2. UNIVERSAL DESIGN FOR LEARNING (UDL)
• Makes learning accessible to ALL types of learners
• UDL is about making instructional goals, using different teaching
methods, materials, and assessments that is customized for each
individual learner.
• 3 learning centers of the brain (from http://www.cast.org/udl/index.html ):
1. Recognition Networks--The "what" of learning
• How we gather facts and categorize what we see, hear, and read. Identifying
letters, words, or an author's style are recognition tasks.
2. Strategic Networks--The "how" of learning
• Planning and performing tasks. How we organize and express our ideas.
Writing an essay or solving a math problem are strategic tasks.
3. Affective Networks--The "why" of learning
 How learners get engaged and stay motivated. How they are challenged,
excited, or interested. These are affective dimensions.

3. UDL—IMPLICATIONS FOR EDUCATION
• Teachers need to look at the needs of ALL of their
learners.
• Lessons should be designed to incorporate more than
just lecture, reading, and writing on paper.
• Technology should be embraced and used to create new
ways to engage students and allow students multiple
ways to share their knowledge.
• Assessments should also allow students to show their
knowledge of a subject in more than one way.

4. ASSISTIVE TECHNOLOGY
• Assistive technology is any technology that helps to
make learning accessible to a student with special needs.
• It can be physical: wheelchair, ramps, specially set up
classroom to make it possible for a physically
handicapped student to succeed in the classroom
• Computer technology can include: special keyboards,
speech to text, books read aloud, software to create
visual presentations, and many more tecnologies.

5. ASSISTIVE TECHNOLOGIES—IMPLICATIONS FOR
EDUCATION
• Students, who in the past have been in a special
education class, could be included in the mainstream
classroom
• Students of all abilities could learn about a certain topic
in different ways and present their knowledge of a topic
in a way that suits their learning style and strengths
• This involves looking at education in a new way
• Not all students would be, or should be, doing the same
activity as every other student in the class.
• Teachers will have to rethink how they plan their lessons
and grade the subjects they teach.

6. ASSISTIVE TECHNOLOGIES FROM APPLE
• Spell Check/Dictionary
• Voice Over—provides verbal description of a web page
• Text to Speech—Reads text aloud to students
• Speech to Text—Struggling writers can say the words and the computer
will type them
• Braille Display Support
• Screen Magnification
• Close Captioning
• Keyboards--Slow Keys, Sticky Keys, Mouse Keys—for students with
fine motor skill difficulties
• These are just a few of the technologies that are offered to help people
with different learning styles and abilities learn and share what they
have learned in different ways.

7. 2 ADDITIONAL RESOURCES
The following websites have additional
information about UDL and Assistive
Technologies:
• http://udltechtoolkit.wikispaces.com --This
one has links to actual templates, audio
books, etc. to use with students in many
different areas of the curriculum.
• http://www.greatschools.org/special-
education/assistive-technology/784-parents-
guide-to-assistive-technology.gs --This one
offers help for parents to understand
assistive technology