What Middle School Educators Should Know about Assistive Technology and Universal Design for Learning

2009 ◽  
Vol 40 (4) ◽  
pp. 46-52 ◽  
Author(s):  
Victoria Zascavage ◽  
Kathleen G. Winterman
Keyword(s):  
Middle School ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning

Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities

2003 ◽  
Vol 18 (4) ◽  
pp. 45-52 ◽  
Author(s):  
Chuck Hitchcock ◽  
Skip Stahl
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Opportunities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Learning Assessments ◽  
Design For Learning ◽  
Improved Learning

This article addresses the benefits that are likely to derive from shifting focus to developing and implementing a universally designed curriculum. It considers the goals for learning, the learning materials, the instructional methods, and the learning assessments. Benefits are expressed in terms of improved access, participation, and progress in the general education curriculum. Some of the forces that support Universal Design for Learning (UDL) and possible barriers are addressed, as well as appropriate uses of technology within educational learning environments. Assistive Technology (AT), Universal Design (UD) and UDL are briefly defined and pointers to additional resources are included.

scholarly journals Working smarter not harder: Inclusive lessons for middle school science

2020 ◽  
Author(s):  
◽  
Jana Baker
Keyword(s):  
Middle School ◽  
Content Analysis ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Strategy Instruction ◽  
School Science ◽  
Middle School Science ◽  
Science Class ◽  
Teaching Resources ◽  
Design For Learning

Classrooms are becoming increasingly diverse and the need for effective inclusive strategies is becoming more pronounced. Including students with exceptionalities into general classrooms is becoming the norm, however effective strategies are necessary to facilitate meaningful inclusion rather than superficial sharing of space. This need is especially true in content areas such as science. In these classes, students with exceptionalities tend to complete alternative programs in a resource room or have poor learning experiences in class. This project contains a content analysis of inclusive strategies and presents inclusive teaching resources that can help inclusion in middle school science classes. The strategies surveyed are research-based strategies that a teacher can implement in a general middle school science class. The strategies include technology, collaboration, universal design for learning (UDL), differentiated instruction (DI), strategy instruction, peer assisted learning, behaviour supports, and teacher practices. The strategies were analysed from the point of view of a learning support and science teacher for effectiveness in a middle school science class. A directed literature review was completed to more deeply examine strategies chosen for the teaching resources. Teaching resources were created and included with this project. The teaching resources were designed using universal design for learning (UDL) and other strategies from the content analysis.

scholarly journals Accessing Middle School Social Studies Content Through Universal Design for Learning

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Megan Mackey
Keyword(s):  
Middle School ◽  
Social Studies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Skill Development ◽  
Design For Learning ◽  
Access To Knowledge ◽  
Learning Principles

Universal design for learning is intended to provide opportunities for all students to be successful. An exploration of Mr. Morales’s middle school social studies classroom reveals the universal design for learning principles of multiple means of engagement, representation, and action and expression infused throughout every lesson. These strategies afford access to knowledge and skill development for all students.

A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs

2018 ◽  
Author(s):  
Spencer Salend ◽  
Catharine Whittaker
Keyword(s):  
Teacher Education ◽  
Assistive Technology ◽  
Universal Design ◽  
Evidence Based Practice ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
Collaborative Process ◽  
Design For Learning ◽  
Lesson Observation

In light of the need to prepare reflective and effective teachers who can differentiate their instruction to support the learning of all students in inclusive classrooms, this article describes the collaborative process faculty have used to incorporate universal design for learning (UDL) and evidence-based practice (EBP) into an inclusive teacher education program’s curriculum and practicum experiences. Initially, faculty mapped the curriculum by agreeing upon a common definition of UDL and EBP, reviewing the research to create EBP documentation charts, which were used to constructing self-assessment tools known as innovation configurations (IC). Faculty used the IC to identify and address the strengths and gaps within the program’s courses and clinical experiences and align courses with online interactive instructional resources related to UDL and EBP. To bridge the gap between research and practice and guide educators in making evidence-informed decisions, faculty developed a 10-step practice-based evidence assessment and instructional model to collect and analyze classroom-based data about the efficacy, acceptability, and fidelity of one’s instructional practices and use of UDL and EBP. Faculty revised and field-tested a lesson plan template that prompted educators to personalize their instruction and make it more explicit by addressing such factors as student diversity and collaboration, and employing UDL, EBP, instructional and assistive technology and formative and summative assessment. Faculty also redesigned the program’s lesson observation form used to better evaluate preservice teachers working in inclusive classrooms and provide them with feedback related to their effective use of EBP, UDL, instructional and assistive technology, and assessment and classroom management strategies. The lesson observation form also was revised to make it more reflective of the program’s curriculum reform efforts related to the use of UDL and EBP, and to align it with the national teacher education accreditation standards, national and statewide teacher evaluation, curriculum and teacher education certification standards.

Possibilities for Inclusion with Music Technologies

2017 ◽  
pp. 438-446
Author(s):  
Deborah Vanderlinde
Keyword(s):  
Best Practices ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Assistive Technologies ◽  
Mobile Technologies ◽  
Iconic Representation ◽  
Design For Learning

Universal design for learning is a commitment to differentiation on every level, presenting and engaging with content in varied and flexible ways. That is, teachers might provide multiple ways for students to engage with content and to express what they know with multiple avenues for applying and assessing understanding (aurally, orally, with singing, verbally, visually, enactively, kinesthetically, with iconic representation, with manipulatives and assistive technologies). These principles are best practices for all teaching, but essential for learners with exceptionalities. Mobile technologies have much to offer as a form of assistive technology for learners with exceptionalities. This Further Perspective explores these possibilities.

Universal Design for Learning and Assistive Technology

2014 ◽  
pp. 11-26 ◽  
Author(s):  
Brian R. Bryant ◽  
Kavita Rao ◽  
Min Wook Ok
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Specific Learning Disabilities ◽  
Physical Environments ◽  
Design For Learning ◽  
And Mathematics ◽  
Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

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