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

First Edition

Kim K. Floyd, Tara Jeffs, Kathleen S. Puckett

Details: 282 pages, B&W, Softcover, 8.5" x 11"

ISBN13: 978-1-63550-752-2

© 2026 | Coming Soon

Release Date: 11/27/2024

For Instructors

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Available for purchase starting 10/30/2024

Print Book: $104.95
eBook: $104.95

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 teacher productivity
  • 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
  • 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
  • QR codes that direct readers to helpful web resources
  • Glossary with definitions of key terminology used throughout text
  • Chapters that are authored by respected experts within the Special Education field

PluralPlus Online Ancillary Materials

For instructors: PowerPoint Slides, Test Bank, and Class Activities 
For students: Study Quizzes

About the Authors

Chapter 1. Introduction
Kim Floyd & Tara Jeffs
Rationale for Assistive Technology
        Brief History of Assistive Technology
Defining Assistive Technology/History
        Early Interventions
        Emergence of Computer
        Legislation and Formal Recognition
        Technology Advancements
        Integration into Inclusive Education
Multi-tiered System of Supports
        Tier 1 with Technology Infused
        Tier 2 with Technology Infused
        Tier 3 with Technology Infused
Bridging the Divide with Assistive Technology Toolkits
        Why Assistive Technology Toolkits?
        Assistive Technology Toolkit Focus Areas
 Overview of Book Contents
 Chapter Summary
 Chapter References

Chapter 2. Principles of Assistive Technology
Marci Jerome & Tara Jeffs
 AT Considerations
        A Note on Funding
        Putting it Altogether
Assistive Technology Implementation
        Upfront Planning for AT Implementation
        Creating an Implementation Plan
        Data and Outcomes
        Continuous Monitoring
        AT Implementation: Meet Sophia
Assistive Services
        Backups, Maintenance, and Repair
        Getting Started and Tips for Success
 Chapter Summary
 Chapter References

Chapter 3. Principles of Universal Design for Learning
Laura King, Debbie Metcalf, & 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/Expression
Evaluation and Assessment 
Assistive Technology and Universal Design for Learning
        Use of Assistive Technology
        Instructional Technology and Universal Design for Learning
Putting Universal Design into Practice
        Incorporation into Lesson Planning
The UDL Lesson Plan
        Evaluation of Learner Outcomes
Accessibility Features
        Access to Learning Environment
        Access to Curricula
        Access to Media
Including Universal Design for Learning into Practice
        Incorporation into Lesson Planning
        Evaluation of Learner Outcomes
Chapter Summary
Chapter References

Chapter 4. Assistive Technology Assessment Approaches
Anya Evmenova & Roba Hrisseh
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 (ASNAT)
            WATI Implementation Example
       Student, Environment, Tasks, and Tools (SETT) Model
            SETT Implementation Example
       Functional Evaluation for Early Technology (FEET) Model
            Skill Specific Assessments
            AAC Assessments
                AAC Assessment Implementation Example
                Additional Considerations
            Switch Access Measure (SAM)
            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
        Global Perspectives
        Cultural Responsiveness
        Artificial Intelligence
        Remote AT Assessment
Chapter Summary
Chapter References            

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

Chapter 6: Toolkits to Support Literacy
Deborah L. Rooks-Ellis & Sara Flanagan  
Stages of Literacy Development
    Early Emergent Literacy
    Emergent Literacy
    Developing Literacy
    Independent reading    
Improving Pre-Literacy Skills with Technology
    High Tech supports
    Low Tech supports
    UDL supports
Technology Supports for Vocabulary Development
    Technology Tools
Technology Tools that Support Comprehension
    Graphic Organizers
    Text to Speech
    Read, Write, Gold 10
Adapting Books
    Digital Storybooks
    Graphic Novels
Chapter Summary
Chapter References
Chapter 7: Toolkits to Support Writing
Kathy Puckett
Problems That Students with Disabilities Have with Writing
Improving Writing Skills with Technology
    Technology Tools that Support Prewriting
        Graphic Organizers
    Technology Tools that Support Drafting, Reviewing, and Editing
        Word Processing Applications
        Word Prediction Applications
        Speech Recognition Applications
    Technology Tools that Support Publishing or Sharing
        Multimedia application
    Technology Tools that Support Note Taking
        Capturing Devices
        Citation Tools
Chapter Summary
Chapter References

Chapter 8: Toolkits to Support Communication
Melinda Ault, Margaret Bausch, Jaqueline Kerns, Kai O’Neill, & Enrika Wright
Augmentative and Alternative Communication (AAC) Systems
     Low-to High-Tech Aided Supports
     Voice Output Communication Aids
     Mobile Device Apps for AAC
Symbol Selection
Assistive Technology for Communication and Language Development
Chapter Summary
Chapter References
Chapter 9: Toolkits to Support Math
Emily Bouck    
Problems That Students with Disabilities Have with Mathematics
Improving Mathematics Skills with Technology
    Technology Tools that Pre-Math Skills
        Adapted Manipulatives
        Virtual Manipulatives
    Technology Tools that Support Non-Readers
        Assessing learner needs
        High tech supports
        Low tech supports
    Technology Tools that Support Foundational Mathematics
        Adapted materials
        Visual Supports
Digital Supports
    Technology Tools that Support Algebra and Geometry
        Adapted materials
Media Supports
    Technology Tools that Support Math Discourse
        Graphic Organizers
        Communication supports
Chapter Summary
Chapter References

Chapter 10: Toolkits to Support Behavior
Kathy Puckett, Cathy Galyon, & John Wheeler
Behavioral Overview
    On-task Behavior
    Aggressive Behavior
    Skill Deficit Behavior
Behavioral Systems for Classroom Management
Low-to High-Tech Supports
Instructional Support for teachers
Assistive Technology for Self-Monitoring
    Visual Supports
    Mobile Technology Support
Chapter Summary
Chapter References

Chapter 11: Toolkits to Support Distance Education
Belva Collins
Movement to Distance Learning
    Definition of Distance Learning
    ADA Guidelines
    Accessibility Consideration
Course Design
    Instructional tools
    Interactivity supports
    Student technology expectations
K-12 Distance Education
    Requirements for K-12 learning
    Inclusion of students with diverse needs
    Technology skill expectations for educators and students
    Technology tools student product
Chapter Summary
Chapter References

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


Kim K. Floyd

Kim K. Floyd, PhD, is an associate professor in the School of Counseling and Well-Being at West Virginia University. Her educational background includes degrees in special education and early childhood from East Carolina University and Old Dominion University.  Dr. Floyd’s interdisciplinary training in early childhood special education and assistive technology allows her to synthesize current research in these fields.Dr. Floyd has considerable experience working with assistive technology in classroom, community and home environments. She has developed the Collaborative Assistive and Instructional Technology Education Lab at West Virginia University to support students in teacher preparation programs to learn about assistive technology in authentic environments. Dr. Floyd has collaborated on federal and foundation grants at East Carolina University and West Virginia University to support training special education teachers, mental health, and counselor education. She has published numerous journal articles and book chapters for researchers and practitioners.Dr. Floyd’s current research interests are assistive and instructional technology, rural special education, inclusive practices and trauma informed practices. She currently serves as the Coordinator for the Collaborative Assistive and Instructional Technology Education Lab and as Headquarters for the American Council on Rural Education.

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Tara Jeffs

Tara Jeffs, PhD is part of the dynamic Technology & Learning Connections (TLC) Team as the Assistive Technology Support Services Coordinator. The Technology & Learning Connections (TLC) Team is a part of Florida’s Problem Solving/Response to Intervention Project at the University of South Florida. Tara provides technical assistance in the areas of accessible educational materials (AEM), assistive technology (AT), instructional technology (IT), Universal Design for Learning (UDL), and virtual/online learning (VI) technologies. She earned a PhD in the areas of Assistive Technology and Instructional Design from George Mason University. Tara is a passionate assistive technology specialist and teacher educator that implements Universal Design for Learning Principles with over 20 years of teaching experience and professional development utilizing diverse formats (face-to-face, online, and blended) and innovative teaching tools.  

Dr. Jeffs feels privileged to work and write with teaching practitioners and educational researchers who bring a wealth of experiences focusing on the infusion of assistive and emerging technologies in the classroom. Tara has disseminated knowledge and expertise in assistive/ emerging technologies and Universal Design for Learning through more than twenty-five articles and book chapters and 130 presentations at state and national conferences over the past 23 years.

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Kathleen S. Puckett

Kathleen S. Puckett, PhD is an associate professor at the Mary Lou Fulton Teachers College at Arizona State University. Her areas of interest include inclusive practices for students with disabilities, instructional and assistive technology, and international special education services. She is the past president of the Division of Leaders and Legacy (2-23) and a past president of the Council for Exceptional Children (2009) and continues an active role with several CEC divisions. She has published several books and articles related to the education of children with special needs and has received several state and federal grants that recruit and support teachers and leaders in special education. Dr. Puckett also served on state and national professional boards and committees related to special education services.

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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.

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*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.

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