Assistive technologies (AT) are typically viewed as support tools for students with disabilities who have AT written into their IEPs (individualized education programs). Here, I ask you to look beyond the limits of AT and consider how technology and other resources can support a broader range of students in their progress toward achieving the Common Core State Standards (CCSS).

These standards set out to define a common core of knowledge and skills that all students should develop from kindergarten through grade 12. To this end, the Common Core sets an expectation for curriculum to include the integration of “instructional supports for learning based on the principles of Universal Design for Learning (UDL), which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression” ( goo.gl/d5yxCO).

The UDL framework is designed to remove
barriers by anticipating the needs of all students.

To employ UDL effectively, educators must consider the needs of all students during the lesson planning process, with the goal of providing instruction and flexible resources that allow students to engage in learning and express their content mastery in ways that best meet individual learning styles. This goes beyond providing special resources, such as AT, for a limited set of students. It’s about considering how the instructional strategies and resources given to all students can increase success with the rigorous standards intended to lead to college and career readiness.

To do this, let’s take a look at some components of the Common Core through a UDL lens.

The Common Core outlines expectations for what students should learn but not how they must learn it. The standards explicitly state, “Teachers are free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the standards” ( goo.gl/6S9e1j). This focus on results, rather than means, invites educators to become UDL handypeople with an assortment of tools at their disposal for instruction and student use (see the UDL Tech Toolkit at udltechtoolkit. wikispaces.com). Here are some guidelines to help you select these tools:

Provide choice. Engage learners by allowing them to choose from a range of texts that address the standards, provide them with options when checking for student understanding, and model getting to the same place via different pathways by using a variety of tools in your instruction. (See “Tech Options to Check for Student Understanding.”)

Use flexible and accessible instructional materials. This includes digital text that is in an accessible format, which allows for use via a range of technology, including screen-reader software and text-to-speech devices. To better understand exactly what accessible instructional materials are, visit the National Center on Accessible Instructional Materials ( goo.gl/IH7k TI).

Integrate images and multimedia. These resources provide increased engagement for many students and a scaffold to support text comprehension or skill development. They also support the use of multimedia—images, video, and audio—that is referenced throughout the Common Core, with the expecta-

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Seeing AT through a UDL Lens

As I See AT volunteer columnists offer tips, resources, and practical advice about how technology can help students with learning difficulties and disabilities meet the challenges of rigorous academic programs. By Beth Poss