Accessibility
All students should have equal access to the curriculum. Both assistive technology and UDL can help teachers assure that each of their students are able to do so.
Assistive Technology
Assistive technology is considered to be any object, system, or software that is used to accommodate a student with a disability and give him or her increased, maintained or improved abilities.
Paraphrased from Assistive Technology Industry Association web site
The following are examples that contribute to student learning in the classroom:
Paraphrased from Assistive Technology Industry Association web site
The following are examples that contribute to student learning in the classroom:
Alternative Keyboards
Universal Design for Learning
Universal design for learning (UDL) is a framework created to accomodate all types of student learning for every individual in a general education curriculum.
The following are three important ideas regarding UDL and the learning networks associated with it.
Recognition Networks: What we learn; the way that we synthesize facts and classify what we hear, see, and read.
Examples: Identification of letters, words, or a writer's style.
To differentiate for learning styles: Present the content/information in various ways (i.e. power points, class activities, videos, etc.)
Strategic Networks: How we learn; the way we sort and communicate our ideas, and prepare and perform assignments.
Examples: Essay-writing or problem-solving in mathematics
To differentiate for learning styles: Allow students to choose the format of their assignment (i.e. art, videos, essays, etc.)
Affective Networks: Why we learn; the way learners become engaged and remain driven
Examples: Being absorbed, challenged, and enthusiastic.
To differentiate for learning styles: Find different ways to engage all students (i.e. Teach an "active" lesson, a technology lesson, etc.)
Paraphrased from CAST web site
In creating this website, the principles of UDL have been upheld in the design. For example, serif font has been used and each page has a light background with dark-colored font. In addition, the formatting of texts and images has been carefully structured so that someone using a screenreader can thoroughly understand the components of each of these pages with ease. Also, the font size is generally large and a great amount of "white space" is evident on the pages.
The following are three important ideas regarding UDL and the learning networks associated with it.
Recognition Networks: What we learn; the way that we synthesize facts and classify what we hear, see, and read.
Examples: Identification of letters, words, or a writer's style.
To differentiate for learning styles: Present the content/information in various ways (i.e. power points, class activities, videos, etc.)
Strategic Networks: How we learn; the way we sort and communicate our ideas, and prepare and perform assignments.
Examples: Essay-writing or problem-solving in mathematics
To differentiate for learning styles: Allow students to choose the format of their assignment (i.e. art, videos, essays, etc.)
Affective Networks: Why we learn; the way learners become engaged and remain driven
Examples: Being absorbed, challenged, and enthusiastic.
To differentiate for learning styles: Find different ways to engage all students (i.e. Teach an "active" lesson, a technology lesson, etc.)
Paraphrased from CAST web site
In creating this website, the principles of UDL have been upheld in the design. For example, serif font has been used and each page has a light background with dark-colored font. In addition, the formatting of texts and images has been carefully structured so that someone using a screenreader can thoroughly understand the components of each of these pages with ease. Also, the font size is generally large and a great amount of "white space" is evident on the pages.