Assistive Technology and Universal Design for Learning

 Kiera Sunderland

While exploring assistive technology (AT) in the library I came across a fascinating approach to making library spaces and lessons more accessible: Universal Design for Learning (UDL). UDL is based on the concepts of Universal Design, UD, which seeks to use architecture to transform buildings and spaces to fit the needs of all users, specifically those with disabilities. UD was created “by Ronald L. Mace, an architect who used a wheelchair” (Spina). Rather than designing architectural features that would only be used by those with disabilities, he wanted to create functional designs that would benefit all users of a space. Examples of UD include wheelchair ramps or automatic sliding doors. While these features are necessary to help those with mobility issues utilize a space they are beneficial to everyone (LaPierre).

UD inspired UDL. UDL was created in the 1990s (Neuman). It is the brainchild of Anne Meyer and David Rose of the Center for Applied Special Technology (Spina). “UDL is a scientifically valid framework for guiding educational practice… that reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students” (Robinson). The three pillars of UDL are representation, action and expression, and engagement (Robinson). Representation refers to how information is taught. The latter two describe how students apply their learning (Robinson). AT and UDL work simultaneously. AT can be incorporated into any of the three stages of UDL. For example, speech-to-text could be used to help students in the action and expression phase to dictate their answers to a posed question or visual supports like graphic organizers could be used in the representation phase. Ultimately it “offers ways for students with disabilities to participate without special accommodations'' (Spina). 

UDL can be implemented in conjunction with providing AT in the library. Below are a few suggestions on how your school library can be adapted to support UDL. 

Incorporate Maker Spaces

Makerspaces are UDL-compliant because they give students the chance to express their learning in unique ways (Spina). UDL understands that writing is not the only way for students to show they have learned a concept. Students could use a maker space to draw or create a model to represent class learning.

Harness Technology 

Libraries are often the technology hub of the school and rather than just dispensing Chromebooks at the start of the year should seek to model how to incorporate technology into lessons and student projects. For example, a noteworthy library lesson I encountered in my research had students take “shelfies” (or selfies with a book) to demonstrate their understanding of the Dewey Decimal System instead of having them complete a written assignment (Hammer). 

Offer Choice 

The bedrock of UDL is student choice. Instead of quizzing students or having them write a reflection at the end of a library lesson consider having them draw a picture, perform a skit, or create a video. 

Work with Teachers to Modify Projects

One of the times library staff and teachers consistently collaborate is for student research projects whether for the teacher to check out materials or for assistance in creating a project. Consider suggesting adaptations to the traditional written research project such as having students create a documentary or perform a play (Robinson).

Diversity of Materials 

Having a diverse collection in terms of material type is essential for UDL to take place by “providing various modes of visual, auditory, and graphic so that all students have access to information” (Gavigan & Kurtts). When selecting new items for the library, think about expanding your audiobook collection or purchasing a subscription to a streaming database. 

To learn more, watch this video by the Center for Applied Special Technologies further explaining UDL.

Scan this QR code to be directed to their website.

 

References

Gavigan, Karen, and Stephanie Kurtts. “AT, UD, and Thee: Using Assistive Technology and Universal Design for Learning in 21st Century Media Centers.” Library Media Connection, vol. 27, no. 4, Jan. 2009, pp. 54–56. 

Hammer, Stacy. “Access through Universal Design and Technology.” Library Technology Reports, vol. 54, no. 4, American Library Association, 2018, pp. 36–38. 

LaPierre, Suzanne S. “For Future Tech, Look to Assistive Design.” Computers in Libraries, vol. 41, no. 10, Dec. 2021, pp. 14–17. 

Neumann, Heidi. “What Teacher-Librarians Should Know about Universal Design.” Teacher Librarian, vol. 31, no. 2, Dec. 2003, pp. 17–20. 

Robinson, David E. “Universal Design for Learning and School Libraries.” Knowledge Quest, vol. 46, no. 1, Sept. 2017, pp. 56–61. 

Spina, Carli. “How Universal Design will Make Your Library More Inclusive.” School Library Journal, 5 May 2017, https://www.slj.com/story/how-universal-design-will-make-your-library-more-inclusive