Universal Design Principles and Technology-Supported Learning in the Digital Era: Assistive Technologies in Inclusive Learning

Introduction

One of the greatest revolutions of the Digital Era is, without doubt, digital revolution in education. As new horizons have been opened by means of the Digital Era, the methods applied through digital tools have drawn attention as a replacement for conventional learning and learning methods, and the world of education has gone through a big transformation as a result of the digital revolution. With the digital transformation in education, the pace of such advancements in digital technologies in the Digital Era in which we live is unprecedented, and the innovations introduced are beyond our imaginations. These innovations make access to information independently from time and space possible. Education is transformed into a data-based and personalized experience. Owing to the digital transformation in education, the learning process is under learners’ control. Learners are enabled to manage the learning process according to their personal preferences. Learners learn whenever they want and most importantly, they do not study at the average pace of the class, but at their own pace, thus adopting their own learning process. In addition, these technologies even motive adults, as well as children, and help them learn without becoming bored. In this context, digital learning is of great importance for the individualization of learning on the basis of the learning pace, style and needs of learners, i.e. learner variety/differences; and are very practical regarding benefiting from the availability and accessibility of technologies in designing educational programs.

Digital instructional tools have a potential to make a change if they are used to create equal opportunities in life for all learners, especially for disadvantaged learners (learners at risk or learners with special needs). If we consider the potential that the technologies at hand have, it is not hard to imagine more sophisticated and more personalized learning systems and applications that make things easier in daily life will be created in the following years. The digital potential may also help learners build a better future as well as improving their daily lives. Therefore, it is a must to help many learners, including learners with special needs, as well as learners, who display typical development, access to these opportunities and benefit from the opportunities provided by the digital world as much as possible. Learners with special needs can also learn, live independently in the future, and most importantly, integrate with society just like all typically developing learners when they are provided with these opportunities. At this juncture, a fair learning environment will be needed to be created for all learners utilizing assistive technologies based on universal design principles. In the Digital Era, access to information is crucial, and assistive technologies are a means to provide effective and efficient educational opportunities and to ensure inclusive learning.

Based on above thoughts, the purpose of this book chapter is to explain assistive technologies from the perspective of inclusive learning through the theoretical pillars of Universal Instructional Design. In this regard, the chapter explains these concepts and provides examples of assistive technologies for learners with special needs and serves as a guide that introduces new approaches and tools for teachers and practitioners in special education. To achieve this purpose, the chapter benefits from explores up-to-date literature and mold it by benefiting from practice-based experiences gained in the field.