The document emphasizes the importance of universal design for learning (UDL) in accommodating diverse student needs, particularly for those with disabilities. It discusses the use of various data types to tailor instruction and highlights assistive technologies as key tools for enhancing accessibility in the classroom. Collaboration among educators, specialists, and parents is crucial for developing and reviewing Individual Education Plans (IEPs) to support student success.

1. Prepared By: Scott Curley
3-3-13

2.  Up to 75 % of students with disabilities will be
in regular classrooms (Cennamo, 2010)
 No two students are the same: they will have
unique strengths and weaknesses
 Understand the strengths and
weaknesses, and how certain methods and
assessments carry a bias towards certain
student types
 As educators, we should strive to incorporate
universal design into our classrooms

3.  Data:
◦ Internal-obtained in your classroom
◦ External-retrieved from outside your classroom
◦ Formative-gathered from assessments at the end of
a unit or academic year
◦ Summative-gathered as part of an instructional unit
to provide feedback and opportunities to modify
goals
 Use data to inform decision making and tailor
instruction to accommodate all types of
students

4.  Universal design for learning (UDL): flexible
options for materials, assessment and
methods of instruction to remove barriers to
the educational process
 Flexibility= Accessibility
 Be creative!
◦ Focus on the learning outcome, not the methods
you plan to use
◦ Be aware of the various needs in your
classroom, and have a plan on how to
accommodate a diverse range of students

5.  We are limited by traditional methods of
instruction
 Textbooks, handouts, and pencil and paper
quizzes limit the potential for success for a
diverse classroom
 Digital media is the key factor for
implementing UDL and breaking down
educational barriers
 Traditional methods are ok as long as other
instructional and assessment formats are
offered (i.e. technology)

6.  Chartered under federal legislation:
Individuals with Disabilities Education Act
(IDEA) of 1990
 Individual education plan is written, and
provided freely to all students who qualify
 Collaboration between teacher, parents, and
school specialists (school psychologist,
occupational therapist, guidance counselor)
 Written and agreed upon by all parties before
going into effect

7.  For best results, IEP’s should be evaluated and
reviewed on an annual basis
 Students’ needs change, so will their need for
accommodation
 IEP may require the use of assistive
technologies, inclusive treatment, concerted
efforts of several professionals, and may pull the
student from the classroom to work one on one
with a specialist
 If assistive technology is part of one of your
students IEP, check with your school
administration for specialized training

8.  Can be low tech or high tech, electronic or
not, computerized or simple
 It’s not about the tool itself, but how it is used to
make accommodations for the learner!
 Can often require creativity on the instructional
team rather than a large budget
 Consider simple approaches (modifications of
existing printed materials) as well as more
sophisticated ones (computerized
adaptations, special equipment or learning
software) if needed

9.  Examples of common low tech assistive technology
include:
◦ Using a binder as a slanted writing surface
◦ Having students select from a series of printed images to tell a
story
◦ Utilizing a stamp that students can use to draw the X and Y axis
for algebra
 Possible Implications:
◦ Assist students who do not have a good range of motion with
basic writing skills
◦ Aid students with poor writing or language skills in
communicating
 Retrieved from the state of Washington’s Department of
Education website:
http://www.k12.wa.us/SpecialEd/Families/IEPs/pubdocs/L
owTechAssistiveTechnology.pdf

10.  Varying price range
 Typically easy to operate electronic modifications to
aid learners
 Examples include:
◦ Adapted computer keyboards
◦ Audio books
◦ Tape recorders
 Possible Implications:
◦ Assist students who might suffer from audio
impairment, or attention deficit disorder by equipping them
with affordable, easy to use electronics
◦ Low cost alternative for students who need materials to be
read aloud
◦ Retrieved from:
http://www.cpt.fsu.edu/eseold/in/acom/tech.html

11.  The technology corporation, Apple, demonstrates
its capabilities to offer assistive technologies for
their products (iPod Touch, iPhone 5, iPad) free
of charge
 Specifically stated on Apple’s website, assistive
technology includes possibilities for those who
have visual, auditory, and physical disabilities
 Possible Educational Implications:
◦ Control a variety of devices using text to speech
capabilities
◦ Ability to vocalize written words
◦ Touch screen technology for the visually impaired
◦ Portability advantage compared to computers
 Image and information retrieved from:
http://www.apple.com/accessibility/ipad/vision.
html

12.  Approaches to differentiation are as varied as
the students we work with
 We can not assume what works well for one
student will work well with others
 Pay special attention to needs, monitor and
modify as frequently as possible

13.  Cennamo, K.S., Ross, J.D., & Ertmer, P.A.
(2010) Technology integration for meaningful
classroom use: A standards based approach.
Belmont, CA: Cengage.