Technology & Universal DesignTechnology & Universal Design

Sarah C. Wayland, PhDKatharina Boser, PhD

Dependence Independence

Therapies(remediation)

Assistive Technology(accommodation)

Environmental Modifications

(accommodation)

Traditional Human Supports

(accommodation & remediation)

Teaching Modifications

(accommodation)

Independence

Assistive Technology is uniquely designed for the individual; IEP and GT services will still be needed under UDL curriculum

Reduce Barriers

Universal DesignFor Learning

UDL

Overcome Barriers

IndependenceIndependence

School(Universal Design

for Learning)

Home(Universal Design

& UDL)

Work(Universal Access)

Presentation Overview Accomodations and the Law What is Universal Design? Technologies that serve ‘visible’ disabilities Technologies that serve less ‘visible’ disabilities

(LD, ADHD, Emotional/Social impairment) Focus on Listening, Speaking, Reading, Thinking,

Organizing, Socializing/Regulating) Engaging students with mobile tech, web 2.0, and Gaming

Equal Access and Self Advocacy

Accommodations must be Individualized

Each person has unique set of weaknesses Each person has unique set of strengths Obligation to create technology that people

will use Headstick Alphasmart, Dynavox

Technology supports and the Law

Section 504 of the Rehabilitation Act of 1973 - Prohibits exclusion of individuals with disabilities in programs and activities

receiving Federal financial assistance.

Americans with Disabilities Act of 1990 - Prohibits discrimination of the basis of disability.

Individuals with Disabilities Education Act of 1997 - Ensures a free appropriate public education to all children with disabilities.

Section 508 of the Rehabilitation Act (1998) - Prohibits federal agencies from procuring, developing, maintaining, or using

electronic and information technology that is inaccessible to people with disabilities.

“Universal”

Curriculum must be flexibly designed from the beginning

Must be customizable to provide both challenge and supports for many levels of abilities and learning styles

Universal Design for Learning (UDL)

Applies concept of Universal Design to education

Principles developed in the 1990’s by the Center for Applied Special Technology (CAST-www.cast.org)—Federal support since 1999

Three learning networks:Strategic networksRecognition networksAffective networks

© CAST, Inc.

© CAST, Inc.

Strategic NetworkStrategic Network

UDL Principle:UDL Principle: Multiple Means of Action and ExpressionMultiple Means of Action and Expression

Supports learning by providing:Supports learning by providing:

options for options for executive functionsexecutive functions

options for options for expressive skillsexpressive skills

options for options for physical actionsphysical actions

© CAST, Inc.

Recognition NetworkRecognition Network

UDL Principle: UDL Principle: Multiple Means of Multiple Means of RepresentationRepresentation

Supports learning by providing:Supports learning by providing:

options for options for understanding conceptsunderstanding concepts

options for options for understanding languageunderstanding language

options for options for perception (interpreting perception (interpreting sensory information)sensory information)

© CAST, Inc.

Affective NetworkAffective Network UDL Principle:UDL Principle: Multiple Means of EngagementMultiple Means of Engagement

Supports learning by providing:Supports learning by providing:

options for options for creating interestcreating interest

options for options for sustaining effort and sustaining effort and persistencepersistence

options for options for self-regulationself-regulation

Implementing UDLImplementing UDLhttp://www.cast.org/publications/UDLhttp://www.cast.org/publications/UDL

guidelines/version1.htmlguidelines/version1.html

All the brain networks engaged All the brain networks engaged simultaneously.simultaneously.

Teaching Methods ComparedUDL: Avoid limiting presentation

style. Frequent questions,

clarification, interactivity Heterogeneous working

groups  Provide adapted

materials for note-taking Allow student to move at

own pace

Traditional: Lecture style,

homogenous grouping, unsupported note-taking

Passive learning Teacher determines

who answers—’round robin’ (timed)

Assessments Compared

UDL: Individual choice

allowed for accomplishing learning tasks

Consider alternate means of assessment

Technology provides immediate feedback to student and for teacher to adjust

Traditional: Mostly multiple choice and short essay answers.How the student shows what they know determines their grade (e.g., timed test)

The Archeology of Human Learning.

Learning requires:

Movement Challenge and frustration--exploration Emotional arousal Confidence Repetition Adequate sleep A sense of being in control Multisensory stimulation Lots of pictures

Dr. John Medina“Brain Rules”

Technology for People with Motor Impairments

• Braces

• Canes/crutches

• Trikes

• Walkers

• Curb cuts

• Wheelchairs - motorized and self-powered

• Extension grabber

• Prosthetics

• Driving

• vehicle access

• vehicle conversions

• wheelchair lifts, loaders, carriers, restraint systems

• Postural supports

• Velcro!

Technology for People with Motor Impairments

• Voice synthesizers

• Joystick instead of mouse

• Keyboard Alternatives• Intellikeys• Head stick• Voice Recognition

• Expanded keyboards

• Key guards

• Mini-keyboards (use with one hand)

• Switch-operated equipment

• Splints & supports

• Lift chairs & lift cushions

Architectural Modifications for People with Motor

Impairments• Ramps

• Rails

• Lifts and elevators

• Lever handles (not knobs)

• Doors that open automatically

• Wide doors and hallways

• Lower countertops & sinks for people in wheelchairs

• Bench in the shower stall

• …?

Technology for People with Hearing Impairments

• Hearing aids • Cochlear implants• Visual alert & signal

systems• Amplification Systems

• audio loop• FM• infrared

• TDDs/TTYs (teledata and teletype devices)

• Replaced with video conferencing with sign language interpreters

• Telephone adaptations• Closed-captions• Sound -> pressure pattern

vest (R&D)

AccelagloveBy Anthrotronix, IDRT

Technology for People with Vision Impairments

• Braille• Talking clocks &

watches• Talking equipment• Seeing eye dogs• Cane• Audio books• Book readers (e.g.,

Kurzweil)• Screen readers

• Sensors for safety &

security• Speaker phone• Talking calculators• Labeling • Large button phone• Large print books• Magnification systems

Amigo Amplifier

Specific Learning Disabilities

Orthopedic Impairment

Multiple Disabilities

Other Health Impairment

Visual Impairment

Hearing Impairment

Emotional Disturbance

Deaf Blind

Mental Retardation

Autism

Speech or language impairments

Developmental Delay

Traumatic Brain Injury

U.S. Department of Education, National Center for Education Statistics (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 2.

Children 3 to 21 years old in federally supported programs by type of disability: 2006-07

13.6% of all children in

public school

Types of Disabilities Hearing impairments Visual impairments Orthopedic impairments Specific learning disabilities Speech or language impairments Other Health impaired (ADHD, Diabetes) Emotional Disturbance Autism Developmental Delay

Accommodate and/or Remediate?

Look Behind the Mask

Areas of Focus for our Examples

Impairments Associated with Executive Functions

Impairments Associated with Language Impairments Associated with Social

Knowledge and Skills

Armstrong ModelExecutive Functions

(work together in various combinations)

Organizing, prioritizing,

and activating to work

Focusing, sustaining, and shifting attention to

tasks

Regulating alertness, sustaining effort, and processing

speed

Managing frustration

and modulating emotions

Utilizing working memory

and accessing

recall

Monitoring and self-

regulating action

1. Activation 2. Focus 3. Effort 4. Emotion 5. Memory 6. Action

6 Aspects of a Complex Syndrome

From Brown, T. 2005

Disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language resulting from an imperfect ability to:

Specific Learning Disabilities

• listen, • speak, • read, • write, • spell, • think, or • do mathematical calculations.

Language Based

May be language or Executive Function Based

May be visual, language or Exec. Function based

Language Input and Output Model

Heard WordSeen WordPicture

Orthography PhonologyConversion

Visual Word FeaturesGraphemes

Orthographic Lexicon

OutputLexicon

GraphemesMotor patterns

Writing

OutputOutput

InpuInputt

Visual FeaturesObject Description

Speech

SemanticsSemantics(Meaning)(Meaning)

Phonetic FeaturesPhonemes

Lexicon

Boser, 2005

PhonologyOrthographyConversion

Output LexiconPhonemes

Articulatory Features

Listening (receptive language deficits, auditory processing

disorder)

• Amplification system• Noise-canceling

headphones (difficulty filtering out noise)

• Earplugs (oversensitive)

• Earobics• FastForward

Accommodation: at work and school

Remediation: in the clinic

As loudness increases, fireman climbs higher

Dr. Speech’s vocal visual feedbackChatbox ‘speaks’ common phrases

Speaking (expressive language deficit, apraxia)

Pitch skill development by navigating boats

See http://starfall.com, http://cbeebies.com, http://onemorestory.com

Reading (dyslexia, low level Phonemic Awareness, High

level Comprehension)

Work on Fluency(see read aloud Please!)

Teach Vocabulary--graphicsSee wordgirl app, fablevision

Use a range of Comprehension Enhancing

techniques:Summarizing, Question and Answer

Graphic Organization--Story StructureNote Taking

See Don Johnston produces and “rationale’”

Phonemic Awareness:Phoneme blending and segmenting

Manipulation of phonemes: add, delete and substitute

Remediation

http://www.donjohnston.com/products/start_to_finish/

Reading Software

http://www.kurzweiledu.com/

Remediation and Accommodations

Reading/Language Technologies

ebookman

Accommodation Remediation

Audible books--onlineSee bookshare.com etc.

Highlighters/markers & tape

Clozepro

Rationale

To make a podcast you need an audio file--use freeware--AudacityA podcast host (podbean) and an RSS feed--

Podcasts and PodcastingAccommodation

Accommodation:

Spelling (Dyslexia and Phonemic Awareness (PA)

impairment)Earobics, Fastforward,

Laureate and Parrot software

Turning letters into sound

Remediation:

• Spell Check• Focus on Content, allow

creative spelling• Allow verbal, kinesthethic

pictoral (or other) rather than written expression

Writing (dysgraphia, executive function impairment)

Pencil GripsDigital Recorder

PAWS, Portable AssistiveWriting System Writing With Symbols

Assistive Keyboard with Word Prediction,

and writing features Remediation and Accommodation

Accommodation

Microphone

Tools to Aid Thinking and Writing

(cause my head’s going to explode with ideas)

http://www.inspiration.com/Kidspiration

In Writing view, pictures areConverted into hierarchical outline

Thinking (or Executive Function deficits)

• Extra time• Mind maps• Goal setting tools• Alarms, Timers• Organizers

• iPhone, iPod Touch• Blackberry• Google Calendars

• Working memory training

• CogMed• PositScience• Parrotsoftware• Games

• Mind mapping software• Kidspiration

Accommodation: Remediation:

From shoder.org/interactive

UDL Math- two examplesMath

Social and Sensory Issues

• Social groups• Mood regulation

•Service animal• Sensory Toys

• Sensors • Symtrend• Compression• Conversation clock• Robots for Joint

Attention

Accommodation: Remediation:

Robots that aid social learning(C.Lathan, M. Mataric)

Facial expression games (Baron-Cohen, Strickland)

Virtual Buddy to help narrative story telling (J. Cassell)

Emotion sensors (M. Goodwin)

Ubiquitous Computing (G. Abowd)

Robots That Care, The New Yorker Oct. 2009 (by J. Groopman)

Universal Design for Learning‘wordle’

Mobile Computing andWeb 2.0

“Really Simple Syndication” sends stuff to you whenever--where ever you are

You’ll need a reader or ‘aggregator’ like google.reader for writtenText or articles or useAnd application in ‘itunes’ to get ‘new episodes’ audio/video

Accommodation

Moodle

Using Technology to Produce and Share

Products Phase III – Student

As Producer

Student As

Publisher

Student As

Audience

Student As

Reviewer

•Communication•Collaboration

•Creation

21st C

Skills From rjleister at sanjuan.edu

Video Games and Learning

Good video game design leads to: Innovation not replication Knowledge designed into tools, virtual worlds,

systems Knowledge is distributed and sharable in social

networks, technologies other people (see mue’s--multi-user environment)

Encourages thinking in terms of complex systems and interactions, not just isolated facts and events▪ Still need more goal structure, reflection,

mentoring and debriefing

See latest books/Chapters: The Ecology of Games K. Salen (Ed.) and papers by James P. Gee

Examples

http://q2l.org

Kinesthetic Learning

Accessible Email, Searches etc.

Using recorded voice via Coglink, IcanEmail, Springdoo, V3mail,

Vemail Firefox and Internet Explorer also have

good tools Customized Browsers will convert

mathematical text into auditory file for blind (for example)

Self Advocacy Sites.. Blogs, chats, podcasts

Assistivetek.blogspot.com Ldpride.net/chatguidelines.htm Ldpodcast.com, disability411.jinkle.com Autismvoice.com Addresources.org/adhd_webcasts.php Find groups at linked in, Myspace, facebook or

wikispaces Video

Use skype to video conference Doit.wisc.edu/accessibility/video

Dependence Independence

Therapies(remediation)

Assistive Technology(accommodation)

Environmental Modifications

(accommodation)

Traditional Human Supports

(accommodation & remediation)

Teaching Modifications

(accommodation)

Independence

Assistive Technology is uniquely designed for the individual; IEP and GT services will still be needed under UDL curriculum

Reduce Barriers

Universal DesignFor Learning

UDL

Overcome Barriers

From Agricultural to Conceptual Age

Agricultural Age(farmers)

Industrial Age(factory workers)

Information Age(knowledge workers)

Conceptual Age(creators &

empathizers)

ATG: Affluence Technology and Globalization

18th

19th 20th 21stCentury

Daniel Pink

From D. Pink’s “Why Right Brainers will Rule the World”

National UDL Task Force Coalition of 38 national general education and

disability groups

Mission: promote implementation of UDL through policy/legislation and dissemination of information to stakeholders

Higher Ed Opportunity Act, Literacy bills, recommended use for Recovery Act funds

For more UDL resources: See MATN UDL Toolkitshttp://matnonline.pbworks.com/UDL+Toolkitshttp://www.cast.org/pd/institute/index.html

UDL Bill in Maryland www.udl4maryland.com

Supported by stakeholder coalition between general and special education, educators and parents

Purpose-to incorporate UDL into the policy, practices and curriculum of elementary, secondary and higher education

MSDE to convene a Task Force to propose recommendations for statewide implementation, including regulations, to the State BOE

Key UDL Websites

National UDL Center-www.udlcenter.org UDL

guidelines-www.udlcenter.org/aboutudl/udlguidelines

National UDL Task Force (including FAQs for parents and teachers)-www.udl4allstudents.com

EMAIL US AT; Kboser@gmail.com Sarah.wayland@gmail.com