Assistive Technology within Other Educational Initiatives
As teams begin to consider assistive technology (AT) and accessible educational materials (AEM), it’s important to understand how these tools and services integrate within other mandated educational initiatives and how they can assist students with disabilities in accessing and participating in the general education curriculum and school activities. Educators should begin with an understanding about accessibility and the barriers that many students face while participating in the general education curriculum and school activities. Equity in education is not all students getting the same thing, but all students getting what they need to improve their skills and knowledge. Every student should be able to fully participate in all school activities and learning experiences.
AT provides a solution for many students with disabilities to reduce the effects of specific barriers. However, AT alone is not enough. Individualized Educational Program (IEP) Teams should carefully consider a planned system with layers of support that include AT. In some cases, students may need multiple layers of instruction and/or intervention. The following sections will discuss various support options including MTSS, UDL, DI, SDI, and how AEM, and AT can be integrated into these various layers of support.
- Multi-Tier System of Support (MTSS)
- Universal Design for Learning (UDL)
- Differentiated Instruction (DI)
- Specially Designed Instruction (SDI)
Multi-Tiered System of Support
The Every Student Succeeds Act (ESSA), 2015 defines “multi-tier system of supports” as a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision making” ( Sec 8101 (33)).
ESSA goes on to state, “Developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities, and English learners, which may include the use of multi-tier systems of support and positive behavior intervention and supports, so that such children with disabilities and English learners can meet the challenging State academic standards.” (Sec 2103(b)(3)(F)).
Tier 1 supports are those that are available to all students through a general education program. All students are general education students. Tier 1 supports provide students with high-quality curricular options and choices of how they learn, what materials, scaffolds and supports they need to learn, and how they can express what they have learned.
Tier 2 supports occur in addition to tier 1 supports and typically occur in small groups with strategies for enrichment and additional opportunities to practice skills.
Tier 3 provides more intensive support, often explicit, focused interventions that occur individually or in small groups. Tier 3 is not synonymous with special education.
Integration of scaffolds, supports, services, and specially designed instruction are embedded within all tiers of learning. The focus of MTSS is creating strong tier 1 systems and supports that are supplemented, not replaced, by targeted tier 2 and tier 3 supports for all students who may need them.
How are AT and AEM Integrated into MTSS?
Technologies and accessible formats should be embedded within each tier as part of integrated scaffolds and services for all students. Technology becomes AT when it is needed for a student with a disability determined by their IEP team. In tier 2 and tier 3, the same tools can be utilized as available in tier 1 but in a more targeted and intensive manner. AT and AEM can and should be used in addition to the interventions and scaffolds provided within any tier of an MTSS framework for overall student success.
To learn more about MTSS, visit the follow resources:
Universal Design for Learning
Universal Design for Learning (UDL) stems from the concept of universal design (UD). As initially conceived, UD was focused on usability. When we consider universal design, we often think of wheelchair accessibility and curb cuts or extra wide bathroom stalls and grab bars. Some people will also think of braille on public restroom signs or perhaps even closed captioning on TVs. It was discovered that when designing with UD in mind, what was intended for one disability population then became usable for many people with applications well beyond the original intent. For example, closed captioning does not only support people who are deaf or hard of hearing, but also those who have difficulty attending, and many who simply prefer the additional visual support it provides. Curb cuts were originally designed for those who use mobility aids and wheelchairs, yet they are also widely utilized for people with strollers and shopping carts.
The same applies and carries over for UDL. UDL is a research-based framework for designing curricula—that is, educational goals, methods, materials, and assessments—that enables all individuals to gain knowledge, skills, and enthusiasm for learning. By simultaneously providing rich supports for learning and reducing barriers to the curriculum, it is possible to maintain high achievement standards for all students. When designing learning environments with these principals in mind, we not only support students with learning difficulties but support the myriads of students in a learning environment.
The UDL framework encompasses three overarching principles that aim to minimize barriers and maximize learning. A universally designed curriculum includes:
- Multiple means of engagement to challenge appropriately, to motivate, and to allow students to express and participate in their interests.
- Multiple means of representation to allow various ways of acquiring information and knowledge.
- Multiple means of expression to allow alternatives for demonstrating knowledge.
How are AT and AEM Integrated with UDL?
UDL is a framework that proactively anticipates the needs of all learners with the goal of reducing learning barriers. A classroom using the UDL framework may incorporate technology supports as one way to maximize access to the curriculum for all students. When used in this way, the supports are considered universal tools/technology. These supports can then become AT and/or AEM for a student when needed to overcome barriers to accessing curricular tasks.
For more in-depth information about UDL, visit CAST and the OCALI UDL Center.
Differentiated Instruction
Differentiated Instruction is defined as proactively adjusting instructional approaches to meet the individual learning strengths, needs, and interests of students and then adapting lessons to match them. Carol Tomlinson defines differentiation as an instructional approach to help teachers teach with individuals as well as content in mind. “Differentiation really means trying to make sure that teaching and learning work for the full range of students, which really should be our goal as teachers.” (Tomlinson, 2017). Differentiated Instruction includes the use of ongoing assessment and the use of flexible small groups to target needs based on data. Teachers can differentiate content, process, instructional materials, or the learning environment to meet individual and/or small group needs. “Differentiation doesn’t suggest changing the outcome for students, but rather finding different avenues to success with those outcomes.” (Tomlinson, 2017).
How are AT and AEM Integrated with Differentiated Instruction?
For some students, combining UDL and further individualizing through differentiated instruction is a start but may not be enough to support a student’s full access needs. It may be necessary to layer in additional levels of support for a student through the integration of individualized AT and AEM.
For more information about including differentiated instruction into instruction and assessment design visit the Access to the General Education Curriculum for All Learners website. (See Chapter 8: Tier I Continued: A Focus on Standards Aligned and Accessible Lesson Planning).
Specially Designed Instruction
Specially designed instruction (SDI) is defined by IDEA as “adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.” (IDEA 2004 Sec. 300.39(b)(3)).
Content should focus on targeted needs that have been identified by diagnostic data, starting with the most foundational to those closest to grade-level. Methodology refers to the evidence-based practices or strategies that have been proven most effective with individual disability profiles. This can include AT, AEM and/or adapted materials. And finally, delivery refers to the timing (time of day and number of days per week), duration (over what time period), intensity (number of minutes per session), skill-group size, provided by a highly qualified instructor in the area(s) of need and/or highly skilled in the method of delivery required to access curriculum.
SDI is the unique combination of instruction, intervention, related services, supplementary aids, accommodations, and other adaptations and support that the IEP team selects to accelerate the student’s growth. Effective SDI is collaboratively developed, implemented, and evaluated by a team that includes teachers, other service providers, and the student and family.
How are AT and AEM Integrated with SDI?
SDI ensures that a student can access the general education curriculum with necessary support. That support may include different teaching strategies, specialized materials, and/or AT and AEM. SDI is “how” a student with a disability is taught differently to meet their specific needs as outlined in their IEP. The instructional practices and materials used, including AT and/or AEM, the instructional setting, and the intensity of intervention are customized to meet the student’s individual needs.
To learn more about SDI, visit the follow resources: