Universal Design for Learning and Assistive Technologies

By: Brent Wragg, Renee Marie Chauvin and Chelsea Gareau

Purpose

The purpose of this presentation is to explore the various ways Assistive Technologies (AT) and Universal Design for Learning (UDL) can be used to enhance Canadian classrooms. Throughout this presentation we hope to outline …

How can UDL be used to implement, sustain and promote inclusive, differentiated instruction within the mainstream classroom in a variety of contexts.

How can assistive technology be used to differentiate learning in an inclusive classroom in a 'seamless', user friendly (both teacher and student) way.

How can UDL and assistive technology be applied in an unobtrusive, non-stigmatizing fashion.

What is Universal Design for Learning?

Universal Design for Learning

Universal Design for Learning based on the theory of Universal Design in architecture.

It is a framework that guides the design educational environments, materials, and instruction to ensure the curriculum can be accessed by all. It’s three main principals are

Multiple means of engagement Multiple means of representation Multiple means of action and expression

The expectation is that by applying the framework for UDL, learning outcomes for all students should improve.

Video: Universal Design for Learning in a Nutshell

For another great video explaining Universal Design for Learning click here

How does Universal Design for Learning Contribute to an Inclusive Classroom?

1. “Often times it is the environment that disables students”, UDL attempts to create an environment that empowers those who are apart of it. In doing so it is creating an inclusive environment since everyone has the capability of participating.

2. In following the three principles of UDL; multiple modes of expression, representation, and engagement there are multiple avenues for students to fully participate in accordance to their needs, strengths and preferences.

Assistive Technologies

Assistive Technology in the classroom: There is a starting point for all !

NO TECH- pencil grips or magnifying lenses, easy grip scissors, non slip desk pads

LOW TECH- switches and buttons/alternative keyboards and audio books

HIGH TEC – Bail Board – an app that facilitates a group of up to 4 students to work on the same project/assignment together. Claro scans documents like worksheets and, assists with writing documents it also provides a high quality speech option with editable phrases

Assistive Technologies in Classrooms

“Devices that offer individuals with and without disabilities easy access to learning opportunities, information, organizational systems, communication, and emotional supports” (Dell and Newton, 2011)

While some forms of assistive technologies may be for individual purposes many of can also benefit small group or whole group situations.

AT’s can be used to support individuals across specific areas of education including:

Listening, Numeracy, Reading, Organization and Memory, Writing,

AT’s can also provide support in regards to the seven domains of human functioning.

Seven Areas of Human Function

1) Human Existence (dressing aids, adapted eating utensils)

2) Communication (close-captioning, PECS, adapted keyboards)

3) Body Support, Protection and Positioning (slings, head-gear)

4) Travel and Mobility (walkers, canes, wheel chairs)

5) Environmental Interaction (automatic doors, remote controlled devices)

6) Education and Transition ( educational software, computer adaptations)

7) Sport, Fitness and Recreation (modified sport equipment)

With the broad definition of Assistive Technology, the myriad of programs, devices, and equipment all the possibilities for Assistive Technology can become overwhelming. It is sometimes easier to categorize Assistive Technologies in terms of what functions they help individuals with. Tamarah M. Ashton, suggested using Melichar (1978) seven layer model of human functioning (Ashton, 2000).

Assistive Technology and Inclusion

Aaron’s Story

How does Assistive Technology Contribute to an Inclusive Classroom?

1. They can increase the available modes of representation, expression, and engagement for everyone in the classroom.

2. They help to provide students with specific tools they need to be successful. In turn this allows everyone to actively participate in the learning environment.

3. They can act as a tool for peer-to-peer interaction (Ex: Video and information sharing tools for students who are often hospitalized, Siri helping an autistic child understand social cues)

4. Their highly adaptable nature means that they can be easily used across many different types of learning situations in a relatively seamless way.

Critical Questions about Assistive Technologies and Universal Design for Learning

Throughout our investigation we have identified some key questions surrounding the application of Universal Design for Learning and Assistive Technologies.

1. What are the issues in implementation/training and funding assistive technology in the classroom?

2. How do we bridge the teacher knowledge gap? How can Assistive technology in the classroom be fully realized? What steps have to be in place before this happens?

3. What are the options available: What are the choices kids have in today's classroom?

What are the issues in implementation/training and funding assistive technology in the classroom?

What are the issues in implementation/training and funding assistive technology in the classroom Lack of training/Lack of

teacher knowledge of AT (Parette, and Maridick, 1998)

Abandonment of Technology; technology is viewed as too sophisticated and difficult to learn

Cost; From a Board, classroom or pupil perspective

Vendors often train educators initially when the technology is purchased, but training is not ongoing or consistent

More challenges…

Teachers often reject new tools that don’t fit into their current approaches to teaching and learning

Training is often ineffective and inconsistent; teachers often feel they are unfamiliar with the technology

Teachers often do not consistently advocate for assistive technology as essential to learning; students in turn, often don’t value the positive effects of assistive technology

Learning Barrier to AT integration

Some additional Barriers…

Digital Divide: the gap between high and low SES households who have access to technology, experience with apps, software and technologies (Kylanpur and Kirmani, 2005)

BYOT; Bring your own technology trends may put those students who can’t afford it, at a disadvantage (Issues of equity and access- The ‘digital divide’)

Time Constraints

A system approach that is ‘top down’ and fails to distribute information and training adequately

As well as…

Inadequate training for pre-service Teachers’ Colleges: Digital Natives: A recent study suggests 80% of candidates are computer savvy mostly on social networking sites; only 10% feel comfortable working with assistive technologies (Jing, 2009)

Technology Breakdowns

AT devices are viewed by the students as ‘centering them out’

At devices are not integrated properly by teachers (even though students think positively about the devices) (Hemmingson, Lydstrom, Nygard)

To ensure effectiveness…breaking barriers down: Training needs to be ongoing

(before, during and after the receipt of the technology)

Training from vendors have to be ongoing as well—not just in the ‘implementation stage’

Team based decision making

Device-specific training is essential

Training should be site-based, authentic and related to a specific context or situational need

Feed back should be structured and ongoing

As well as…

o Teachers need to fully integrate technology into their practice on a consistent, day to day basis.

o Teachers should seek out feedback, training and be given time to train at school for specific needs

o Teachers should emphasize the benefits of AT to students so they can ‘buy in’ to the technology

o Pre-Service teaching programs need to focus on specific, contextual training on the variety of AT devices; just because they are ‘digital natives’, doesn’t mean they have experience with specific technologies!

o Also; boards should not deliver training ‘top down’. Training should be site-specific and relevant to teachers’ needs

How do we bridge the teacher knowledge gap?

Bridging the Technology Gap

Realizing the Need: Bringing Assistive Technology to Educators:The growth of Technology has occurred so rapidly that competencies have only recently been developed to guide teacher preparation institutions in preparing professionals for the field All educators should have basic knowledge of technology. Despite the importance of technology in teacher education it is currently not central to the teacher preparation experience. Citing three major studies, the CEO Forum (2000) reported that the biggest challenge to graduating technology ready teachers is the faculty’s level of technology expertise. What makes this dilemma even more of a challenge is that assistive technology is and even smaller piece of the technology training picture. Currently training at the pre-service and in-service levels are not adequate.

Dealing with the Teacher Knowledge Gap

Teachers/ Leaning communities need:

• Professional development that is ongoing and focuses on assistive technologies

• More teachers supporting and using assistive technologies through differentiated learning and collaboration

• Opportunities to experiment with assistive technologies and to gain confidence in their application.

• Teaching teams need to understand how student centred practices supported by assistive technology affect student learning outcomes

How can Assistive technology in the classroom be fully realized? What steps have to be in place before this happens?

Recommendations for Realizing Change & Facilitating Assistive Technology Pre-service Teacher Education “Hands on” experiences including:

observations, readings, reflections of “Best Practices” in applied Technologies

Multiple opportunities to use assistive technology as an instructional tool

Reflection on and discussion of current applications. With access to a wide variety of modes

Presvasive use of effective assistive technology tools throughout teacher education program

Formation of learning communities aligned with mentors who use assistive technology

In-service Professional Development Exposure & practice with technology uses

that directly relate to existing needs

Opportunities to witness teachers using technologies in the Classroom

Encouragement/expectation of small changes with technology over an extended period of time

Support staff available to ensure technology use is successful

Regular meetings to collaborate, share and monitor progress

What steps need to be in place?

School staff need access and support to Assistive Technology Teams. Assistive technology teams support the use of assistive technology in classrooms and schools. The team should:

Help develop assistive technology plans.

Determine classroom and school hardware and software needs

Provide in-class support for students and school staff

Create resources – including print, video, muliti media, and social media including; blogs, websites,

What does a classroom need?

If UDL is applied then all the technology is built in prior to lessons starting, This kind of philosophy ensures that teachers can reach all students. Innovative media technologies are in place to facilitate the curriculum. Because teachers have planned and designed materials, activities and technology that allow all learners to have access and reach their educational goals. So if spell checkers, access to websites, electronic versions of text books, captioned and narrative video, speakers to amplify the teachers voice are in each classroom; modifying and adding specialized assistive technologies is easier to adapt and integrate.

What are the options available: What are the choices kids have in today's classroom?

SMARTboard, Ipads, and Tablets

In many classrooms SMART board technologies and tablet/iPads are increasing in popularity. In regards to this technology Dell and Newton 2011, stated that, “Their simple intet face, portability, speed, and affordability, combined with the highly engaging nature of many of their applications, present intriguing alternatives to expensive high-tech tools.”

Additionally these tools are highly adaptive and readily lend themselves to the main principals of the Universal Design for Learning (I.e. they can easily provide opportunities for multiple modes of engagement, expression and representation).

Specific Forms of Assistive Technology

Some forms of Assistive Technologies that can be found in classrooms include:

•Abbreviation Expanders

•Alternative Keyboards

•Audio Books

• Freeform data base software (note taking)

• Graphic Organizers (visual schedules)

•Optical Character Recognition

•FM listening Systems

• Portable word processors

•Text to Speech/Speech to Text software

•Tape Recorders

•Word Prediction Programs

•Mobility Devices (fine and gross motor)

•Alternative Access Devices

*It is important to remember that many forms of assistive technology can be used for the betterment of the whole class, and example would be the use of graphic organizers or SMARTboard technologies.

Funding for Assistive TechnologiesSpecial Equipment Amount (SEA) funds are made available to school boards for the purchase of assistive technologies.

• Some examples of what SEA funds can go towards are: FM systems, print enlargers, along with necessary training to use any device.

•Students do not have to be identified as exceptional to have access to SEA funding. However equipment must necessary to provide students with accommodations to access the Ontario curriculum and/or a board-determined alternative program.

•Boards are expected to make cost effective choices and make efforts to share equipment among students whenever possible.

• For more information about the Waterloo Region District School Board’s policies regarding SEA click here. For SEA guidelines from the Ministry of Education click here.

A Variety of Resources for Implementing Technology in the Inclusive Classroom

Here are examples of recent resources that provide practical, user friendly applications and creative ideas

ReferencesMcGhie-Richmond, D., & Sung, A. N. (2013). Applying universal design for learning to instructional lesson planning. International Journal of Whole Schooling

CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author. Universal

Newton, Deborah A., and Amy G. Dell. 2011. Assistive technology. Journal of Special Education Technology 26, (2): 55-60

K. Stanberry, M. Raskind (2009). Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved November 2014, from Reading Rockets: http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

Ashton, T. M. (2000). Assistive technology. Journal of Special Education Technology, 15(1), 57.

Cindy Matthews (2013).Technology in the Classroom isn’t Utopia. It’s a must. Retrieved Nov 2015 from SNOW: http://snow.idrc.ocad.ca/node/227

Peggy A. Ertmer Perdue University,Anne T. Ottenbriet-Leftwich. Indiana University. Teacher Technology Change: How Knowledge, Confidence Beliefs, and Culture intersect.Journal of Research on Technology in Education 42 (3): 266-278

Aastha Dogra Importance of Technology in the Classroom. Retrieved November 2014 from Buzzle: http://www.buzzle.com/articles/importance-of-technology-in -the-classroom.html

Laura Humbree Knighton (2014). Teacher Knowledge of Assistive Technology for Inclusive Classrooms. The University of Alabama ProQuest Educational Journals.