in the normal
schedule from day to day.
 Page 9 of 9
Resource Guide: Instructional and Assistive Technology and Universal Design for Learning

Low-Vision/Talking Calculators (AT)

Examples: http://www.lssproducts.com/category/calculators
Mid-Tech -- Calculators built with large sized buttons and large sized screens. Some have
contrasting colors used to assist those with low-vision. Some have the ability to read the screen
to the user. Use these calculators with individuals that are visually impaired or blind. The
student will need to practice using the functions on the calculator in order to effectively use it.

Virtual Pencil by Henter Math (AT)

http://hentermath.com/
High-Tech -- Individuals that are blind, visually impaired, or have a learning disability can
learn math using this program. This software serves as the pencil and is guided by the student.
Work and answers can be "penciled in" by the software where the user wants them to be
placed, and items on the screen can be read aloud using the screen reader option.
Students with any of the aforementioned disabilities can learn to use this program in place of
paper and pencil. They can input numbers and symbols using the program for each step in
order to solve math problems.

Transition
AT and IT Options

Windows On-Screen Keyboard (AT)

http://windows.microsoft.com/en-us/windows/type-without-keyboard#type-without-
keyboard=windows-7
Mid-Tech -- Keyboard is displayed on the screen and the mouse is used to type the letters by
clicking on each letter on the screen.
Some students are better able to use a mouse than a keyboard, and this allows them to type
words on the computer.

Switches (AT)
http://www.cricksoft.com/us/special-needs/switch-access.aspx
Mid-Tech -- Switches are designed in various ways for various abilities. Where ever pressure
is able to be placed in a controlled manner, a switch can be utilized. Practice is necessary to
use the switch effectively.

Eye Gaze Dynamic Display with Computerized Speech (AT)

Example: EyeMax by DynaVox Mayer Johnson
http://www.dynavoxtech.com/products/eyemax/
High-Tech -- This device utilizes a camera to sense eye movement to signal the computerized
voice of a word. Eye movement can select a symbol with or without words.
This is for a student who may only be able to significantly move his or her eyes.

Developed by Paul C. Markle III - 2014