Universal Design for Learning and Assistive Technology

Online Tool Kits, Articles, Books
National Centers
National Instructional Materials Accessibility Standard (NIMAS)

Universal Design for Learning (UDL) is an approach to teaching, learning, curriculum development and assessment that uses new technologies to respond to a variety of individual learner differences. IDEA 2004 defines Universal design using the same definition as the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. (34CFR§ 300.44):

"The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies."
(Section 3(17)of Assistive Technology Act of 1998)

One central idea of UDL is that as new curricular materials and learning technologies are developed, they should be designed from the beginning to be flexible enough to accommodate the unique learning styles of a wide range of individuals, including children with disabilities. Some examples of UDL include: accessible Web pages; electronic versions of textbooks and other curricular materials; captioned and/or narrated videos; word processors with word prediction; speaking spell checkers; talking dialog boxes; voice recognition; and picture menus.

UDL does not eliminate the need for assistive technology. Children with disabilities will continue to need AT devices such as communication aids, visual aids, wheelchairs, orthoses and adapted toys in order to interact more fully with their environment. However, building accessibility into new technologies and curricular materials as they are developed will help to ensure the maximal inclusion of children with disabilities into the full array of learning opportunities that are available to all children.

Online Tool Kits, Articles, Books

Universal Design for Learning: Policy Challenges and Recommendations (PDF: 346kb)
(2009, April). Kim Sopko, Project Forum.
This document provides an introduction that includes federal education regulatory language for universal design for learning (UDL). It summarizes panel presentations from the higher education, state-level, local-level and national-level perspectives. Suggestions and proposed strategies to improve policy to impact implementation of UDL are summarized.

Tool Kit on Universal Design for Learning
(2008, August). Office of Special Education Programs (OSEP)
This new addition to the OSEP Tool Kit on Teaching and Assessing Students With Disabilities focuses on universal design for learning (UDL). It includes resources, strategies and practices to support the implementation of UDL and is useful for policymakers, education personnel and parents.

Universal Design for Learning: Implementation in Six Local Education Agencies
(2008, June). Kim Moherek Sopko, Project Forum.
Provides information about UDL practices, successes and challenges gathered from interviews with staff from six local educational agencies in five states.

Universal Design for Learning (UDL) Guidelines - Version 1
(2008). Center for Applied Special Technology (CAST)
These guidelines are aimed at helping teachers, curriculum developers, and publishers develop more inclusive curriculum.

Universal Design for Learning: Frequently Asked Questions
(Retrieved June 2005). Center for Applied Special Technology (CAST)

Universal Design for Learning: Four State Initiatives (PDF: 364kb)
(2003, April). Muller, E. & Tschantz, J. Alexandria VA: Project Forum.
Summarizes information from interviews with four states regarding their Universal Design for Learning (UDL) initiatives. The term UDL initiative is used to describe any state or regional level effort to promote the principles and practices of UDL via professional development or the production and/or dissemination of universally designed instructional materials.

Universally Designed Instruction
(2003). Orkwis, R. Arlington VA: ERIC/OSEP Special Project.
This digest presents the principles of Universal Design of Learning (UDL) and applies these principles directly to good classroom practices.

Teaching Every Student in the Digital Age: Universal Design for Learning.
(2002). Rose, D. H. & Meyer, A.
This online book is the result of 15 years of thought, research, and development conducted by CAST and a number of collaborating individuals, schools, districts, and states.

Universal Design
(2005). Burgstahler, S.
This article discusses universal design principles and applications.

The Universally Designed Classroom: Accessible Curriculum and Digital Technologies
(2005). Rose, D. H., Hitchcock, C., & Meyer, A.
This book addresses crucial questions about how to create full access to the general education curriculum for children with disabilities. Based on years of research and innovation at CAST (The Center for Applied Special Technology), the book provides a helpful overview of the digital solutions that are at the forefront of efforts to create universal access. It also looks closely at the major policy and practice issues connected to this initiative.

National Centers

Center for Applied Special Technology (CAST)
CAST is an educational, not-for-profit organization that uses technology to expand opportunities for all people, especially those with disabilities. CAST was founded in 1984 with a mission to develop and apply technologies that would expand learning opportunities for individuals with disabilities. CAST believes that the most effective strategy for expanding educational opportunities for individuals with disabilities is through Universal Design for Learning.

Center for Implementing Technology in Education (CITEd)
CITEd, a technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, is a cooperative effort of the American Institutes for Research (AIR), the Center for Applied Special Technology (CAST), and the Education Development Center (EDC). CITEd supports leadership at state and local education agencies to integrate instructional technology for all students to achieve high educational standards. CITEd provides this support through identification of best practices, innovative online technical assistance tools, professional development, and communities of practice.

National Center to Improve Practice (NCIP)
The National Center to Improve Practice (NCIP) promotes the effective use of technology to enhance educational outcomes for students with sensory, cognitive, physical and social/emotional disabilities. The NCIP Web Site includes a section entitled: NCIP Guided Tours: Early Childhood, which explores two exemplary early childhood classrooms, both of which employ a broad range of technology tools to optimize access to learning for students with disabilities.

National Consortium on Universal Design for Learning
The National Consortium on UDL is a community of educators and other professionals dedicated to developing systemic practice models that better serve the educational needs of all students, including those with disabilities. The principles of Universal Design for Learning are central to the mission of the National Consortium.

AccessIT: National Center on Accessible Information Technology in Education
AccessIT promotes the use of electronic and information technology (E&IT) for students and employees with disabilities in educational institutions at all academic levels. This Web site features the AccessIT Knowledge Base, a searchable, growing database of questions and answers regarding accessible E&IT. It is designed for educators, policy makers, librarians, technical support staff, and students and employees with disabilities and their advocates.

National Instructional Materials Accessibility Standard (NIMAS)

In a landmark announcement for students with sensory and other print disabilities, the U.S. Department of Education endorsed the National Instructional Materials Accessibility Standard (NIMAS), version 1.0, on July 27th, 2004. The final NIMAS was published on July 19, 2006. This standard guides the production and electronic distribution of flexible digital instructional materials, such as textbooks, so that they can be more easily converted to Braille, text-to-speech, and other accessible formats. For information on statutory and final regulatory requirements regarding NIMAS see OSEP's topical Web page on the National Instructional Materials Accessibility Standard. See also, NIMAS at CAST.

Links on this site are verified monthly. This page content was last updated on 05/26/2009.

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Download Adobe Acrobat Reader Contact Lists and Finder Topic Pages Conferences and Calendars Projects Finder Publications eNotes	Universal Design for Learning and Assistive Technology Printer-friendly Page Online Tool Kits, Articles, Books National Centers National Instructional Materials Accessibility Standard (NIMAS) Universal Design for Learning (UDL) is an approach to teaching, learning, curriculum development and assessment that uses new technologies to respond to a variety of individual learner differences. IDEA 2004 defines Universal design using the same definition as the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. (34CFR§ 300.44): "The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies." (Section 3(17)of Assistive Technology Act of 1998) One central idea of UDL is that as new curricular materials and learning technologies are developed, they should be designed from the beginning to be flexible enough to accommodate the unique learning styles of a wide range of individuals, including children with disabilities. Some examples of UDL include: accessible Web pages; electronic versions of textbooks and other curricular materials; captioned and/or narrated videos; word processors with word prediction; speaking spell checkers; talking dialog boxes; voice recognition; and picture menus. UDL does not eliminate the need for assistive technology. Children with disabilities will continue to need AT devices such as communication aids, visual aids, wheelchairs, orthoses and adapted toys in order to interact more fully with their environment. However, building accessibility into new technologies and curricular materials as they are developed will help to ensure the maximal inclusion of children with disabilities into the full array of learning opportunities that are available to all children. Online Tool Kits, Articles, Books Universal Design for Learning: Policy Challenges and Recommendations (PDF: 346kb) (2009, April). Kim Sopko, Project Forum. This document provides an introduction that includes federal education regulatory language for universal design for learning (UDL). It summarizes panel presentations from the higher education, state-level, local-level and national-level perspectives. Suggestions and proposed strategies to improve policy to impact implementation of UDL are summarized. Tool Kit on Universal Design for Learning (2008, August). Office of Special Education Programs (OSEP) This new addition to the OSEP Tool Kit on Teaching and Assessing Students With Disabilities focuses on universal design for learning (UDL). It includes resources, strategies and practices to support the implementation of UDL and is useful for policymakers, education personnel and parents. Universal Design for Learning: Implementation in Six Local Education Agencies (2008, June). Kim Moherek Sopko, Project Forum. Provides information about UDL practices, successes and challenges gathered from interviews with staff from six local educational agencies in five states. Universal Design for Learning (UDL) Guidelines - Version 1 (2008). Center for Applied Special Technology (CAST) These guidelines are aimed at helping teachers, curriculum developers, and publishers develop more inclusive curriculum. Universal Design for Learning: Frequently Asked Questions (Retrieved June 2005). Center for Applied Special Technology (CAST) Universal Design for Learning: Four State Initiatives (PDF: 364kb) (2003, April). Muller, E. & Tschantz, J. Alexandria VA: Project Forum. Summarizes information from interviews with four states regarding their Universal Design for Learning (UDL) initiatives. The term UDL initiative is used to describe any state or regional level effort to promote the principles and practices of UDL via professional development or the production and/or dissemination of universally designed instructional materials. Universally Designed Instruction (2003). Orkwis, R. Arlington VA: ERIC/OSEP Special Project. This digest presents the principles of Universal Design of Learning (UDL) and applies these principles directly to good classroom practices. Teaching Every Student in the Digital Age: Universal Design for Learning. (2002). Rose, D. H. & Meyer, A. This online book is the result of 15 years of thought, research, and development conducted by CAST and a number of collaborating individuals, schools, districts, and states. Universal Design (2005). Burgstahler, S. This article discusses universal design principles and applications. The Universally Designed Classroom: Accessible Curriculum and Digital Technologies (2005). Rose, D. H., Hitchcock, C., & Meyer, A. This book addresses crucial questions about how to create full access to the general education curriculum for children with disabilities. Based on years of research and innovation at CAST (The Center for Applied Special Technology), the book provides a helpful overview of the digital solutions that are at the forefront of efforts to create universal access. It also looks closely at the major policy and practice issues connected to this initiative. National Centers Center for Applied Special Technology (CAST) CAST is an educational, not-for-profit organization that uses technology to expand opportunities for all people, especially those with disabilities. CAST was founded in 1984 with a mission to develop and apply technologies that would expand learning opportunities for individuals with disabilities. CAST believes that the most effective strategy for expanding educational opportunities for individuals with disabilities is through Universal Design for Learning. Center for Implementing Technology in Education (CITEd) CITEd, a technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, is a cooperative effort of the American Institutes for Research (AIR), the Center for Applied Special Technology (CAST), and the Education Development Center (EDC). CITEd supports leadership at state and local education agencies to integrate instructional technology for all students to achieve high educational standards. CITEd provides this support through identification of best practices, innovative online technical assistance tools, professional development, and communities of practice. National Center to Improve Practice (NCIP) The National Center to Improve Practice (NCIP) promotes the effective use of technology to enhance educational outcomes for students with sensory, cognitive, physical and social/emotional disabilities. The NCIP Web Site includes a section entitled: NCIP Guided Tours: Early Childhood, which explores two exemplary early childhood classrooms, both of which employ a broad range of technology tools to optimize access to learning for students with disabilities. National Consortium on Universal Design for Learning The National Consortium on UDL is a community of educators and other professionals dedicated to developing systemic practice models that better serve the educational needs of all students, including those with disabilities. The principles of Universal Design for Learning are central to the mission of the National Consortium. AccessIT: National Center on Accessible Information Technology in Education AccessIT promotes the use of electronic and information technology (E&IT) for students and employees with disabilities in educational institutions at all academic levels. This Web site features the AccessIT Knowledge Base, a searchable, growing database of questions and answers regarding accessible E&IT. It is designed for educators, policy makers, librarians, technical support staff, and students and employees with disabilities and their advocates. National Instructional Materials Accessibility Standard (NIMAS) In a landmark announcement for students with sensory and other print disabilities, the U.S. Department of Education endorsed the National Instructional Materials Accessibility Standard (NIMAS), version 1.0, on July 27th, 2004. The final NIMAS was published on July 19, 2006. This standard guides the production and electronic distribution of flexible digital instructional materials, such as textbooks, so that they can be more easily converted to Braille, text-to-speech, and other accessible formats. For information on statutory and final regulatory requirements regarding NIMAS see OSEP's topical Web page on the National Instructional Materials Accessibility Standard. See also, NIMAS at CAST. Links on this site are verified monthly. This page content was last updated on 05/26/2009.
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