Assistive Technology and Universal Design for Learning: Toolkits for Inclusive Instruction

Assistive Technology and Universal Design for Learning: Toolkits for Inclusive Instruction is an innovative textbook on instructional and assistive technology. Designed for both undergraduate and graduate teaching programs, student readers can expect to gain a thorough understanding of how assistive technology and UDL can be integrated into educational settings. 

This text delves into data analytics platforms for analyzing student behavior, learning management systems for facilitating communication, and software emphasizing UDL. Students will learn how to create accessible environments and systems while also focusing on multiple means of representation, engagement, and expression to accommodate all learners. With a developmental focus that supports learners across intellectual, sensory, and motor challenges, this text will serve as a valuable guide on how these technologies can be utilized to effectively transform the classroom and revolutionize education.

Key Features

• Infuses assistive technology and UDL
• Includes a unique chapter on distance education, behavior, and emerging technologies
• Has a developmental focus that supports learners across intellectual, sensory, and motor challenges
• Toolkits that include resources, strategies, and instructional methods to equip readers to foster an inclusive classroom environment across content areas
• Learning Outcomes at the beginning of each chapter to provide clear direction for navigating the content
• Chapter summaries that support understanding of key concepts
• Chapter activities that support integrating technology within the curriculum
• Glossary with definitions of key terminology used throughout text
• Chapters that are authored by respected experts within the special education field 

PluralPlus Online Ancillaries

For instructors: PowerPoint Slides, Test Bank

Foreword
Preface
About the Authors
Contributors

Chapter 1. Introduction
Kim K. Floyd and Tara Jeffs
    Rationale for Assistive Technology
    Definition and History of Assistive Technology 
        Early Innovations (1950s–1960s)
        The Emergence of Computer-Based Solutions (1970s–1980s)
        Legislation and Formal Recognition (1990s)
        Technological Advancements (2000s–Present)
        Integration Into Inclusive Education (Present)
Why Assistive Technology Toolkits?
    Multitiered Support System
        Tier 1 
        Tier 2        
Tier 3    
How This Book Is Organized
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapters 6 Through 9
Chapter 10
Chapter 11
Chapter 12
    References

Chapter 2. Principles of Assistive Technology
Marci Kinas Jerome and Tara Jeffs
Vision of Technology Use
AT Consideration
        A Note on Funding
        Putting it All Together
    AT Implementation
        Up-Front Planning for AT Implementation
        Creating an AT Implementation Plan
        Data and Outcomes
        Continuous Monitoring
        AT Implementation: Meet Sophia
    AT Services
        Training
        Backups, Maintenance, and Repair
        Getting Started and Tips for Success
Remember the Goal
Start Small
Be Observant
    References

Chapter 3. Principles of Universal Design for Learning
Laura King, Debbie Metcalf, and Lora Lee Smith Canter
    Overview of Universal Design for Learning
        Meeting the Needs of Diverse Learners
        Defining Universal Design for Learning
        Legal Provisions
    Theoretical Foundations
        Neuroscience and the Universal Design for Learning Framework
    Three Essential Principles of UDL: A Closer Look
        Multiple Means of Engagement
        Multiple Means of Representation
        Multiple Means of Action and Expression
    Evaluation and Assessment 
    Assistive Technology and Universal Design for Learning
        Use of Assistive Technology
        Instructional Technology and Universal Design for Learning
        Accessibility Features
        Access to Learning Environment
        Access to Curricula
        Access to Media
    Putting Universal Design Into Practice
        Incorporation Into Lesson Planning
            Goals
            Assessment
            Materials and Resources
            Methods
The UDL Lesson Plan
Evaluation of Learner Outcomes
Summary
Chapter Activities
References

Chapter 4. Assistive Technology Assessment Approaches
Anya S. Evmenova and Roba Hrisseh
    Introduction
Best Practices in Assistive Technology Assessment
        Quality Indicators of Assistive Technology
        Use of Team Approach in Assistive Technology Assessment
    Assistive Technology Assessment Approaches
        Matching Person and Technology Model
            MPT Implementation Example
        Assessing Students’ Need for Assistive Technology
            WATI Implementation Example
        Student, Environment, Tasks, and Tools Model
            SETT Implementation Example
        Functional Evaluation for Early Technology Model
        Skill-Specific Assessments
            AAC Assessments
                AAC Assessment Implementation Example
                Additional Considerations
            Switch Access Measure
            uPar Assessment
    Data-Driven Decision Making After AT Assessments
        Data-Driven Decision Making and AT Implementation
        Data-Driven Decision Making and Instructional Decisions
    Assistive Technology and Universal Design for Learning
        UDL Assessment
    Important Considerations for AT and UDL Assessments
        Privacy and User Autonomy 
Global Perspectives
    Cultural Responsiveness
    Artificial Intelligence
    Remote AT Assessment
Summary
References            

Chapter 5. Toolkits to Support Early Childhood
Colleen W. Wood-Fields
Introduction
Learning Expectations and Challenges in Early Childhood Settings
Universal Design for Learning and Assistive Technology
    UDL and Assistive Technology
    AT Selection
    Barriers Affecting the use of AT
    AT Toolkit
Play and Socialization    
Accessible Play Materials
Accessible Physical Activities
Accessible Play Areas
Strategies to Foster Play Interactions
Mobility
Physical Environment
Communication
    Dual-Language Learners
    Mealtime Communication
Visual Aids
    Cue Cards
    Visual Schedules
    Contingency Map
Learning
    Tablets and Tablet Apps
    Science, Technology, Engineering, and Math Instruction
Self-Care
    Chaining
    Modeling
    Assistive Technology and Self-Care
Early Literacy
    Early Literacy and AT
    Adapted Books
    Digital E-Books
    Squishy Books
Summary
References

Chapter 6: Toolkits to Support Literacy
Deborah L. Rooks-Ellis and Sara M. Flanagan
Language and Literacy Theories
Pause Point
Chall’s Stages of Reading Development
Ehri’s Phases of Reading Development
Pause Point
Stages of Literacy Development
    Early Emergent Literacy
        Play-Based Learning and Literacy Development
        Pause Point
Emergent Literacy
        Print Awareness
        Alphabetic Knowledge
        Phonemic Awareness
        Vocabulary Development
Developing Literacy
    Independent Reading    
        Fluency
        Vocabulary
        Comprehension
Literacy Challenges for Students With Disabilities
    Decoding
    Fluency
Vocabulary
Comprehension
Assistive Technology
Improving Preliteracy Skills With Technology
Technology Supports for Fluency, Vocabulary, and Comprehension
    Pause Point 
Universal Design for Learning and Literacy
    Pause PointSummary
References
    
Chapter 7: Toolkits to Support Writing
Kathleen S. Puckett
Problems That Students With Disabilities Have With Writing
Evidence-Based Writing Practices
Technology Tools That Support Planning, Drafting, Reviewing, Editing, and Sharing
    Operating System Features and Supports
    Tools That Support Planning
    Tools That Support Drafting
        Templates
        Writing From an Outline
        Autocorrect
        Word Prediction
        Voice Recognition
        Specialized Word Processors    
    Tools That Support Revising and Editing
        Adding Content
        Reading the Text Aloud
        Spelling and Grammar
        Word Choice Tools
        Formatting    
Tools That Support Sharing and Publishing
        Sharing
        Publishing
Tools That Support Keyboarding
    Online Keyboarding Programs
Tools That Support Note Taking
Tools That Support Strategy Instruction
Summary
References

Chapter 8: Toolkits to Support Communication
Melinda Jones Ault, Judith L. Page, Margaret E. Bausch, Jaqueline F. Kearns, Kai O’Neill, and Enrika Wright
Introduction to Communication
    What Is Communication?
Augmentative and Alternative Communication
What Is AAC?
Who Uses AAC?
Who Is Eligible for AAC?
What Are Benefits of AAC Use?
Levels of AAC    
Basic AAC Components
    Access
    Language Options
        Symbol Type
        Vocabulary
        Display
        Message Storage
    Output
    How Is a Device Selected?
Self-Determination in AAC Use
Incorporation of AAC in Inclusive Classroom Instruction
    Involvement of Team in Program Planning
    Ensuring Continuous Access and Communicative Opportunities
    Selecting Vocabulary for Active Participation
    Providing Ongoing Language Modeling
    Providing Staff Training
    Incorporating Peer-Mediated Instruction and Intervention
Summary
References
    
Chapter 9: Toolkits to Support Mathematics
Emily C. Bouck, Rajiv Satsangi, Holly Long, and Jiyoon Park    
Challenges Students With Disabilities Face in Mathematics
Mathematics Education
Improving Mathematics Skills With Technology
    Technology That Supports Numbers and Operations
        Concrete Manipulatives
        Virtual Manipulatives
        Math Games
        Calculators
        Computer-Assisted Instruction
    Technology That Supports Algebra and Geometry
        Concrete Manipulatives
        Virtual Manipulatives
        Calculators
        Video Supports
    Technology That Supports Premathematics and Foundational Mathematics Skills
        Manipulatives
        Games and Interactive Applications
    Technology That Supports Independent Living Mathematical Skills
    Technology That Supports Print Disabilities in Mathematics
        Accommodations to Traditional Textbooks and Texts
        Digital Textbooks and Texts
    Technology That Supports Mathematics Discourse
        Graphic Organizers
        Communication Supports
Summary
References

Chapter 10: Toolkits for Classroom Management
Kathleen S. Puckett, Cathy L. Galyon, and John J. Wheeler
Scenario
The Importance of Effective Classroom Management
Technology for Classroom Management
Ecological Systems for Classroom Management
    Video-Based Professional Learning
    Video Annotation Software
Virtual Reality Simulations
Tools for Behavior-Based Systems
Technology Supporting Tiers 1 and 2
Tier 3 Supports
    Observing and Defining the Challenging Behavior
    Defining and Tracking the ABC Cycle
    Tracking the Occurrence of Challenging Behavior
    Charting and Graphing Behavioral Data
    Conducting a Functional Behavioral Analysis
    Developing a Behavior Intervention Plan
Technology Applications
Tools for Socioemotional Learning
    Tools for Self-Management
    Technology for Self-Awareness
Summary
References

Chapter 11: Toolkits to Support Distance Education
Belva C. Collins and Margaret E. Bausch
Introduction
Identifying Technology to Teach Content
How Will Students With Disabilities Interact With Content?
How Will Students With Disabilities Interact With Instructors?
How Will Students With Disabilities Interact With Other Students?    
Creating Barrier-Free DE Learning Environments
    How Do Student Challenges Affect AT in DE?
    How Does Student’s Age Affect AT in DE?
    How Does Student Cultural and Linguistic Diversity Affect AT in DE?
Involving Team Members
    Special Education Teachers
    General Education Teachers
    Classroom Assistants
    Caregivers
    Student
    Related Service Personnel
    Others
    What Are Options for Training Team Members?
Selecting the Most Effective AT for DE
Assessing the Effectiveness of AT in DE 
Summary and Recommendations
References

Chapter 12. Future Innovations for AT and UDL
Tiffanie Zaugg
Introduction
Diving Deeper
Extended Reality and the Metaverse
VR
Immersive Learning Environments
Social Skill Development
Sensory Integration Therapy
Cognitive and Academic Skills
Vocational Training
AR
Enhanced Interactive Learning
Physical and Motor Skills Development
Visualizing Abstract Concepts
Real-World Application and Exploration
Language and Communication Skills
MR
Blended Learning Environments
Adaptive Learning Experiences
Practical Skill Application
Enhanced Collaboration and Communication
Emotional and Behavioral Development
Mixed Reality
Metaverse
Artificial Intelligence
Machine Learning
Natural Language Processing
Neural Networks
Robotics
Expert Systems
Chatbots
Biometrics
Autonomous Vehicles and Drones
3D Printing
Maker Movement
Smart Devices
The Future of AT and UDL
References

Index

Assistive Technology and Universal Design for Learning: Toolkits for Inclusive Instruction comes with access to supplementary student and instructor resources on a PluralPlus companion website.

The companion website is located at:
https://www.pluralpublishing.com/publication/atudl

STUDENTS:
The student resources include quizzes. 

To access the student resources, you must register on the companion website and log in using the access code* printed on the inside front cover of your book. If you have purchased the eBook from the Plural website, your access code will be the same as for your eBook. 

INSTRUCTORS:
The instructor resources include PowerPoint slides, test bank and class activities. You will also have access to all of the student resources listed above.

To access the instructor resources, you must contact Plural Publishing, Inc. to be verified as an instructor and receive your access code.

    Email: instructormaterials@pluralpublishing.com
    Tel: 866-758-7251 (toll free) or 858-492-1555

*Note for students: If you have purchased this textbook used or have rented it, your access code will not work if it was already redeemed by the original buyer of the book. Plural Publishing does not offer replacement access codes for used or rented textbooks.