Universal Design For Learning

Throughout this six week course, Meeting Individual Needs with Technology, we have researched the spectrums of Assistive Technology available for the individual and the classroom, and researched the different types of disabilities and how the Assistive Technology can aid students in navigating life and succeeding as individuals.

Technology can be found in every classroom of schools today and continues to grow as the field of technology continues to advance. School age children today know more about technology than most middle-aged adults because they have been exposed to it from such an early age. We live in the technology age and it’s clear that technology is here to stay and has permeated every area of our lives including home, work and leisure. Because of this, educators and school staff have been tech-savvy and must continue to keep up with the technological advances in order to present as competent to the student body. Technology has impacted the way our students learn and has provided avenues of learning to disabled students that they didn’t have in the past and has provided teaching staff with a multitude of resources and diversity in class activities to aid in teaching (Pearson, 2010). Without a doubt, technology will continue to impact our educational system as new technologies emerge and our country competes to keep up with a new globalized economy. Schools will implement these technologies into the

In the ITEC 7445 Multimedia and Web Design course, I developed an Assistive Technology Implementation Plan for a student with a learning disability. The goals and objectives of his IEP were to increase his Language – Writing and Reading Comprehension as well as modify his classroom behavior. Therefore, my Assistive Technology Implementation Plan included using digital storytelling to aid him in increase literacy and comprehension skills, and to aid him in improving his classroom behavior.

Technology has quickly become one of the main resources for many schools across the country and world. It gives students with learning disabilities a variety of options to learn, study, and practice in the classroom and outside of the classroom depending on the school’s accessibility of technology. In one article called “Embedded Supports to Differentiate Instruction for Struggling Students” written by Alise Bran, she talks about using technology in the classroom. She says, “The use of embedded or readily available digital learning supports and tools has been shown to be an effective way of addressing the needs of diverse students, particularly those with disabilities.

As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement,

Math concepts can be very daunting to students especially if they do not feel confident in the subject. Talking with maths teachers this year students do not cover rearranging formula or equations at high school until later in year nine, or early into year ten. If this unit is taught early in the year teachers need to take into consideration that teaching this part of the lesson will take longer than expected. To recap rearranging formula I have started with time tables which students will have covered previously. By using previous knowledge to learn a new concept will help students create meaning and then they will be able to apply this concept to a more difficult situation (National Center for Universal Design for Learning, 2014). By providing

Keywords: assistive technology, technology, special education, Universal Design for Learning, IDEATechnology in the Special Education Classroom

Special education teachers demonstrate the ability to influence learners with intellectual disabilities through the process of differentiating instructions (Kluth, 2013). During this process, special education teachers implement an altered approach for teaching the curriculum (Brownell et al., 2012). Tailoring the curriculum to students' needs, interests, and strengths provides a flexible approach to good teaching (Dixon et al., 2013). Incorporating technology such as the iPad in the curriculum of students with intellectual disabilities allows educators to differentiate and individualize learning (An & Reigeluth, 2011). Research by An & Reigeluth (2011) also asserted that integrating iPads as an instructional tool in the curriculum of students with intellectual disabilities provides special education teachers the prospective to develop innovative and adapting programs, which will ameliorate

Improving education has always been a widespread concern in the US. As a country we are always looking to improve education. Technology is proven to help children learn much quicker, even up to 80 percent quicker. When the teacher is the only source in the room it is hard for every student to get exactly what they need to fully comprehend what they are being taught . Technology can provide tutorials, diagrams, and an abundance of information. At Northdale Middle school, special needs students showed greater focus and increased learning ability through the use of technology. (Blanca, “iPads improve special

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

In secondary school settings the use of technology within the special education classroom is lacking. Special education class rooms and resource settings utilize only the basic, out of date technology that has been in use for many years. Typically the only available technology made available to special education or resource settings are the overhead projector, television, and tape recorder. According to the National Longitudinal Transition Study-2 (2009), seventy-five percent of students with disabilities rarely or never use computers. General education classes are more frequently equipped with current technology items such as smart boards, iPads, computers, projectors, write pads, and smart pens. Special education students, like

Students using assistive technology to practice and build experience in functional skills should achieve greater independence which will enhance the quality of their lives .When students' quality of life is enhanced, everything else in their lives improves: school performance, social relationships, family and home life, and self-confidence all benefit from helping students find interdependence in living their lives and contributing at home, work, and school. Assistive technology has the ability to impact greatly on the lives of people with disabilities] Most students with disabilities can and do benefit from technology in the classroom. Incorporating technology increases students' motivation to learn and personalizes lessons to a student's

Looking closer at assistive technology is appears that there is a lot of resources and support available to teachers. Better educating and influencing of the community, peers, staff and parents towards positive attitudes to inclusive classroom teaching generates greater support for teachers. “Technology is a means of empowerment to people with disabilities ; denying them the access exacerbates the effect of the disability” (Webb, 2000). Assistive technology improves confidence and self esteem (Duhaney & Duhaney, 2000: Schere, 2005). If key factors are considered carefully when programming and implementing assistive technology it has the ability to enhance

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

We are now in a world of versatile technological inventions. Technology has dramatically penetrated into every aspect of our lives. Education needs to utilise and enhance its functions by making use of these technological advancements, more so for persons with disabilities. People with disabilities face a wide range of barriers, including access to information, education and a lack of job