Day+3

Where does UDL fit in our discussion of assistive technology? How does the concept of UDL change our perception of AT?

Brian- This web site/ article is for teachers, parents, and students. It is accessible to everyone. It claims that assistive tech would be used minimally in the general education classroom with the UDL framework. It seems that it is more instructional technology based rather then assistive. []

I don't completely agree with this, giving the students what they need to be successful is what UDL is conveying. If sudents need reading software for the assignment or book then that should be integrated in using differentiated instruction. UDL fits into our discussion of assistive technology because it is a educational initiative to help all students learn, including students with learning difficulties. It is based on the idea of removing barriers to increase learning. That is the goal of assistive technology, removing barriers for disabled students.

Jamie Taggart: There are similarities between UDL and assistive technology. AT devices are meant to improve the functional capabilities of individuals, whereas UDL deals with universal acceptability for educational materials and curriculums. As you can see, both subjects deal with improving access to learning materials to best meet an individual's needs. Both center around creating equal opportunities for learning through either adjustment to the curriculum or an added device to suit a person's needs. UDL changes our perception of AT because if educators create access to learning that best meets each student's needs, then there should be less of a need for AT because their learning style is already being met. When working with AT we assume that nothing changes in the curriculum, but we use to low or high tech devices to make needed adjustments for the child. On the other hand, UDL believes that it is not the student that we are trying to change but the curriculum itself.

Melissa- The perspective of UDL is wonderfully positive. It seems that according to UDL, given the right assistive technology, anyone can learn. It takes into consideration two huge challenges of our times, higher standards and greater diversity, and realizes that there are an opportunities that must be seized with new technology and brain research. The only aspect of this organization’s presentation that is concerning is the presentation of what they call learner differences. Basically, CAST seems to presents that we may need to give students technology to help one of all of the three interconnected networks, recognition, strategic, and affective. They even go so far as offering suggestions for Einstein. While the entire UDL seems like a great perspective, backed with research, one should be cautious to think that this is one perspective of how we learn, or how we should teach children. As I said in class, I am reading How Students Learn for another class. This book states that there are three principles to how students learn, but I digress… (More on this on blogspot!) Here is website about a conference that believes in getting everyone the right technology: http://www.closingthegap.com/ They claim, "ANYONE interested in finding practical and readily available AT solutions for ALL disabilities, mild to significant, infant through adult" could attend. Despite their advocacy for tech for all, the web site does not appear to have features to make it accessible to all.


 * Kristin** UDL, or Universal Design for Learning, creates a curriculum that allows all students regardless of functioning level access to a general curriculum. UDL fits into our discussion of assistive technology by it also creates a pathway for students with disabilities to access and complete things that the general education students have access to. UDL and AT both create pathways for students to be more successful in their environments. The concept of UDL changes our perception of AT by it made my realize that there are many ways, not just a communication board or a device, to help all students learn.

Jessica - UDL emphasizes a commitment to maximize every student's opportunity to learn, and uses research-bases practices for using technology to maximize that learning. This is where AT fits in--taking learner diversity and high learning standards into account when designing instruction that meets diverse student needs. Just like the SETT framework with AT, UDL sees assessment as on-going and measures progress and provides teachers and students with useful feedback. UDL acknowledges the need to provide students with a "ramp" when the current learning pathway acts as a "hurdle" to them. UDL changes our perception of AT because, by using individualized instruction, it can actually minimize the need for AT. UDL tells us that when something in the curriculum is not working, such as the media used, we should change/adjust the media instead of only expecting the student to change. We need to search for ramps for many students. Those ramps can be low-tech or high-tech.

Bill: UDL builds AT into the curriculum or lesson itself in its consideration of the various different abilities that students bring to the learning process. Instead of modifying a traditional activity with a singular AT device, UDL starts at the ground level in building a learning activity that is accessible to all. When thought of like this, UDL changes my conception of AT from a focus on devices and technology (modifications) to a broader understanding of accessibility that considers the needs of all types of learners. I also see the potential for an increased use of UDL resources in the future as we move towards a paperless society. This could level the playing field and change the composition of regular ed classrooms in a dramatic fashion, if only we had the resources and the drive to make the change.

The UDL framework focuses on individualizing instruction and using a variety of methods and materials in order to meet high standards and improve learning for all students. UDL fits in our discussion of Assistive Technology because we teach to a diverse population and UDL emphasizes that the curriculum should include alternatives to make it available to all students in order to increase their success rate. The concept of UDL changes my perception of AT because their is a greater focus on changing the curriculum to meet the needs of all learners. Assistive Technology seems to be considered only after all other methods have been tried.
 * Donna**:

Rob Part of me is left feeling that AT is focusing more on a student finding success in the school and home environments, but they are left to fend for themselves in public conditions. When we started discussing/reading UDL, it started to appear to me that this framework ventured out beyond the classroom and home environments and made its' presence felt in the outside communities. Things such as ramps to get into any building, elevators to get to any floors, and wider lanes at checkout counters are all tools under UDL that allow people with disabilities accomplish everyday tasks...which may not be a goal to be learned on an IEP. I also continue to think of UDL along the lines of being similar to "politcally correct". I would be just as upset if the only way to get to the sistine chapel was to walk throughout the Vatican museum... steps, crowds, and hallways as I would by someone denying another person something strictly on gender, ethnicity, or religion. Having the elevator to get someone into one of the great pieces of art in the world only makes sense. Why should someone be denied seeing something like that because of a disability...something in which they had no control over. UDL just seems to me to be focused on changing the world so the students/individuals with disabilities can feel like they are like anyone else in terms of being able to accomplish what many people, including myself, take for granted. I love UDL and I believe we will only continue to see strides in this framework.

Katie: I really like how the UDL framework utilizes assistive technology. UDL promotes making adaptations right away and not later ("adaptations are not an afterthought"). When creating lessons if a teacher creates and utilizes simple assistive technology and UDL, it will benefit all. Just little adaptations can make a huge different for a student. I really liked watching the video in class today that explained this. Assistive technology does not always have to be expensive. Also if a teacher uses differentiated instruction, the teacher will be using multiple activities to meet the needs of a diverse group of students. When you represent data in different ways according to a student's learning style, everyone will benefit, including the teacher!