The document discusses Universal Design for Learning (UDL) and assistive technology. UDL aims to give all students different options for assessments and instruction to allow for learning. It has three pillars - recognition networks for perceiving information, strategic networks for planning tasks, and affective networks for engagement. UDL implies using varied materials and methods. Assistive technology uses technology to help those with disabilities perform tasks, such as screen readers that read text aloud for the blind. Examples of assistive technology for computers include braille embossers, keyboard filters, light signalers, screen readers, and large-print word processors.

1. J E S S E M . R O A
UDL AND ASSISTIVE
TECHNOLOGY
PRESENTATION

2. WHAT IS UDL?
• UDL is an acronym related to a set of principles.
• UDL is about giving differing solutions for
assessments and instruction to students in ways that
allows all individuals to learn.
• The acronym stands for Universal Design for
Learning.

3. UDL AND ITS THREE PILLARS
• 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.
• 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.
• Affective Networks: The “why” of learning. How
learners get engaged and stay motivated. How
they are challenged, excited, or interested.

4. UDL’S IMPLICATIONS FOR LEARNING
• UDL implies that students need to have different
materials and methods for solving problems in their
work or learning.
• With the increased usage of UDL, technology must
increase in its implementation in the classroom as
well.

5. ASSISTIVE TECHNOLOGY
• Assistive technology is the usage of any kind of
technology that allows individuals with disabilities to
perform actions that would otherwise be either
impossible or prohibitively difficult.
• For example, the blind may have a software
program that reads text out loud to them, and the
speech impaired might use a device that speaks on
their behalf by translating keyboard text into spoken
language.

6. TYPES OF AT FOR MICROSOFT
COMPUTERS
• 1. Braille embossers- This piece of technology translates
computer text into printouts which can be used by the blind to
read from.
• 2. Keyboard filters- These programs predict what words a user
is looking to use, allowing the user to use less keystrokes in
order to write on the computer.
• 3. Light signaler alerts- If a user is hard of hearing or even
deaf, when an audio cue goes off that they might otherwise
miss, the light signaler will clue them in to the fact that an
audio cue has just gone off by flashing a light.
• 4. Screen readers- A screen reader will translate text on a
computer screen into audio form, allowing a blind user to hear
the computer even though they can not see it.
• 5. Large-print word processors- These allow a user to view
everything in large print without having to adjust settings or
perform extra actions.

7. ADDITIONAL RESOURCES
• Universal Design for Learning Lesson Plan Outline:
• http://www.specialconnections.ku.edu/~specconn
/page/instruction/udl/case/casea/pdf/casea_lesso
n_blank.pdf
• UDL Presentation
• http://setsig.iste.wikispaces.net/file/view/UDL+and+
Teacher+Preparation-final.pdf