There is copious amounts
of research obtainable related to the importance and value of incorporating
assistive technology and Universal Design for Learning (UDL) into the
classroom. Stakeholders, administrators, educators, parent(s)/guardian(s) are
being presented with evidence suggesting the compulsory need for teaching
to meet the needs of ALL learners. The purpose of this post is to summarize six
research articles related to UDL and assistive technology. Furthermore,
this post will provide a review and a critique of each article.
Article #1: Differentiated
Instruction: Begin with Teachers! By: Kappler & Weckstein
Oakwood City School
District in Dayton, Ohio and the change it implemented is discussed in this
article. Within this school district, differentiation has been a goal for years
and resistance to change amongst some of the educators has always existed. But
acceptance and incorporation of change can occur when provided with
distinguished means for implementing differentiation.
Furthermore, this
article proves change only occurs when there is a deep implementation of the
change. Kappler & Wechstien (2012)
state, “Implementation that was moderate or occasional was no better than
implementation that was completely absent. Only deep implementation had the
desired effect on student achievement” (p. 36). This statement summarizes my
personal experience with change. I believe my school discusses areas for
improvements, implements strategies, places a strong emphasis on the desirable
change for a couple a months, then the change is forgotten. No one truly get
excited about the change and there are often many educators who are resistance.
My school fails to recognize the importance and value of deep implementation,
so little change ever occurs.
In addition, this
article reveals a successful strategy supporting deep implementation of change.
Teacher evaluation was used to support school reform. The evaluation process
was tailored to meet the needs of individual teachers. Each teacher was asked
to compose goals, opportunities were provided to select desirable professional
development experiences, and a variety of methods were offered for teachers to
share their evaluations. When provided with an amplitude of choices,
differentiated evaluations, and occurrences to participate in collaboration;
educators desire to participate in change was fostered. When told what to do
and how to do it, people will be resistant. When individuals believe their
opinion matters, intrinsic motivation is initiated. As a result, a willingness
and eagerness to implement change is strengthened. Who wants to be part of
change when the change involves reluctantly accepting requests from a dictator?
I am only motivated when I believe my knowledge and suggestions are considered.
Kappler Hewitt, K.,
& Weckstein, D., (2012). Differentiated instruction: begin with teachers! Kappa
Delta Pi Record, 48, 35-40. doi:10.1080/00228958.2012.654719.
Article #2:
Using iPads with students with
disabilities: lessons learned from students, teachers, and parents.
By: Rodríguez, Strnadová, & Cumming.
This
article examines the implementation of mobile technologies (e.g., smartphones,
iPods, iPads, and other tablets) in a Special Education classroom. The
inclusion of mobile technologies in the classroom has enhanced student’s active
participation in learning, particularly students with disabilities. The authors
of this article facilitated several case students and the participants of the
case studies were students with disabilities. One study consisting of
school-aged participants demonstrated an improvement in student engagement
which was directly correlated with student’s participation in literacy and
numeracy mobile technology app usage. Similarly a study consisting of secondary
students and their enriched access to mobile technologies in the classroom
showed improvements in professor’s ability to present knowledge as well as an
enhancement of student’s ability to access knowledge. Mobile technology is
making the aspiration for Universal Design of Learning, a reality.
Furthermore,
the article provides strategies for successfully implementing mobile
technologies into the classroom. First and foremost, education and awareness is
essential and informing parent(s)/guardian(s) about the importance and value of
mobile devices is crucial. Secondly, access to professional development is
necessary. When the tools and resources are accessible, educators require the
knowledge and skills related to how to use mobile devices most effectively.
Thirdly, funds need to be available to purchase and maintain the technology.
Fourthly, the school and the home need to collaboratively work together. If the
student is being provided with access to learning at school, he/she needs equal
access at home.
Overall,
the incorporation of mobile devices in the classroom has proven to foster
student engagement and as a result impact student achievement positively.
However, simply handing a teacher an iPad and saying, “here… use this to help
your student who has written output difficulties” is not sufficient. It is
imperative to provide awareness and understanding of how to best incorporate
the assistive technology device. I am a Special Education teacher and I do have
two iPads in my classroom. Enrolling in this course and gaining the knowledge
and awareness related to how to use my iPads most efficiently to support the
needs of my students has supported my ability to implement mobile technology in
my classroom. I am very grateful for this course because I believe it has
enhanced my ability and willingness to create a classroom tailored to Universal
Design for Learning.
Rodríguez,
C., Strnadová, I., & Cumming, T., (2013). Using iPads with students with disabilities: lessons learned
from students, teachers, and parents. Intervention
in School and Clinic, 49(4), 244–250. doi: 10.1177/1053451213509488
This article provides an overview of an action research project that was funded through the Association of Independence schools as part of the Australian Government Quality Teacher Program. The goal of the action research was to examine the process and outcomes related to the implementation of iPads for students with disabilities.
Initially, this action research project was implemented through the incorporation of the best evidence synthesis (BES) model. First, qualitative and quantitative data was collected related to current student achievement. Next, the participating teachers meet regularly to participate in a variety of training and professional development sessions. Then, students with disabilities were exposed to iPads in the classroom. Results were collected through teacher blogs, student video interviews, and teacher video interview and focus groups.
The findings of this action research project revealed that teachers believed students who had access to iPads in the classroom became more independent. In addition, students who had access to iPads explained how there was an improved confidence in their abilities to complete academic tasks and they were finding learning more fun. Overall, when provided with the opportunity to use iPads for learning amongst student with disabilities, student achievement improved.
However,
some teachers did express limitations. One limitation in particular was related
to the lack of accessibility. A student may have access to an iPad in their
special education classroom but will not have access to those same tools in
their regular education classroom. Personally, I experience the same limitation
with my students. I do have mobile devices in my classroom and my students use
them frequently. However, when integrated into their regular education
classroom they do not have the same access to assistive technology. Advocating
for my students is a large component of my job. Explaining to colleagues the
importance of assistive technology for that student is challenging and often
the teacher is reluctant to allow the assistive technology to be in their
classroom because it is unfair to the other students. How is it unfair? Isn’t
it unfair for the student to sit in class and be taught a way he or she can’t
learn? I wish so many times that I had the courage to say this, but I fear
conflict and confrontation. I think some teachers need to be provided with
additional opportunities for the development of their technological pedagogical
knowledge.
Cumming,
T. M., & Strnadova, I. iPads as instructional tools to enhance learning
opportunities or students with
developmental disabilities: An action research project. Action Research,
12(2), 151-176. doi: 10.1177/1476750314525480`
Article #4: AIM for Digital Equity. By: Bowser & Zalaba
In the introduction of this article the authors explain how the elimination of paper textbooks continues to transpire. The introduction to textbooks via digitally has enhanced and will continue to support struggling readers and students with disabilities ability to access text. However the authors explain, “If content developers and manufacturers design and develop digital content and electronic learning tools in ways that prohibit the use of reading software and hardware and assistive devices, then they will create new barriers just as they dismantle older ones” (Browser & Zalaba, 2012, p. 16). Therefore, as technology continues to be implemented into the classroom the process should be gradual and closely examined to ensure future barriers are prevented.
Subsequently, as technology continues to be introduced to the classroom educators need to be provided with the knowledge and awareness of how to acquire instructional materials in a variety of ways. Likewise students need to be provided with the opportunity to access materials for learning in variation of ways. When students are provided with the capacity to access text differently, this process is known as accessible instructional materials (AIM). There are a variety of resources to support the AIM process.
Purchased materials, free materials, and create your own materials are three methods related to AIM. Previously, I purchased WYNN in my classroom to support a student’s ability to access text. WYNN, older software, would be considered AIM purchased material. Free materials are also available online but it is important to get the most accurate and authentic resource. Also, teachers can incorporate their own AIM by making text more accessible to students (printing large text, scanning textbooks, printing notes).
Overall, text is becoming more digitally accessible in the classroom yet there are still actions required to support this process. Increased awareness of current resources, professional development related to AIM, and increased collaboration are all important steps supporting the incorporation of digital text in the classroom.
Bowser, G., &
Zabala, J., (2012) AIM for digital equity. Learning & Leading with
Technology. 16-19.
Article #5: Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology. By: Reid, Strnadová, & Cumming
This article
explains the different attempts and strategies employed to support students
with disabilities, in particular Dyslexia. Isolating, integrating, including
with support have been implemented in schools system. Although these methods
have been successful, are these strategies fostering Universal Design for
Learning (UDL)?
“UDL involves
planning the classroom environment and instruction so that it is accessible for
all students from the start, without the necessity of adaptation or
modifications” (Reid, Strnadová, & Cumming, 2013, p. 175). When students are segregated, integrated, and
included into the classroom setting, how evident is UDL? Students with
disabilities should be provided with the means to access knowledge and learning
through a means that supports their abilities in a typical classroom setting.
Mobile technology is making the goal of achieving UDL a possibility.
When considering
appropriate mobile technology for a particular student, assessment is critical.
It is valuable to identify the learners’ difficulties, understand the families’
perspectives, determine learning barriers, consider the curriculum, and reflect
on the mobile technology that will break down barriers, difficulties and/or
assumptions. Determining the most effective mobile technology can enable an
individual to have a mobile toolkit at their fingertips which will enhance
their ability to read, compose text, note take, organize, and engage in
metacognition/ study skills.
Again, as discussed
in previous articles it is extremely crucial to incorporate teacher training
when implementing mobile technology into the classroom. Developing common
goals, collaborating with school milieu, connecting with families, regularly
scheduling review meetings, and supporting all individuals involved are
essential components when including mobile technology into the classroom.
Reid, G., Strnadová,
I., & Cumming, T., (2013). Expanding horizons for students with dyslexia in the 21st century: universal design and mobile technology. Journal of Research in Special Educational
Needs, 13(3), 175–181. doi:10.1111/1471-3802.12013
Article #6: Learning from Text. By: Edyburn
Through
the incorporation of the No Child Left Behind Act of 2001 this article explains
the compulsoriness of ensuring students be encouraged, supported and provided
with means for accessing text. However, “the emerging dilemma for teacher,
administrators, and policy makers centers on the relationship between the
variables of time, conditions, and achievement” (Edyburn, 2003, p. 17).
Although there are rules and regulations emphasizing the need for Universal
Design for Learning, is there equal emphasis on the availability of resources,
time, money, assistive technology, and/or professional development? I believe
there is a magnitude of resources and tools available to support the
implementation of the No Child Left Behind Act of 2001 but awareness and
accessibility of these resources and tools is not of importance. Are schools
being given money to purchase assistive technology tools? Are teachers provided
with professional development to learn how to provide instruction based on Universal
Design for Learning? Do educators have the time to learn about new technologies
and how to incorporate the technology into their classrooms? If educators are
being mandated to provide ALL learners with access to text we should be
provided with the abilities to do so.
Furthermore,
this article reveals the difference between remediation and compensation
Remediation is used to strengthen an individual’s ability or to enhance a
particular skill while “compensation approaches recognize that ongoing persistent
deficits in performance must be addressed through strategies that minimize or
eliminate the impact of disability on performance” (Edyburn, 2003, p. 19). The
implementation of remediation has its benefits, but this article explains the
inevitable need for additional compensation methods.
Next,
the article provides some compensatory strategies for accessing text and
provides instructional and assistive technology tools to support these
strategies. Bypassing reading, decreasing reading, supporting reading and
guided reading are compensatory strategies and there is a variety of assistive
technology, websites, and software’s mentioned throughout this article to
support these compensation strategies. Yes, more tools and resources to use! I
am grateful to learn more about these tools and I hope to implement them into
my classroom. I as an educator have a responsibility to ensure all students
have access to text. But again I ask the question… are we provided with
sufficient time, money, and or opportunities to incorporate these strategies?
Edyburn,
D. L., (2003) Learning from Text. Special Education Technology Practice, 16-27. Retrieved May 26, 2014, from http://indicators.knowbility.org/docs/resourcebank/LearningfromText.pdf
Closing Remarks:
Incorporation of Universal
Design for Learning should be a mandate for all educators.
Likewise, assistive technology needs to be implemented into the classroom. It
is unmistakable from the research articles provided in this post, there is a
magnitude of evidence proving the positive impact UDL and assistive technology
has on student achievement. Student engagement, confidence, accessibility, and
active participation in learning are all positive outcomes related to UDL and assistive technology. Aren't these
outcomes the goals of education?
Furthermore, all students
have the right to learn and educators need to find the best means to teach
them. When we consider incorporating mobile technology into the classroom, we
need to assess, collaborate with others, engage in professional development and
learn to incorporate it effectively to best meet the needs of our students. It takes a village to raise a child... it takes a community of educators and caregivers to successfully educate a student.
Change is scary and
some educators are fearful of moving towards UDL and/or incorporation of assistive
technology. It does take time, training, resources, funds, and willingness.
But, we cannot make excuses or fear giving our student accessibility to
learning. Our mission is to teach and allow students to learn! Assistive technology and UDL make this mission possible.
