Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is an approach to developing curricula that will meet the needs of the widest possible range of students. Using this approach, curricula are designed with flexible options that can be adjusted for individual students’ needs. Technology can support UDL by offering multiple options for students to access information, demonstrate what they know, and get excited about learning.
By planning in advance for students’ varying abilities, needs, and interests, schools may be able to reduce the need for special services, since accommodations for various learning challenges will be built into the curriculum. In addition, the use of universally designed curriculum tools and materials can reduce the time teachers need to spend in modifying the curriculum to meet students’ needs. Technology can help to streamline the process of creating a universally designed curriculum.
For example, when text is available in a digital format, a number of adaptations are possible:
- A student with a learning disability can listen to the text using a software program that converts the text to speech
- A student with low vision can enlarge the text or change its color on the computer to make it easier to read.
- A student who is blind can use a software program that translates the text into braille.
As the examples above illustrate, universally designed curricula do not necessarily eliminate the need for assistive technology. Rather, they work together to meet students’ needs.
The National Center on Universal Design for Learning (http://www.udlcenter.org/) is an excellent online resource for learning about universal design. Founded by CAST, this national center provides research evidence, implementation guidelines, examples, news, resources, videos, self-paced modules, and more. Its UDL Guidelines section offers a rich collection of examples and resources (http://www.udlcenter.org/implementation/examples) that teachers can use with students.
Technology holds great promise for improving the lives of students with disabilities. Assistive technologies can help students access the curriculum, succeed in school, and enjoy a variety of extracurricular activities. New technologies are constantly emerging, with the potential to improve access for students and make the use of adaptations less cumbersome. As mainstream technologies become more robust, these new technologies may even replace some of the more specialized technologies that were used in the past, allowing students with disabilities to use the same devices as their non-disabled peers. Also, as schools strive to create universally designed curricula and digital learning environments, students will not need to feel “different” because they use technology to access the curriculum.
Even though today’s technologies have tremendous potential to help students with disabilities, it is important to keep in mind that some devices and materials are not accessible. Moreover, even the latest technological developments and universally designed curricula do not necessarily eliminate the need for assistive technologies. Schools should ensure that whatever they purchase is accessible and compatible with any assistive technologies students are already using. A thorough assistive technology evaluation for each student is critical to ensure that the selected technologies will best meet that student’s specific needs. Additionally, when purchasing technologies for students with disabilities, schools and staff should carefully research each purchase and steer clear of a "one-size-fits-all" approach.