Assistive+Technologies

= **Assistive Technology and UDL** = __What is an assistive technology (AT)?__ As defined by IDEA in 2004, an assistive technology is “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain or improve the functional capabilities of a child with a disability” (Sec. 602, Definitions).

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Although the term "AT" is sometimes used synonymously with "UDL," there are some very big differences between the two. As stated in the article "[|Assistive Technology and Universal Design for Learning: Two Sides of the Same Coin,"] "In AT, modern technology is employed at the level of the individual student to help him or her overcome barriers in the curriculum and living environments. With UDL, modern technology targets the curriculum itself; that is, technology is used to create curriculum and environments that, by design, lack traditional barriers to learning." This source goes on to explain the importance of pursuing advancements in both AT and UDL because the point at which they meet will improve the lives of all individuals with disabilities. More information about this source can be found in the first link under the "articles" section below.

[|The National Assistive Technology Research Institute] is an organization whose mission is: Clicking on the link above will bring you to the homepage of the National Assistive Technology Research Institute, where one will find guides to help in planning for use of assistive technologies with students, links to research methods, questions and methadologies, and more assistive technology information and resources.
 * 1) "To conduct research related to the planning, development, implementation, and evaluation of assistive technology (AT) services in schools,
 * 2) To identify promising practices in the delivery of AT services, and
 * 3) To disseminate research findings and information about promising practices in ways that will assist school personnel to develop or improve AT policies and practices for students with disabilities."

Other Sources With Information Regarding Assistive Technology in Learning and Education:
[|Edyburn, Dave L., Kyle Higgins, and Randall Boone. "Assistive Technology and Universal Design for Learning: Two Sides of the Same Coin." Handbook of Special Education Technology Research and Practice. Whitefish Bay, Wis.: Knowledge by Design, 2005. Web. 11 July 2010. .] This resource is a chapter from a book for special education technology. In this chapter, Assistive Technology and Universal Design for Learning are defined and compared. The article offers insight into the difference between AT and UDL. The main difference cited is that UDL increases the opportunities for all students, not just those who have disabilities, while Assistive Technology focuses only on improving the capabilities of students with disabilities. The article suggests that both are important and the interception of the two are extremely important, as improvements and discoveries in both AT and UDL will surely affect one another. The chapter also has a sub-content area that focuses on the integration of AT and UDL in the classroom and in textbooks. It offers background information about why and how the textbooks are unable to meet the needs of students with a variety of disabilities and offers solutions for textbook companies to provide material that is equally accessible by students with all learning needs.

[|CITE Journal: Enhancing TPACK With Assistive Technology] This is an article that takes TPACK's theory and adds the use of Assistive Technology to it. As the paper states in the abstract section, "This paper presents an enhanced technology, pedagogy, and content knowledge (TPACK) model that adds assistive technology as a means to promote inclusive educational practice for preservice teachers. This model offers substantive promise for improving learning outcomes for students with disabilities and other traditionally marginalized populations who receive the majority of their classroom instruction in general education settings. This paper extends the TPACK model by providing specific examples of how assistive technology and instructional technology are distinct yet overlapping constructs. Essential technology skills for preservice teachers and strategies supporting inclusive educational practice are identified."

The following diagram is offered as a model for the program:

[|Edyburn, D.L. (2006). Assistive technology and mild disabilities. Special Education Technology Practice, 8(4), 18-28. Reprinted with permission.] This article begins by introducing different types of mild disabilities and defining them. It then goes on to give two scenarios, one with a student who has a physical impairment and another with a reading disability. Both students need modifications, and the two scenarios reveal that the person with a teacher of a student with a physical disability is more likely to be sympathetic and to find alternate ways for the student to learn, while students with learning disabilities are told to continue on. These case studies are meant to convince the reader that teachers must not just remediate, but should compensate and enhance academic performance. The article then goes on to list different technologies and programs that can be used to help students with learning disabilities succeed in a variety of subject matters. Because this was published in 2006, some of the programs/technologies are out of date, but the idea was to give teachers some assistance in using assistive technology with students.

[|Brochure about assistive technology and special education] This link will bring you to a brochure for parents and educators that offers an introduction of assistive technology in special education and also provides information on the following: legal responsibilities of the school, multidisciplinary team meeting, evaluation, IEPs, Implementation of IEPs, IEP reviews, training, and funding. It is a quick go to guide for educators and parents that was published in 2004.