Universal Design for Universal Design for LearningLearning

Assistive Technology Assistive Technology

Assistive Technology ToolkitAssistive Technology Toolkit

URL:URL:http://projects.cbe.ab.ca/sss/ilscommunity/lehttp://projects.cbe.ab.ca/sss/ilscommunity/learningspaces/assistive-toolkit.asparningspaces/assistive-toolkit.asp

What skills and knowledge do we already What skills and knowledge do we already have to move forward with AT?have to move forward with AT?

What gaps are present in relation to What gaps are present in relation to knowledge and skills that need to be knowledge and skills that need to be considered?considered?

Results NowResults Now

Underdeveloped literacy skills are the number one reason Underdeveloped literacy skills are the number one reason why students are retained, assigned to special why students are retained, assigned to special education, given long-term remedial services, and why education, given long-term remedial services, and why they fail to graduate from high school.they fail to graduate from high school.

Vincent Ferrandino and Gerald TirozziVincent Ferrandino and Gerald TirozziAdolescents entering the adult world in the 21Adolescents entering the adult world in the 21stst century will century will

read and write more than at another time in human read and write more than at another time in human history. They will need advanced levels of lteracy to history. They will need advanced levels of lteracy to perform their jobs, run their households, act as citizens, perform their jobs, run their households, act as citizens, and conduct their personal lives.and conduct their personal lives.

Richard VaccasRichard Vaccas

What is Universal Design for What is Universal Design for Learning (UDL)Learning (UDL)

Multiple means of representationMultiple means of representation to give to give learners various ways of acquiring information learners various ways of acquiring information and knowledgeand knowledgeMultiple means of expressionMultiple means of expression to provide to provide learners alternatives for demonstrating what they learners alternatives for demonstrating what they know, andknow, andMultiple means of engagementMultiple means of engagement to tap into to tap into learners' interests, challenge them appropriately, learners' interests, challenge them appropriately, and motivate them to learnand motivate them to learn

Cast WebsiteCast Website

Assistive Technology: Electronic Assistive Technology: Electronic Curb CutsCurb Cuts

Assistive Technology Assistive Technology

Feidorowicz (2005)concludes that” not that Feidorowicz (2005)concludes that” not that learning disabled students cannot learn, learning disabled students cannot learn, only that there are brain differences. only that there are brain differences. Learning disabled students can learn, but Learning disabled students can learn, but they must learn in different ways, different they must learn in different ways, different rates, and possibly with different areas of rates, and possibly with different areas of the brain. (Fiedorowicz, 2005).the brain. (Fiedorowicz, 2005).

Balajthy (2005) referenced many studies that found Balajthy (2005) referenced many studies that found had combined visual and auditory presentation of text had combined visual and auditory presentation of text by TTS software improves comprehension, especially by TTS software improves comprehension, especially for struggling readers. for struggling readers. Leong (1995) found that below-average readers' Leong (1995) found that below-average readers' comprehension was improved by use of TTS.comprehension was improved by use of TTS. Wise and Olson (1994) worked specifically with Wise and Olson (1994) worked specifically with students identified as disabled in reading and found students identified as disabled in reading and found that TTS improved comprehension. that TTS improved comprehension. Disseldorp and Chambers (2002) studied the effects Disseldorp and Chambers (2002) studied the effects of TTS on readers of various abilities, finding an of TTS on readers of various abilities, finding an overall average of 7% improvement in comprehension, overall average of 7% improvement in comprehension, with poorer readers benefiting more than better with poorer readers benefiting more than better readers. readers. Montali and Lewandowski (1996) found that struggling Montali and Lewandowski (1996) found that struggling readers performed as well as average readers when readers performed as well as average readers when text was presented in this bimodal fashion. text was presented in this bimodal fashion.