What Middle School Educators Should Know about Assistive Technology and Universal Design for Learning

Zascavage, Victoria; Winterman, Kathleen G.

doi:10.1080/00940771.2009.11461681

Cited by 14 publications

(5 citation statements)

References 4 publications

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“…Assistive technology has been defined by numerous scholars but all are pointing to the same thing. Assistive technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible [20].…”

Section: Introductionmentioning

confidence: 99%

Hearing Impaired Students’ Self-Efficacy on the Utilization of Assistive Technology in Federal College of Education (Special) Oyo

Soetan¹,

Onojah²,

Alaka³

et al. 2020

IJCDSE

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The use of hearing assistive technology has been widely accepted in education and its penetration has transformed teaching and learning across the curriculum. This study examined students' self-efficacy on the utilization of hearing assistive technology for learning in Federal College of Education (Special) Oyo. Specifically, the study (i) assessed the hearing assistive technology that are functioning for hearing impaired students, (ii) ascertained the self-efficacy of hearing impaired students towards the utilization of hearing assistive technology, and (iii) determined the influence of gender on self-efficacy of hearing impaired students towards the utilization of hearing assistive technology. This study adopted descriptive research design of quantitative survey type; 250 hearing impaired students were sampled. The findings established that Telephone adaptations, TV decoder, Computer, Personal amplification, Telecommunication Device for the Deaf (TDD), Hearing Aid and Audiometer are more functional to the respondents and There was no significant difference between male and female hearing impaired students' attitude towards the utilization of hearing assistive technology for learning. The study concluded that assistive technology enhances students' self-efficacy. This implies that motivating students with disabilities learnings, give them sense of belonging so that they could also partake in things around their vicinity effectively. It was therefore recommended that schools should employ Educational Technologists that can facilitate effective use of assistive technology tools to supplement classroom teaching.

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Section: Introductionmentioning

confidence: 99%

Hearing Impaired Students’ Self-Efficacy on the Utilization of Assistive Technology in Federal College of Education (Special) Oyo

Soetan¹,

Onojah²,

Alaka³

et al. 2020

IJCDSE

View full text Add to dashboard Cite

show abstract

“…However, these technologies provide students the ability to bypass barriers to writing and focus on the content and their ideas. By not providing access to these educational technologies to support writing, many SWDs are not able to access the grade level standards (Zascavage & Winterman, 2009). In an age where so many classrooms are able to provide all students access to their own devices, why wouldn't teachers find ways to integrate technologies to support writing, like Voice Typing, into their classrooms?…”

Section: Discussionmentioning

confidence: 99%

Exploring and Implementing Available Writing Educational Technology for Students with Disabilities and Their Peers

Goldman

Carreon

Smith

et al. 2023

J Spec Educ Technol

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Written expression is an area of the curriculum with which many students with disabilities (SWDs) struggle. One solution to mitigate the barriers associated with this topic is to use educational technology supports such as speech-to-text, text-to-speech, and predictive text. Even though there has been an increase in technology access in the classrooms, challenges still exist with regards to determining which tools support which students, training educators to use the tools, and training students to use the tools. This can be attributed to the time investment required for educators to learn new technologies. This article provides educators with the steps to introduce and implement an intervention where SWDs support the special educator in teaching general education peers to use Google’s Voice Typing.

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“…The principles of UDL are targeted towards activating specific brain networks, as identified by neuroscience, such as the strategic network (how information is perceived and gathered), the recognition network (planning and performance) and the affective network (motivation and engagement to learn; see CAST, 2017). Zascavage and Winterman (2009) suggest that while UD addressed the physical access barriers for students with disabilities, it is UDL which addresses the cognitive barriers and leads to a paradigm shift for educators. UDL has a solid basis in neuroscience and research and often (but not always) utilises digital tools to ensure curriculum and learning environments are designed with options for all in mind, rather than having to be retrofitted at a later stage (Meyer, Rose, & Gordon, 2014) to address individual needs.…”

Section: Udlmentioning

confidence: 99%

Guidelines for designing middle-school transition using universal design for learning principles

Chambers

Coffey

2018

Improving Schools

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Transition from primary (elementary) to secondary school can be both an exciting and daunting prospect for young adolescents. Ensuring that students quickly settle into their new secondary school environment is the goal of transition programs employed by schools. These programs typically comprise a number of discrete and interrelated initiatives that often commence in the year prior to the move and continue during the initial months in the new school. These activities generally include specific initiatives for both the students and their parents. The needs of both groups are many and varied. It is critical that whatever transition events and strategies are planned, the needs of all students and parents are catered for. In this paper the authors propose that the principles of Universal Design for Learning (UDL) may provide a useful basis for the development of transition programs that address the needs of all participants. UDL is based on three principles which are; multiple means of engagement, multiple means of representation, and multiple means of action and expression. Examples outlining how these principles can be applied before, during and after transition are provided. The authors conclude with the proposition that research be conducted in a variety of cultural contexts and across countries to investigate whether transition programs based on UDL principles better enable schools to meet the needs of all transitioning students and their parents.

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What Middle School Educators Should Know about Assistive Technology and Universal Design for Learning

Cited by 14 publications

References 4 publications

Hearing Impaired Students’ Self-Efficacy on the Utilization of Assistive Technology in Federal College of Education (Special) Oyo

Hearing Impaired Students’ Self-Efficacy on the Utilization of Assistive Technology in Federal College of Education (Special) Oyo

Exploring and Implementing Available Writing Educational Technology for Students with Disabilities and Their Peers

Guidelines for designing middle-school transition using universal design for learning principles

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