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

Release Date: 11/27/2024

Companion Website

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Available for purchase starting 10/30/2024

Print Book: $104.95
eBook: $104.95

About

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 Ancillaries

For instructors: PowerPoint Slides, Test Bank, Activities/exercises
For students: Quizzes

Preface
Foreword
About the Authors
Contributors

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
       Training
       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
Introduction
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
Mobility
Physical Environment
Communication
   Dual Language Learners
   Mealtime Communication
Visual Aids
   Cue Cards
   Visual Schedules
   Contingency Map
Learning
   iPads and iPad 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
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
   Strategies
   Technology Tools
Technology Tools that Support Comprehension
   Graphic Organizers
   Kurzweil
   Text to Speech
   Read, Write, Gold 10
Adapting Books
   Digital Storybooks
   Graphic Novels
   e-text
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
       Spelling
       Text-to-Speech
   Technology Tools that Support Publishing or Sharing
       Multimedia application
Internet
   Technology Tools that Support Note Taking
       Smartpen
       Capturing Devices
       Citation Tools
       Access
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
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 (ML)
Natural Language Processing (NLP)
Neural Networks
Robotics in special education
Expert Systems
Chatbots
Biometrics
Autonomous Vehicles and Drones
3D Printing
Maker Movement
Smart Devices
The Future of AT and UDL

Index

Authors

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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Resources

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