Universal Design for Learning and Assistive Technology

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):

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.