A review of: "Assistive Technology and Universal Design for Learning: Two Sides of the Same Coi

This article, which discussed Assistive Technology (AT) and Universal Design for Learning (UDL), highlighted how these two methods of supporting learners must not be used in isolation, but rather they must work together to support all learners.

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To access this article, visit this site: https://www.dropbox.com/s/x6wvmy9n9ai6f5o/Assistive%20Technology%20and%20UDL_TwoSidesoftheCoin.pdf

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Prior to reading this article, I understood UDL was to make learning more accessible to all students, but I really only connected it to the curriculum. Rose, Hasselbring, Stahl, and Zabala (n.d.) enhanced my understanding by adding that UDL is also about improving the learning environment for all learners. Rose & Meyer (2002), among others, stated “Its purpose is to identity potential barriers in a curriculum or a classroom and to reduce such barriers through initial designs, designs with the inherent flexibility to enable the curriculum itself to adjust to individual learners” (as cited in Rose, et al., n.d., p. 508). It is about creating spaces and learning materials that can reach the most number of students.

Assistive Technology focuses on enhancing learning experiences for the individual. Whether low-tech devices such as canes or walkers are needed, or high-tech devices such as specialized computers or reading programs are required, it is about decreasing the barriers for individual students and their specific needs (Rose, et al.).

What Rose et al. what us to realize that AT and UDL, when working together, provide benefits for everyone, not just the disabled. I appreciated the example of ramps used in the article. Rose, et al mentioned that a ramp is not only necessary for those in wheelchairs, but they are also helpful to those with strollers, carts, canes, etc. When we as teachers ‘think outside of the box’ when we are designing our lessons and classroom set-up, we can make important changes in the way our students learn.

Further advancements to AT and UDL can only enhance learning for all. Also, keeping in mind UDL principles when designing new buildings, especially schools, we can be making gains from the outset. Although there are still barriers, especially with copyright laws, it is imperative that when opportunities arise for new curriculum and buildings, stakeholders strive for UDL-favorable designs and functionality.

This article has me reflecting on my classroom and teaching practices. Having a clear understanding of how AT and UDL complement each is prompting me to re-think how I meet the needs of all my students, not just the ones who have learning needs. “A rising tide will lift all ships”!

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#UDL #AT