Universal Design for Learning and Assistive Technology: Promising Developments

Assistive Technology Devices And Services In Universal Design For Learning

Although UDL lessons can reduce barriers, increase access, and build in supports for a range of learners, accommodations may still need to be made for individual learners who have specific needs. Such accommodations often include the use of AT devices and services. Years ago, an International Business Machine (IBM) training program for AT stated, “For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible” (1991, p. 2). In this case, “things possible” means having access to the general education curriculum.

The role of AT and UDL has been discussed at length by, among others, Rose et al. (2006), Edyburn (2010), and Bryant, Bryant, and Ok (in press). Edyburn correctly argued that UDL is not AT, but he also noted that AT and UDL may co-exist, and there is a possibility that UDL may pre-empt the need for certain AT devices, depending on the student and the lesson. Many times, the technology used during instruction is helpful technology for students without disabilities, yet AT for students with disabilities (Bryant & Bryant, 2011). In this section, AT and UDL are explored further by presenting an overview of AT and discussing how research has validated its use for students with LD.