Review and Critique of UDL and Assistive Technology Research Articles

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

Article #3: iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. By: Cumming & Strnadova

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.