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Assistive Technology Tools for Inclusion. Kathy Chotiner, ESE Program Specialist Karen Hancock, FDLRS Technology Specialist 3/16/2012 & 5/14/2012. Objectives. Understand the role of s chool Assistive Technology (AT ) contacts

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Assistive technology tools for inclusion

Assistive TechnologyTools for Inclusion

Kathy Chotiner, ESE Program Specialist

Karen Hancock, FDLRS Technology Specialist

3/16/2012 & 5/14/2012


  • Understand the role of school Assistive Technology (AT ) contacts

  • Identify the basic concepts of Universal Design for Learning (UDL) and Accommodations

  • Recognize the difference between UDL and Accommodations

  • Identify the steps in the Assistive Technology referral process

  • Define accessible instructional materials and Assistive Technology

  • Learn to use various tools to increase accessibility

By law all students must have access to the general education curriculum.

All students must have an opportunity to receive instruction in the least restrictive environment.

  • In Florida, this means:

  • Sunshine State Standards

  • Basic, career, and technical education courses

How do we provide access to instruction
How Do We Provide Access to Instruction?

  • Effective instructional practices based on research

  • Differentiated Instructional Methods

  • Universal Design for Learning (UDL)

  • Accommodations and supports to enhance learning

  • Modifications to requirements or content for very few students

Effective instruction instructional strategies b ased on research
Effective Instruction: Instructional Strategies Based on Research

  • Differentiated Instruction (Tomlinson)

  • Multisensory Instruction (Fernald)

  • Multiple Intelligences (Gardner)

  • Bloom’s Taxonomy of Learning

  • Marzano’s Nine Effective Teaching Strategies

Teachers Can Differentiate




According to Students’





Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Civil Rights



Universal Design for Learning Emerges

UNIVERSAL DESIGN FOR LEARNING (UDL) means a scientifically valid framework for guiding educational practice that provides flexibility

  • in the ways information is presented

  • in the ways students respond or demonstrate knowledgeand skills

  • in the ways students are engaged;


*Higher Education Opportunity Act of 2008 (P.L.110-315)

  • reduces barriers in instruction

  • provides appropriate accommodations

  • provides supports and challenges

  • maintains high achievement expectations for all students, including students with disabilities and students with limited English proficient.


*Higher Education Opportunity Act of 2008 (P.L.110-315)

The 3 principles of udl
The 3 Principles of UDL

  • Multiple Means of Representation

    –To increase recognition

  • Multiple Means of Expression

    –To expand strategic output

  • Multiple Means of Engagement

    –To enhance involvement

Accessing the General Curriculum

with a ...

Continuum of Accommodations

Least Restrictive Most Restrictive

Effective Low Tech High Tech Instruction Accommodations Accommodations

Technology supports access

  • Offers alternatives for access

  • Supports multi-sensory instruction

  • Supports greater personal independence

  • Educational technology & assistive technology together –a continuum of access to learning!

Make sure you have the proper tools
Make Sure You Have the Proper “Tools”

  • Try Low tech tools first

  • High tech tools

    • Assistive technology

    • Request an Assistive Technology Referral form from guidance

Building UDL into Instruction

Tiers of Instruction & Support

(Abruzzini & Dalton, 2010)

An RtI Model that Embeds UDL & AT

Individualized & intensive includes AT and UDL

Supplemental includes UDL and some AT

Core includes UDL for all

Basham, Israel, Graden, Poth, Winston. LDQ, 2010



Dalton, Dr. Elizabeth Dalton, (2011, June). Universal Design for Learning and Teacher Preparation. [PDF Document]SETSIG ISTE Webinar. Retrived 3/16/12 from http//

Bashram, James D.; Maya Israel; Janet Graden; Rita Poth; Markay Winston (2010, Fall) A COMPREHENSIVE APPROACH TO RTI: EMBEDDING UNIVERSAL DESIGN FOR LEARNING. Learning Disability Quarterly;33, 4; ProQuest Education Journals National, 249

“Center for Universal Design for Learning Website” (April 2012). Retrived from

Tomlinson, Carol Ann, (1999) The Differentiated Classroom: Responding to the Needs of All Learners, Association for Supervision and Curriculum Development.