Technology and Design for Inclusion: The Impact of Universal Design

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Chapter 4

DOI: 10.4018/978-1-4666-6046-5.ch004

Technology and Design for Inclusion:

The Impact of Universal Design

ABSTRACT

The inclusion of individuals with disabilities in concept and practice is not new to education. However, the attainment of inclusion has been a struggle in most Western countries since the 1980s. The application of Universal Design for Learning (UDL) to classroom practices has the promise of making the goal of inclusion more attainable. In this chapter, the authors outline a definition of inclusion as a foundation for the need for Universal Design. Then a description of the important principles of UDL is described, with attention to the research that supports its use and application. Lastly, the authors describe the technol-ogy trends that, along with UDL principles, have the greatest impact on education in K-12 classrooms, higher education, virtual settings, and in community settings with adults and seniors.

THE DEFINITION OF INCLUSION

Defining inclusion is a complex task. Legislators and professional groups within education have worked to define the term inclusion, and while most educational professionals know what the word means; it is often the case that the concept does not have a common definition across groups (Ainscow & Miles, 2009). For very young chil-dren, the idea of inclusion includes not only the child but the family in a broad variety of age ap-propriate experiences in the community as well

as the home and school (DEC/NAEYC, 2009). For school aged students inclusion refers to the legislated full access to the curriculum found in the general classroom (Rydak, Jackson, & Billingsley, 2000). Within the adolescent, the adult and aged populations, the term refers to the individual’s ability to participate in community activities such as employment, leisure, and independent living (Wehman, 2013). McMaster’s (2012) research on inclusion compiled various definitions of inclusion across countries and across eras. Within his work, McMasters cited Booth and Ainscow (2011) for

Mary Lou DuffyFlorida Atlantic University, USA

Valerie C. BryanFlorida Atlantic University, USA

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their summary of inclusion as it relates to social justice model of thinking. Booth and Ainscow described inclusion as:

• Supporting everyone to feel that they belong;

• Increasing participation for children and adults in learning and teaching activities, relationships, and communities of local schools;

• Reducing exclusion, discrimination, barri-ers to learning and participation;

• Viewing differences between children and between adults as resources for learning;

• Emphasizing the development of school communities and values, as well as achievements; and

• Restructuring cultures, policies and prac-tices to respond to diversity in ways that value everyone equally(p. 11).

These beliefs systems are also espoused by both adult and community educators worldwide.

The challenge that inclusion presents to schools and teachers is that inherent in the idea that all students, regardless of ability, should have access to the general curriculum. For a student with intel-lectual disabilities (IND) to learn the material in a grade level textbook the teacher has to redefine what “learn” means. It would be impossible to expect a student who reads on a 2nd grade level to be able to independently read and understand the material in a 7th grade textbook. However that is what inclusion of a student with IND might require. The teacher has to rethink how to handle the material so that the students can learn the most central concepts. The teacher may also have to redesign how the material is presented or how the student is evaluated, basing these decisions on the student ability level. One practice used in current pedagogy that aids the teacher in making these redesign decision is the application of Universal Design for Learning.

Defining Universal Design for Learning

Universal design for learning comes from the field of Universal design (UD), which has its origin in architecture (Story, 1998). The premise of UD is that buildings should be designed to permit the greatest number of people of all ages and abilities to use them with limited or no barriers (Center for Accessible Housing, 1995). Examples of UD are so commonplace now that we hardly think of them as revolutionary. Think about the use of door knobs versus door levers. The door knob is less user friendly for individuals with arthritis, or limited mobility. The alternative, the door lever allows for easier access for even those with limited gripping ability and is seen everywhere.

From architecture, the idea of erasing barri-ers for all people has spread to many disciplines, including education. Universal design has 11 principles that govern how the right design can make accessibility a reality regardless of disabil-ity, age, or physical abilities. UD as it applies to education is referred to as UDL. The Center for Applied Special Technology (CAST) has lead the way in articulating UD principles for learning. CAST describes UDL as framework for teaching and learning that is built on brain based research (Rose & Meyer, 2002). Figure 1 describes the three basic principles of UDL and the guidelines that operationalize those principles. These prin-ciples and guidelines have been applied to both instruction and curriculum to make them more accessible to all types of learners. See Figure 1.

UDL is a framework for teaching and learning that is based on brain networks rather than learn-ing preferences. Principle 1: Provide multiple means of representation, is centered on the “what “of learning. This includes the facts or details that are learned by reading, seeing, hearing, or sensing. This information comes to us through the recognition network of our brain, including eyes, ears, taste, and touch. Research in the area of neuroscience indicates that the recognition

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network as this first principle refers to, is the place where learning is activated either through what someone sees, hears, touches, smells. The way that an individual recognized new information is related to the information that they have already in their knowledge base. Our prior knowledge helps us learn new information. The recognition network looks for patterns, commonalities between things as a way to make sense of new information. In UDL terms this network should be broad enough to allow individuals to recognize new information in a way that will help the learner associate with past knowledge. Therefore new information should be presented in multiple ways to ensure that all

learners can access the information, associate the new with the previous, and make use of the combined new and old information. Consequently, most of the activities of teaching, specifically the activities revolving about what to teach and what is important (the curriculum), are loosely linked to the recognition network. When teachers plan they determine what is important to know about a specific time period in history or a specific scien-tific principle, or even a certain novel’s structure.

The research that supports UDL’s Principle #1 has a strong connection to the way teachers display information to be learned. Vanderschantz, Timpany, and Hill (2012) studied how the size of

Figure 1. Learning principles for UDL from CAST websiteCAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudlguidelines/downloads

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the font on a whiteboard affected student learn-ing. Likewise, Lee and Suk (2011) considered how color and the contrast between font and background affected reading in a text. These two studies focus on what the teacher does to show or present the knowledge or content to be learned. In applying the first guideline of UDL to curriculum, the teacher would vary the presentation mode. A lecture would be accompanied with an outline, or a PowerPoint© slide show to pair auditory input with visual input. In the same way that a printed syllabus might be accompanied by a podcast of

the syllabus being discussed or shared by the course instructor. Multiple means of representa-tion means that the information is shared using multiple pathways, multiple modalities. Figure 2 suggests how this information may be portrayed.

The second Principle of UDL is Provide mul-tiple means of action and expression. This is the “how” of learning, the way a problem is solved. In brain based research it is the strategic network. Within this principle are the strategies and meth-ods for gaining access to the content or materials, selecting a workable strategy from among all the

Figure 2. UDL for online courses. Retrieved from www.attipscat.wordpress.com

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strategies known to the learner, and expressing how well they are doing to follow their strategy. The strategic network is the part of the brain that allows us to analyze the problem, select a plan, monitor our progress through to completion, and express our findings or solution to the problem. Inherent in the application of Principle #2 is the idea that there is more than one right answer and more than one way to solve a given problem. The notion of allowing for options again comes into play as it did in the first principle of UDL.

The research base for Principle 2 draws heav-ily from two areas: effective communication and goal setting. Reichle (2011) evaluated the effec-tiveness of assistive technology when used with individuals with severe disabilities and found that the technology permitted greater engagement in the task activities, allowing students to get more out of a class activity because the material was more accessible for them. Other researchers found that when the students were given options for their response modes, as in Kennedy, Deshler, and Lloyd’s (2013) study of students with learning disability and varied vocabulary methods, they stayed with the assignment and moved closer to accomplishing the task. The research on setting and monitoring goals has a rich history in special education research. Self-determination is central to instruction in secondary school settings as well as adult education (Schunk, 1990; Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little, 2012).

The third Principle of UDL is Provide mul-tiple means of engagement. This is the “why” of learning which includes the incorporation of multiple ways to motivate and keep engaged. A majority of the supporting research for this principle revolves around student centered learn-ing and giving students choices in the learning process. In one example, Patall, Cooper, and Harris (2010) investigated the use of choice in homework activities to increase the likelihood of completion. Their findings indicated that the students expressed more confidence in completing the homework assignments when given a choice, further, the researchers found a greater percent-

age of homework assignments were completed if given a choice. Like William Glasser’s “Choice Theory” in the Quality School (2010), the notion that when a teacher gives a child a choice we are moving from an external motivator to and internal one. In some instances, Glasser would posit, it is very difficult to rebel against a choice that you made yourself.

To sum up, the thread that runs throughout the three principles of UDL is that learning is enhanced when the teacher provides options for presentation, expression, and interaction. With the diversity of today’s schools it is logical to believe that all students do not learn the same way, or process information at the same speed, or communicate in the same manner. The promise of UDL is that there is a way to get students moti-vated, engage them in learning and provide them with an outlet for demonstrating their knowledge, and even if the path is different for each student it does not diminish the content or the teacher’s power in the classroom.

The Intersection of Inclusion and UDL

Regardless of the definition of inclusion that is used, it is widely held that technology can provide the bridge barriers that exclude individual with disabilities from school and community experi-ences (Emilaini, Stephanidis, & Vanderheiden, 2011). Specifically the application of UDL to instructional planning and practice is the typically thought to be the antidote to “one-size-fits-all” educational practices that have excluded indi-viduals with and without disabilities from full participation. In the next section we will discuss how UDL has been combined with technology and applied to various learning context. The application of UDL and technology in K-12 set-tings will focus on how educators adapt, support and extend learning activities. This discussion revolves primarily around classroom based ac-tivities, those commonly seen in public school settings. In higher education, the application of

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UDL will extend to online instruction and the use of different online teaching techniques. Lastly in adult and community based environments the use of UDL principles and technology will consider how technology increases access across the adult age span. Here UDL and technology are used to maintain access to community resources and ac-tivities. The integration of UDL and Technology in any learning context (k-12, higher education, and adult and community environments) is an offshoot of the practice of inclusion. By using technology in an accessible manner, the individual stays connected to the community at large, whether the community is a classroom, a virtual environment or a community center.

UDL and Technology in K-12 Settings

Jones, Jones, and Vermette (2011) have applied the UDL principles to the primary teaching activity in K-12 settings, lesson planning. Every pre-service teacher becomes proficient in writing lesson plans by the time they leave college. And within a month of real employment they find that the long, details lesson plan won’t work to meet time constraints and student needs. Often they abandon the narra-tive plans to cryptic notes in a planning book. The “Planned Learning Experience” (PLE) described by Jones, Jones, and Vermette (2011) identified placed in a more traditional lesson planning pro-

Table 1. Planned Learning Experience (PLE) Format

Cognitive and affective learning target(s):_____________________________________

     1. How will students show their understanding of the above learning target(s)? Why is it important?

     2. What state standards (performance indicators or relevant curriculum guide) will this learning target(s) address?

Exploratory Phase:

     3. How will the learning experience begin in a way that engages each student and forces connections to prior knowledge?

     4. How will you ensure that all students are ready to meet this learning target by:                a. Developing interest in this lesson.                b. Using prior knowledge.                c. Building classroom community.                d. Fostering positive relationships with every student during instruction?

     5. What formative assessment data will you collect during the exploratory phase to guide           instruction during this lesson?

     6. How will you use the formative assessment learning data to guide the rest of this lesson?           What specific interventions will be planned to differentiate instruction?

     7. What specific interventions will be planned to differentiate instruction?

Discovery Phase:

     8. What authentic assessments of learning (discovery work) will students produce to demonstrate their new understanding of the lesson’s learning target? How does this align with the Six Facets of Understanding (Wiggins & McTighe, 2005)?

     9. What spontaneous and planned interventions will you have available to assist students in developing their authentic assessments of learning (discovery work)?

     10. How will you provide closure to the lesson in a way that allows students to reflect on the lesson’s learning target(s)?

     11. What future opportunities will ensure that students who have not yet met the learning target(s) are able to do so?

Implementation:

     12. What materials, technological equipment and/or human resources are required to successfully implement this lesson?

     13. What is the essential and non-essential content vocabulary required to successfully implement this lesson?

Jones, J. L., Jones, K. A., & Vernette, P. J. (Winter/Spring, 2011). Planning learning experiences in the inclusive classroom: Implementing the three core udl principles to motivate, challenge and engage all learners. Electronic Journal for Inclusive Education, 2(7), article 6, 10-11.

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cess where UDL would open the lesson to more students by offering multiple presentation modes, voice and choice and multiple means of engage-ment. The PLE format is a series of question that guide the teacher in the development of a lesson plan. An example of the planning format can be found in Table 1.

Another planning tool, available from CAST (http://lessonbuilder.cast.org), provides a paper and pencil template as well as model lesson plans and annotated descriptions of the UDL elements

included in the model lesson. The UDL Connec-tions buttons to the right of the model plans allow instant support by providing definitions, examples, and links to research to aid in planning decisions.

Modifying the planning process is one way to adapt the standard teaching and learning process to allow for more effective inclusion. Another way to adapt instruction is to provide alternative methods for attaining the lesson goals. The Family Center on Technology and Disability (FCTD), a funded project through the Department of Edu-

Figure 3. Screenshot of lesson builder from CAST (http://lessonbuilder.cast.org)

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cation’s Office of Special Education Programs (OSEP), provides reliable resources to families and teachers in the application of assistive tech-nology for students with disabilities. The Website (www.fctd.info) features newsletters, videos, and

resource guides to help parents select the assis-tive technology that supports their child’s needs. One standout resource is the Assistive Technol-ogy Resource database. This searchable database reviews online sites, apps, hardware and software

Figure 4. UKAT Toolkit Steps in the Decision Making Process for AT SelectionRetrieved from http://serc.gws.uky.edu/www/ukatii/instruct.pdf

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that are on the assistive technology market. Be-cause the site is funded by OSEP, the resources are reviewed with valid research in mind. Parents and teachers can feel confident in the reviews and recommendations.

Another resource that relies on research to identify effective instruction with assistive tech-nology is the University of Kentucky Assistive Technology (UKAT) Toolkit. Like the FTCD Web based resources, The UKAT Toolkit is grant funded by the Department of Education and OSEP. On the UKAT Website (http://serc.gws.uky.edu/www/ukatii/) the researchers at the University of Kentucky provide a team based decision making process for the selection of the right assistive technology tool for the student’s needs. This team based process should occur at the yearly IEP meeting and includes the evaluation process that will determine how effective the selected assis-tive technology was in addressing student needs. Figure 4 is an overview table from the UKAT instruction manual describing the steps in the decision making process for assistive technology.

One last research-based resource for K-12 instruction is the Closing the Gap Website (www.closingthegap.com) and magazine. Subscribers have access to a bi-monthly magazine that includes reviews of assistive technology tools, Webinars, and articles that provide examples of how assistive technology can be applied in educational settings. Of particular note is the Webinar series presented

by Closing the Gap that features demonstrations and reviews of the most effective Apple © apps for special education. These Webinars are presented by Apple Distinguished Educators (recognized innovators in using technology) and feature the best of the current iPad, iPod, and iPhone apps for meeting educational needs.

Within the world of assistive technology, the ability to adapt, support and extend learning for students with disabilities is ever changing and expanding. The use of Web based resources that are updated and monitored is the best way to know which apps, software, and hardware is effective in bridging the accessibility gap between the standard curriculum and way students learn. Included in Table 2 is a list of sites that offer compilations of product reviews that aid in the hunt for the most appropriate tools.

UDL and Technology in Higher Education Settings

As higher education changes from a face to face, locale specific instructional model to one that uses technology to deliver courses, the need for faculty to attend to the principles of UDL changes as well. In postsecondary education UDL and as-sistive technology are not just for students with disabilities. With more and more complex delivery models and a wider range of college student skills, both UDL and AT emerge as important teaching

Table 2. Online resources for technology reviews

Web Source URL

Mobile Learning for Special Needs Wiki site managed by Marc Coppin, an Apple Distinguished Educator

http://mobilelearning4specialneeds.wikispaces.com/

Madalaine Pugliese’s Apps in Education site

www.diigo.com/user/mobilelearning

Family Center on Technology & Disability AT Searchable Database http://www.fctd.info/resources

Closing the Gap http://www.closingthegap.com/ Tech reviews available to subscribers

Richard Byrne’s Website demonstrating the best apps for classroom use http://ipadapps4school.com/

Box of Tricks: education and Technology Resource List compiled by Jose Picardo

http://www.boxoftricks.net/Internet-resouces-for-education/

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techniques for college faculty. It makes sense for college faculty to employ teaching techniques that allow for the greatest numbers of students to access course content. UDL’s Principles and Guidelines open the content to all students regardless of the presence of a disability or not. In Sheryl Burgs-tahler and Rebecca Cory’s text on Universal Design in Higher Education (2009), Burgstahler identifies the areas where UDL needs to be appropriately applied in higher education. She writes that not only is instruction in higher education affected by UDL, but so are the services (staff, policies, events, etc), information technology, and physi-cal spaces. To begin, let’s look at instruction and UDL in higher education.

As with K-12 education, planning for instruc-tion is central to content presentation. The inte-gration of UDL principles in planning a course or writing a syllabus is the first step in making the course accessible to students. The process for planning in higher education is not as closely tied to state standards as than planning in K-12 settings. In higher education, the professor has greater control of the content taught. They follow textbooks, but even with an excellent textbook, faculty still pick and choose topics that they perceive are more important than other topics. However the process of planning is the start-ing point for connecting instruction with UDL. Burgstahler identified seven steps that guide the planning process in higher education.

1. Identify the Course: Describe the course, its learning objectives, and its overall content.

2. Define the Universe: Describe the overall population of students eligible to enroll in the course and then consider their potential diverse characteristics (e.g., with respect to gender; age; ethnicity and race; native language; learning style; and abilities to see, hear, manipulate objects, read, and communicate).

3. Involve Students: Consider perspectives of students with diverse characteristics, as identified in Step 2, in the development of the course. If they are not available directly from students, gain student perspectives through diversity programs such as the campus disability services office.

4. Adopt Instructional Strategies: Adopt overall learning and teaching philosophies and methods. Integrate these practices with universal design guidelines or strategies for learning or instruction.

5. Apply Instructional Strategies: Apply universal design strategies in concert with good instructional practices (both identified in Step 4) to the overall choice of course teaching methods, curricula, and assess-ments. Then apply universal design to all lectures, classroom discussions, group work, handouts, Web-based content, labs, fieldwork, assessment instruments, and other academic activities and materials to maximize the learning of students with the wide variety of characteristics identified in Step 2.

6. Plan for Accommodations: Learn campus procedures for addressing accommodation requests (e.g., arrangement of sign language interpreters) from specific students for whom the course design does not automatically provide full access.

7. Evaluate: Monitor the effectiveness of instruction through observation and feed-back from students with the diverse set of characteristics identified in Step 2, assess learning, and modify the course as appropri-ate (Burgstahler & Cory, 2009, pp. 24-25).

Building on Burgstahler’s process, the Ensur-ing Access through Collaboration and Technol-ogy: Partnership, Technology & Dissemination (EnACT~PTD) project from Sonoma State

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designed a UDL rubric for evaluating course syllabi in higher education. This rubric can be found in Figure 5.

The Rubric compares facets of a traditional syllabus with one that is enhanced with tactics specifically linked to UDL. The rubric goes one step further and provides examples of exemplary tactics of UDL integration. The designers did not intend for every element on the rubric to be included in a syllabus at the exemplary level, however, the rubric serves a way to make college syllabi more UDL connected. The research on the effects of UDL principles included in college syl-labi is sparse. However, Smith (2012) found that the UDL enhanced syllabi and course materials increased student interest and engagement in a graduate research methodology course.

In addition to syllabi revision, another method of integration UDL into higher education classes is the use of assistive technology to make access easier. The use of screen readers and speech to text tools such as those that are standard in both PC’s and Mac desktops and laptops are basic tools for access. There are other, more advanced text to speech and screen reading software tools, such as Dragon Speaking Naturally by Nuance Com-munications or JAWS Screen Reading Software, that are much more robust than the preinstalled PC or Mac software. These tools are generally added to a computer at a cost to the user.

Other teaching technologies that improve stu-dent engagement are the use of Google Docs for facilitating the writing process and GoSoapBox for real time feedback. In using Google Docs a student can share written projects with peers for feedback and editing before submitting the final project, thus adhering to a method of writing (pre-writing, writing, revising, editing, finalizing) that encourages collaboration and quality. In using GoSoapbox (http://www.gosoapbox.com/) the instructor can poll students who attend face to face or those online. GoSoapBox allows faculty to poll students, quiz students, and identify those students who may be confused.

Lastly, there are online resources that are avail-able to help faculty to design courses and course work to be attentive to UDL principles. The first is the University of Washington’s Disabilities, Opportunities, Internetworking, and Technology (Do-it) Website. This grant funded project is still available, even though the project’s funding has ceased. Users can find videos and teaching tools for UDL integration at the secondary and post-secondary levels. The link for Do-It is http://www.washington.edu/doit/Resources/postsec.html

Another online resource, the EnACT~PDT Website (http://enact.sonoma.edu/content.php?pid=218878&sid=1818170), houses the syl-labi enhancement rubric. This site is the result of a grant from the Department of Education. When the grant funding expired, California State Uni-versity system continued to fund the activities of this project. This site provides online workshops and resources for faculty in higher education moving toward more UDL favorable classes. Certainly the resources that are available to K-12 educators are also available to higher education faculty, however, these two sites, Disabilities, Opportunities, Internetworking, and Technology or Do-It (http://www.washington.edu/doit/) and EnACT~PDT are specifically designed for post-secondary educational settings.

UDL in Adult and Community Environments

The K-20 environment has actively engaged in UDL to serve their learners using a pedagogical (“peda” or “paid” for children) model of teaching children (Conner, 2004; Knowles, 1980). Adult and community educators have actively supported the concept of andragogy, which is derived from the Greek root “agogus” meaning “leading” and “andra” which translates as “adult” (Knowles, 1980, p. 43). As has been noted by numerous authors, the principles of pedagogy and andragogy are not always limited to classification systems of “child” or “adult.” This is important in UDL

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as systems are being put into place to serve both children and adults along a continuum of experi-ences, knowledge and even comfort in an online environment.

Knowles, Holton, and Swanson (2005) further developed practices that are relevant to the use of andragogy and the universal design for learning and inclusion. As noted in their work, the follow-ing items apply: 1) Adults typically move from a point of being more dependent to less dependent in their learning, and generally become autono-mous and self-directed learners with the aid of facilitators or “guides on the side” to assist them to reach their learning goals in the distance learn-ing environment. 2) Facilitators help the learner to connect the learning to their life experiences as well as to their specific preferred learning modes, their readiness levels, experience, self-concept, need to know and motivation to learn. 3) The facilitator helps the learner to identify clearly defined goals, often through a learning contract where the adults establishes what they wish to learn and then marries those goals to course objectives presented early in the course. 4) The adult learners are encouraged throughout the experience to see how the content is relevant to their lives, either personally or professionally, and are encouraged to choose topics or interest and even methods of designing their work that creates buy-in. 5). Facilitators interested in UDL with adults also recognize that adult learners are not always learning for the sake of learning, but are often focused on the practicality of the course work as to how it will be useful to them in their chosen career field or avocation. 6) Finally, dur-ing the learning experience in the online course, the adult learners need to be respected for the experience they bring and given the opportunity to freely express their opinions.

Adult and community agencies and organiza-tions are also adopting universal design to meet the needs of their clients in home environments

and in community agencies and organizations for life-saving as well as life-enhancing purposes. One promising aspect of using UDL principles are the application of Virtual Reality (VR) for individuals with disabilities. The computer-based technology may be used to aid the individuals with disabili-ties with “visual impairments, pain control, task performance, communication, and rehabilitation (Wills, 2013, para.1). In many settings the tech-nology is used to enhance the current functioning of the individual using assistive devices: 1) to perform tasks, 2) to communicate outside of the normal capabilities of the individual,3) to engage in rehabilitation, and 4) even, to manage pain, for a more productive life in their communities.

Many agencies are also creating training ven-ues for caretakers of senior adults and individuals with disabilities that utilize UDL design in their Webinars that offer text-to-speech, translation tools, video captures, varied size print for visual clarity, varied navigational tools, and even avatar coaches. Select organizations are creating Webi-nars for fire prevention, home safety, financial literacy, and the list goes on and on, that use a host of tools that are UDL sanctioned for all ages and all abilities. The Center of Applied Technology has created a set of informative links that show case the materials that can be used by adult and community organizations as well the K-20 settings. See Table 3 or retrieve information from http://www.paec.org/fdlrstech/udl.html.

Many workplaces are creating cases based on real-world situations that have occurred or may occur in the workplace. Many of these scenarios are played out in Second Life and other similar settings where the learner makes choices when giving the opportunity and in turn reinforces his or her learning, or unlearns and relearns to make more appropriate choices. Fields like nursing, police departments, disaster control, and other life threatening work settings can benefit from training in these fail-safe environments. For years

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continued on following page

Table 3. Possible universal design for learning: Tools for community-based organizations and school-based settings

Communication     1. Jott: http://www.jott.com - A phone service where you call and leave a short voice message that is converted to text, emails, reminders, etc.      2. Text Message Abbreviations: http://www.Webopedia.com/quick_ref/textmessageabbreviations.asp - A guide to learning text messaging.      3. Text Message Translator: http://lingo2word.com/translate.php - Type in English and translate it to text lingo, or type in text lingo and translate it to English.      4. Podbean: http://www.podbean.com/ - Social podcasting and blogging service. a great free way to start podcasting.

Digital TextDigital text can assist those with visual or even auditory impairment.      1. ReadingBar: www.readplease.com - Adds text to speech to Internet Explorer on Windows so Web pages can be read out loud and saved to audio. it also includes a feature that will enlarge the graphics and text on a Web page.      2. Natural Reader: www.naturalreaders.com - a free Win text to speech utility to add Adobe Reader and your computer can read PDF files aloud. use with a Web browser and the Internet “talks.”      3. GhostReader (Mac) from Convenienceware: A free text to speech tool for the Macintosh.     4. Speaking Notepad (Win) from Qwerty Studios: An inexpensive talking word processor.     5. Universal Reader and Universal Reader Plus: www.readingmadeez.com/Products.php - are inexpensive text to speech programs (Plus includes scanning) for Win that include a “point and hear” feature where you can use a mouse to point to text and hear it aloud. you can apply for a grant from the company to get the software provided for the first year.      6. Talking Word Processor 9.1: www.readingmadeez.com/Products.php is an inexpensive talking word processor that includes highlight extraction, audio grammar checker, and a summarize tool. you can apply for a grant from the company to get the software provided for the first year.      7. Nisus Express (Mac) from Nisus: A word processor with highlighting and other comprehension support tools.     8. SOLO: www.donjohnston.com - Extensive set of tools for writing with text to speech and activity guidelines.     9. Kurzweil 3000 - www.kurzweiledu.com - Scans printed text to digital format with embedded study tools.      10. Read Write Gold: www.texthelp.com - Set of extensive study and text to speech tools that work with any program running on a computer.      11. TextAloud: http://www.textaloud.com - Software that converts text into audio files that can be burned to an audio CD or played on an MP3 player.

Memory ToolsMemory tools can assist all age learners in making connections to learning using journals, time organization techniques with voice and text. Aspire (MacX) - http://www.unifiq.com/aspire/ - broad goal oriented brainstorming and plan review software includes some interesting tools for visually sorting information by importance.      1. Evernote: http://www.evernote.com - inexpensive information management software for Windows.     2. NoteBook: http://www.circusponies.com - inexpensive information management software for Macintosh.     3. OneNote: http://www.microsoft.com - information management software for Windows.     4. Curio (MacX): http://www.zengobi.com/products/curio/ - a new and full featured information organization software program.     5. OmniOutliner (MacX): http://www.omnigroup.com/applications/omnioutliner/ - one of the best idea organizers and writing tools on the Macintosh. The Pro version includes the ability to record audio with the notes.      6. PlanPlus: www.franklincovey.com/fc/get_organized/electronic_planning/w     planplus_for_windows is a software version of the FranklinCovey Day Planner. This can be a great tool for students in organizing/storing information and remembering timelines using a “typical” tool.      7. Toodledo: http://www.toodledo.com/ - An online tool to keep task lists, plan use of time, and get email reminders.

Graphics / VideosPeople in the community, at home and in classrooms, can create their own videos for a host of applications.      1. Flip - an inexpensive video camera that is user friendly and includes built-in software to email videos or publish them online to YouTube or AOLvideo . http://www.theflip.com/index_flip.shtml      2. Jing Project (Win / Mac) - currently a free set of software tools and online video hosting space. You can record images on a computer and record what you are doing on a computer as a video, then email it or upload it so others can view. http://www.jingproject.com/      3. CamStudio (Win) - free open source screen recording software to record to an .avi file any computer activity. http://camstudio.org/      4. Webinaria (Win) - free open source screen recording software. http://www.Webinaria.com/      5. Screenium (Mac) - inexpensive screen and audio recorder for making quality training videos. http://www.synium.de/products/screenium/index.html      6. SnapzProX (Mac) - extensive set of screen recording to video tools. http://www.ambrosiasw.com/utilities/snapzprox/      7. Camtasia (Win. Mac) - excellent set of screen recording to video tools with extensive choices for final video format. http://www.techsmith.com/

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training videos have been in place for training in the aeronautical and boating industries to offset the costs of loss of life and loss of major equipment.

Through Webconferences, or real-time and live communication, a group of adult and community learners can share content, engage in dialogue and even do demonstrations that can be costly due to distance or time. Individuals can share exemplary practices with their colleagues at great distances and challenge the quality of work in those settings. Individuals that cannot attend these learning op-portunities because of health or financial or even language barriers in some cases may benefit from

these exchanges. This procedure can then be used with audio, video or even text with question and answer sessions on the event that occurred. Think-tank sessions can be orchestrated in this manner.

Webcasts are also used in the adult and commu-nity education organizations to provide resource people are limited and numerous people need to benefit from the training that one or more can pro-vide from a distance. Basic instruction to advanced instruction can be provided based on the needs of the audiences (Greenberg & Zanetis, 2012).

Court reporters are receiving training via Webcasts due to the high needs in this profession

Internet Based ToolsInternet can become a teaching tool with less distraction, more opportunity to participate, and more means of reaching the unreachable through text, audio and video.      1. ZAC Web Browser - http://www.zacbrowser.com/ -a free Web browser designed to simplify the interface and choices available, supporting engagement with students who find too many choices a distraction or barrier.      2. EdTech UDL Toolkit - http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-all.html - blog of Web2.0 and inexpensive UDL tools.      3. Web Tools 4 U 2 Use - http://Webtools4u2use.wikispaces.com/ . another blog of Web2.0 and inexpensive UDL tools.      4. CommonCraft - http://www.commoncraft.com/ - video explanations of new Web 2.0 tools.      5. VoiceThread - http://voicethread.com/#home - Website where students can collaborate on an information sharing activity using a wide variety of expression, such as text, audio, and video.      6. OATS - http://www.oatsoft.org/ - open source AT software developers. products include a Firefox extension to add text to speech to the browser and Mouse Gestures for mouse control of the browser.      7. Google - http://www.google.com - has special search features, such as news.google.com and scholar.google.com.     8. KartOO - http://www.kartoo.com/ - visual search engine with prompted search refinement.      9. schoolr - http://www.schoolr.com/ - one stop shop for searches, thesaurus, translators, and conversion tools.      10. SCIRUS - http://www.scirus.com/srsapp - searches only science articles and information.      11. netTrekker d.i. - http://www.nettrekker.com/di - a search engine with built-in text to speech and readability levels.      12. Assignment Calculator - http://www.lib.umn.edu/help/calculator - helps students plan a paper.      13. OttoBib - http://ottobib.com/ . online bibliography creator.      14. Quia - http://www.quia.com/servlets/quia.Web.QuiaWebManager - a service for making online quizzes with immediate grading. cost about $50.00 per teacher.      15. Script-O - http://www.readingmatrix.com/quizmaker/index.php - a free online quiz making service.      16. Education Place - http://www.eduplace.com/ - wide variety of online resources from Houghton Mifflin.      17. Read. Write, Think - http://www.readwritethink.org/ - online resource of lessons and student materials from the international reading association.

Virtual Meetings: For the home bound or the caretaker at home, virtual meetings, conferencing, Web chats with audio and video can provide support and sharing for individuals with specific health needs that need socialization to keep mentally active. vRoom - http://www.elluminate.com/vroom . a free distance learning tool that gives up to three users at one time interactive audio, video, virtual whiteboard, and application sharing.      1. ConnectNow - http://www.adobe.com/acom/connectnow/ - a free distance learning tool that gives up to three users interactive audio, video, virtual whiteboard, and application sharing.      2. dimdim - http://www.dimdim.com - distance learning tools with video and audio conferencing, virtual whiteboard, and desktop sharing. You can sign up for a free 20 seat room.      3. ooVoo - http://www.oovoo.com/ - audio and video conferencing tools.      4. Skype - http://www.skype.com/ - audio and video conferencing tools.

Complete table is available at http://www.paec.org/fdlrstech/udl.html.

Courtesy of the Florida Diagnostic and Learning Systems FDLRS/TECH. Funded as a Specialized Center by the Florida Department of Education, Division of Public Schools and Community Education, Bureau of Instructional Support and Community Services, through federal assistance under the Individuals with Disabilities Act (IDEA), Part B funds.

Table 3. Continued

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and the limited number of professionals that are trained. Some medical complexities are create Webcasts to share new procedures that are avail-able that may alter treatment for their patients. The Webcasts are being designed for the medical personnel as well as the patient.

Webcasts are used for classroom enrichment, to accelerate learning for distance education for those with disabilities, physical impairments, who reside in remote areas, and for professional development. The impact of this form of training and education to the workforce is essential in this time of high fuel costs and limited training dollars. Learners involved in the creation of the Webcasts can heighten the experience even further and add authenticity to the work in ways that instructional developers would not be able to capitalize on because of lack of knowledge of the field needs and the varied populations and their strength and weaknesses. When the learners control the media they control the content. The creator of the Webcast may also be a learner while engaged in the process.

CLOSING

Technology may not be this generation’s miracle drug, but if used with an eye toward Universal Design and the Principles of Universal Access be a vehicle for continued access through the life span. From the time children begin school to the time they reach retirement and beyond, technol-ogy can offer multiple means of accession and expression that enables continued connection to the world at large.

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KEY TERMS AND DEFINITIONS

Andragogy: Is “the art or science of helping adults learn” (Merriam, Caffarella, & Baumgart-ner, 2007).

Inclusion: A philosophy based on values aim-ing to maximize the participation of all in society and education by minimizing exclusionary and discriminatory practices (Booth, 2005).

Pedagogy: The art and science of helping children learn (Merriam, Caffarella, & Baumgart-ner, 2007).

Second Life: An open-ended virtual world where users are provided tools and guidelines to design, create and manipulate the in-world environment and interact with other users from around the world (Wang & Burton, 2013).

Universal Design for Learning (UDL): “A research-based framework for designing curri-cula—that is, educational goals, methods, materi-als, and assessments—that enable all individuals to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students” (CAST, 2013, p. 1).

Virtual Reality: “Virtual reality is a computer-created sensory experience that so completely immerses the participants they can hardly distin-guish this “virtual” experience from a real one” (Training, 1991, p. 46).

Webcasts: The dissemination of recorded or live content over the Internet (Giannakos & Vlamos, 2012).

Webconferences: Provide the opportunity for multi-process learning offering a range of inter-active modes including audio, chat, text, desktop sharing, presentations, and Web conferencing (Seddon, Postlethwaite, James & Mulryne, 2012).