Universal Design for Learning is a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It aims to reduce barriers and support all students, including those with disabilities. When integrating assistive technology into instruction, educators must consider each student's needs and how technology can help access the curriculum, improve instruction, and increase motivation. Teachers should design instruction around the student, curriculum, adaptations, and classroom environment and evaluate how well adaptations help students accomplish tasks.

1. Integrate Assistive Technology into 
Academic Instruction
EDPY 497

2. Assistive technology in the classroom
 http://www.youtube.com/watch?v=kQlNyTrKhAg&f
eature=related

3. Universal Design for Learning
Defined by the federal Higher Education Opportunity Act of 2008
 A scientifically valid framework for guiding educational
practice that:
A. Provides flexibility in the ways information is presented,
in the ways students respond or demonstrate
knowledge and skills, and in the ways students are
engaged; and
B. Reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and
maintains high achievement expectations for all
students, including students with disabilities and
students who are limited English proficient.

4. Universal Design for Learning Guidelines
I. Provide multiple means of representation
a. Provide options for perception
b. Provide options for language and symbols
c. Provide options for comprehension
II. Provide multiple means of action and expression
a. Provide options of physical action
b. Provide options for expression and fluency
c. Provide options for executive function
III. Provide multiple means of expression
a. Provide options for recruiting interest
b. Provide options for sustaining effort and persistence
c. Provide options for self regulation

5. Instructional Technology and Instruction
 Educators must consider the integral role that IT
plays in the academic development of children with
disabilities. IT increases access to the general
education curriculum by adapting the
curriculum, improving instructional
delivery, providing practice opportunities, and
increasing motivation.

6. Curriculum, Instructional Planning, and AT
Adaptations
 Decision-making questions such as the following can aid
in the development of valuable lesson plans:
1. What are the student’s IEP goals and short-term objectives?
2. How will the instruction be delivered?
3. What teaching techniques will be used?
4. Will the groups for instruction be large or small?
5. How will materials and adaptations be integrated into the
instruction?
6. What evaluation methods will be used to determine
student progress?

7. Integrating Instructional Technology and
AT Adaptations into Instruction
 Designing instruction
 Student
 Curriculum
 Adaptations
 Classroom
 Implementing instruction
 Delivery
 Groupings
 Evaluating instruction
 Environmental factors
 Use of adaptions
 Monitoring student progress

8. Implementing AT into Instruction
Implementing AT into language Arts,  WordWise Software
specifically vocabulary
 Words Around Me
 Vocabulary knowledge is an essential
component of reading ability.  Words & Concepts
Typically, students with reading
difficulties do not possess an  Merriam-Webster® Speaking
extensive vocabulary because they Dictionary & Thesaurus
have not had multiple exposures to
vocabulary development activities
through reading experience.  Speaking Language Master™
Students with disabilities require
many specific opportunities to build
their vocabulary knowledge base,
including activities to understand
both the literal and implied meanings
of words and to develop the ability to
use vocabulary in a variety of ways

9. Implementing AT into Instruction
Implementing AT into mathematics  Access to Math
 Students with mathematics  Big:Calc
disabilities have problems both in the
memorization of facts and in their  MindTwister Math
use of computational operations
such as addition . The process of  MathPad and MathPad Plus
solving whole-number computation
involves symbols, multiple steps, and
a level of abstraction that proves  http://www.youtube.com/watch?v=I
difficult for many students with k1BuiLyMkY
disabilities. Students with
mathematics disabilities need time
and repetition in a variety of ways to
develop an understanding of all the
complex steps required in
computation activities

10. Implementing AT into Instruction
Implementing AT into science  SciTrain
1. Performing experiments  Zap and Virtual Lab by Edmark
2. Recording observations  Logger Pro by Vernier software
3. Collecting & Recording data  http://www.vernier.com/pro
(measuring) ducts/software/ga-
ipad/?utm_campaign=s12-
4. Analyzing Data - graphs caliper
5. Writing Science/Lab Reports  Digital microscopes
6. Reading science textbooks and  Dragon Naturally Speaking
research

11. Implementing AT into Instruction
Implementing AT into social studies  Browsealoud.com
 http://www.browsealoud.com/
 Model and teach legal and ethical page.asp?pg_id=80122
practices related to technology use.
 Apply technology resources to enable and  Kidspiration graphic organizer
empower learners with diverse
backgrounds, characteristics, and abilities.  Scrip/alpha smart
 Identify and use technology resources that
affirm diversity.
 Promote safe and healthy use of
technology resources.
 Facilitate equitable access to technology
resources for all students.

12. Implementing AT into Instruction
 Gifted learners  By Kids For Kids
 They would benefit from
using technology to help  Webquests
extend and enrich existing
curriculum. Using computer-  Robotics
based resources are a great
way to provide gifted  The JASON Project
students with an  http://www.youtube.com/w
opportunity to network atch?v=KvcojsMjPdc
beyond their immediate
community, and gain global
understandings of the topics
they are researching or
examining.

13. Implementing AT into Instruction
Implementing AT with Ipads  Evernote
 Learning is rarely fun; it’s  Goodreader
even less fun when being
taught within the confines of  iA writer
a lecture hall or classroom.  http://vimeo.com/241565
While this may be true, 34
there’s no reason why you
can’t make the process more  SimpleMind
entertaining and challenging.
 EasyBib
 iStudiez Pro

14. Instructional Delivery
 The evaluation information explored at the end of
the lesson should incorporate an assessment of
environmental factors, use of adaptations, and
monitoring of the student’s progress using the
technology in the lesson.
 This can be done through the Adaptations
Framework known as ADAPT.
 Each letter of the word ADAPT signifies specific
questions for teachers to consider and ways to make
and evaluate AT adaptations.

15. ADAPT Framework
A What am I requiring the student to do?
 The student will learn three new vocabulary words
linked to the science lesson’s concept.

16. ADAPT Framework
D Determine the prerequisite skills of the task.
 The student will be able to listen and respond as the teacher presents the science concept.
 The student will be able to use the smart board in her cooperative learning group to learn about the
science concept
 The student will be able to select color-coded buttons on her computer to locate information
electronically.
 The student will be able to use the turn-taking routine with her computer partner
 The student will be able to copy the word into her computer.
 The student will be able to select pictures that illustrate the words.
 The student will be able to use the Franklin Electronic Dictionary to get a definition for the word.
 The student will be able to use aspects of the word processor and printer .

17. ADAPT Framework
A Analyze the student’s strengths and struggles.
Strengths Struggles
 The student listens during lessons.  Social skill deficits
 The student can work in the cooperative  Some vision problems but does not wear
group. glasses
 The student understands the color-coded  Oral language skills are deficient.
system of the computer.
 Illegible handwriting
 The student follows the turn-taking
routine.  Needs help with sequencing the complete
science concept
 The student can copy words on the
computer.
 The student can use the software on the
computer.

18. ADAPT Framework
P Propose and implement adaptations from among the
four categories.
 Instructional material is adapted using the
computer, the student’s electronic science
 Notebook where she places the words and pictures
for each science concept, and her use of software
to produce her assignments rather than
handwritten products.

19. ADAPT Framework
T Test to determine if the adaptations helped the
student accomplish the task.
 The notebook displays 100% completion for each
vocabulary word.
 The student can answer questions about each
vocabulary word with 70% accuracy.

20. Instructional Delivery
 Instructional delivery is a critical component for improving
students’ access and learning opportunities.
 Use software programs with stated objectives, and match those
objectives to your student’s learning needs.
 Understand the prerequisite skills that are needed in order for the
student to successfully operate the program.
 Find out how the student is “reinforced” during the program and
determine if that fits your student’s needs.
 Examine the independence level of the program and decide if your
student is ready to work alone with the program.
 Establish whether this program actually meets your student’s needs
or if it is simply filling time.
 Look at the flexibility of the program in terms of sound and graphic
sequences. As some of these may be too stimulating or distracting
for certain students.