Resources
Web Sites
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.
Resources
Digests, Minibibliographies, and ERIC/
OSEP
News briefs on UDL
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.
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.
Universal Design Bibliography (PDF: 374kb)
[2002?]. National Center for Technology Innovation.
This annotated bibliography provides a list of 62 articles
on universal design, including annotations of 22 selected articles.
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.
Web Sites
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.
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 at University of Washington
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.
Links on this site are verified monthly. This page content was last updated on 02/05/2008 CF.
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