1. Purpose Introduction to Universal Design for Learning (UDL)
Describe the similarities and differences between UDL and Assistive Technology (AT).
By the end of the presentation you should...
Have basic understanding of UDL
Understand some of the similarities and differences between UDL and AT
Be able to identify some of the AT devices used in UDL instructions

2. What is Universal Design?
“Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
(Mace, R. 1997; Center for Universal Design)

3. UDL Principles UDL is built on three research-based principles:
Provide multiple means of representation to give learners various ways of acquiring information and knowledge
Provide multiple means of expression to provide learners alternatives for demonstrating what they know
Provide multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn
(Basham, Edyburn, Lowrey, & Wissick, 2007)

4. UDL Instruction New Content, Student Engagement, and Throughout
Provide for multiple means (and media) of representation and presentation (e.g., textbooks, digital documents, websites, models)
Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written)
Offer appropriate choices and various levels of engagement (e.g., tools, content, individual/group)
Highlight necessary and critical features (e.g. vary tone, body movement, be explicit)
Provide ongoing feedback and facilitate understanding
Encourage self-reflection to support meta-cognition (e.g., self-talk, journaling)
Encourage home & school connection

5. Assistive Technology
Assistive Technology (AT) is defined as “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 disabilities”
AT is required to be addressed in a student’s Individualized Education Program (IEP)
Providing AT is to be considered in decisions related to Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE)
(Technology Related Assistance for Individuals with Disabilities (Tech Act), 1988)

6. Basic Similarities of UDL & AT
Both utilize problem-solving process
Both utilize various forms of modern technology
Related to individuals with disabilities, both UDL and AT are focused on
Providing Access
Increasing Participation
Improving Outcomes

7. Basic Differences of UDL & AT
UDL is focused on:
Providing access and betterment for individuals of all abilities and disabilities
Proactively making environmental-based decisions related to the learning environment focused on curriculum, instruction, and assessment.
Dealing with issues of access and betterment related to the environment’s design (targets the larger system)
AT is focused on:
Providing access and betterment for individuals with disabilities (by definition)
Reactively providing technology to increase, maintain, or improve the functional capabilities
Generally considering issues of access and betterment as an individual’s issue (targets individual need)
(Rose, Hasselbring, Stahl, & Zabala, 2005)

8. Working Together... Realistically, UDL and AT work together to
Develop and implement a well-designed learning environment focused on various abilities and disabilities
Provide individual support where barriers were overlooked and/or cost-effectiveness may limit or prohibit systems level change
Support access and betterment for all individuals

9. 21st Century Classroom

10. Resources Various UDL Resources are found at CAST http://www.cast.org
Publications (many free)
UDL Tools and Examples for Lesson Development, Instruction, and Assessment
UDL Design Examples:
(fee based)
(Google: Windows to the Universe)
Regional Support: Southwestern Ohio SERRC