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

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 emerging technologies 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 across content areas 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 Glossary with definitions of key terminology used throughout text Chapters that are authored by respected experts within the special education field

Table of Contents:
Foreword Preface About the Authors Contributors Chapter 1. Introduction Kim K. Floyd and Tara Jeffs     Rationale for Assistive Technology     Definition and History of Assistive Technology          Early Innovations (1950s–1960s)         The Emergence of Computer-Based Solutions (1970s–1980s)         Legislation and Formal Recognition (1990s)         Technological Advancements (2000s–Present)         Integration Into Inclusive Education (Present) Why Assistive Technology Toolkits?     Multitiered Support System         Tier 1          Tier 2         Tier 3     How This Book Is Organized Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapters 6 Through 9 Chapter 10 Chapter 11 Chapter 12     References Chapter 2. Principles of Assistive Technology Marci Kinas Jerome and Tara Jeffs Vision of Technology Use AT Consideration         A Note on Funding         Putting it All Together     AT Implementation         Up-Front Planning for AT Implementation         Creating an AT Implementation Plan         Data and Outcomes         Continuous Monitoring         AT Implementation: Meet Sophia     AT Services         Training         Backups, Maintenance, and Repair         Getting Started and Tips for Success Remember the Goal Start Small Be Observant     References Chapter 3. Principles of Universal Design for Learning Laura King, Debbie Metcalf, and 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 and Expression     Evaluation and Assessment      Assistive Technology and Universal Design for Learning         Use of Assistive Technology         Instructional Technology and Universal Design for Learning         Accessibility Features         Access to Learning Environment         Access to Curricula         Access to Media     Putting Universal Design Into Practice         Incorporation Into Lesson Planning             Goals             Assessment             Materials and Resources             Methods The UDL Lesson Plan Evaluation of Learner Outcomes Summary Chapter Activities References Chapter 4. Assistive Technology Assessment Approaches Anya S. Evmenova and Roba Hrisseh     Introduction 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             WATI Implementation Example         Student, Environment, Tasks, and Tools Model             SETT Implementation Example         Functional Evaluation for Early Technology Model         Skill-Specific Assessments             AAC Assessments                 AAC Assessment Implementation Example                 Additional Considerations             Switch Access Measure             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         Privacy and User Autonomy  Global Perspectives     Cultural Responsiveness     Artificial Intelligence     Remote AT Assessment Summary References             Chapter 5. Toolkits to Support Early Childhood Colleen W. 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 Affecting 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     Tablets and Tablet 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 Summary References Chapter 6: Toolkits to Support Literacy Deborah L. Rooks-Ellis and Sara M. Flanagan Language and Literacy Theories Pause Point Chall’s Stages of Reading Development Ehri’s Phases of Reading Development Pause Point Stages of Literacy Development     Early Emergent Literacy         Play-Based Learning and Literacy Development         Pause Point Emergent Literacy         Print Awareness         Alphabetic Knowledge         Phonemic Awareness         Vocabulary Development Developing Literacy     Independent Reading             Fluency         Vocabulary         Comprehension Literacy Challenges for Students With Disabilities     Decoding     Fluency Vocabulary Comprehension Assistive Technology Improving Preliteracy Skills With Technology Technology Supports for Fluency, Vocabulary, and Comprehension     Pause Point  Universal Design for Learning and Literacy     Pause PointSummary References      Chapter 7: Toolkits to Support Writing Kathleen S. Puckett Problems That Students With Disabilities Have With Writing Evidence-Based Writing Practices Technology Tools That Support Planning, Drafting, Reviewing, Editing, and Sharing     Operating System Features and Supports     Tools That Support Planning     Tools That Support Drafting         Templates         Writing From an Outline         Autocorrect         Word Prediction         Voice Recognition         Specialized Word Processors         Tools That Support Revising and Editing         Adding Content         Reading the Text Aloud         Spelling and Grammar         Word Choice Tools         Formatting     Tools That Support Sharing and Publishing         Sharing         Publishing Tools That Support Keyboarding     Online Keyboarding Programs Tools That Support Note Taking Tools That Support Strategy Instruction Summary References Chapter 8: Toolkits to Support Communication Melinda Jones Ault, Judith L. Page, Margaret E. Bausch, Jaqueline F. Kearns, Kai O’Neill, and Enrika Wright Introduction to Communication     What Is Communication? Augmentative and Alternative Communication What Is AAC? Who Uses AAC? Who Is Eligible for AAC? What Are Benefits of AAC Use? Levels of AAC     Basic AAC Components     Access     Language Options         Symbol Type         Vocabulary         Display         Message Storage     Output     How Is a Device Selected? Self-Determination in AAC Use Incorporation of AAC in Inclusive Classroom Instruction     Involvement of Team in Program Planning     Ensuring Continuous Access and Communicative Opportunities     Selecting Vocabulary for Active Participation     Providing Ongoing Language Modeling     Providing Staff Training     Incorporating Peer-Mediated Instruction and Intervention Summary References      Chapter 9: Toolkits to Support Mathematics Emily C. Bouck, Rajiv Satsangi, Holly Long, and Jiyoon Park     Challenges Students With Disabilities Face in Mathematics Mathematics Education Improving Mathematics Skills With Technology     Technology That Supports Numbers and Operations         Concrete Manipulatives         Virtual Manipulatives         Math Games         Calculators         Computer-Assisted Instruction     Technology That Supports Algebra and Geometry         Concrete Manipulatives         Virtual Manipulatives         Calculators         Video Supports     Technology That Supports Premathematics and Foundational Mathematics Skills         Manipulatives         Games and Interactive Applications     Technology That Supports Independent Living Mathematical Skills     Technology That Supports Print Disabilities in Mathematics         Accommodations to Traditional Textbooks and Texts         Digital Textbooks and Texts     Technology That Supports Mathematics Discourse         Graphic Organizers         Communication Supports Summary References Chapter 10: Toolkits for Classroom Management Kathleen S. Puckett, Cathy L. Galyon, and John J. Wheeler Scenario The Importance of Effective Classroom Management Technology for Classroom Management Ecological Systems for Classroom Management     Video-Based Professional Learning     Video Annotation Software Virtual Reality Simulations Tools for Behavior-Based Systems Technology Supporting Tiers 1 and 2 Tier 3 Supports     Observing and Defining the Challenging Behavior     Defining and Tracking the ABC Cycle     Tracking the Occurrence of Challenging Behavior     Charting and Graphing Behavioral Data     Conducting a Functional Behavioral Analysis     Developing a Behavior Intervention Plan Technology Applications Tools for Socioemotional Learning     Tools for Self-Management     Technology for Self-Awareness Summary References Chapter 11: Toolkits to Support Distance Education Belva C. Collins and Margaret E. Bausch Introduction Identifying Technology to Teach Content How Will Students With Disabilities Interact With Content? How Will Students With Disabilities Interact With Instructors? How Will Students With Disabilities Interact With Other Students?     Creating Barrier-Free DE Learning Environments     How Do Student Challenges Affect AT in DE?     How Does Student’s Age Affect AT in DE?     How Does Student Cultural and Linguistic Diversity Affect AT in DE? Involving Team Members     Special Education Teachers     General Education Teachers     Classroom Assistants     Caregivers     Student     Related Service Personnel     Others     What Are Options for Training Team Members? Selecting the Most Effective AT for DE Assessing the Effectiveness of AT in DE  Summary and Recommendations References Chapter 12. Future Innovations 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 Natural Language Processing Neural Networks Robotics Expert Systems Chatbots Biometrics Autonomous Vehicles and Drones 3D Printing Maker Movement Smart Devices The Future of AT and UDL References Index

About the Author :
Kim K. Floyd, PhD, is a 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 of 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.   Tara Jeffs, PhD, provides technical assistance in the areas of accessible educational materials, assistive technology, instructional technology, Universal Design for Learning, and virtual/online learning technologies. She earned a PhD in the areas of Assistive Technology and Instructional Design from George Mason University. Dr. Jeffs is a passionate assistive technology specialist and teacher educator who implements Universal Design for Learning principles with more than 20 years of teaching experience and professional development using diverse formats (face-to face, online, and blended) and innovative teaching tools. She 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. Dr. Jeffs has disseminated knowledge and expertise in assistive and emerging technologies and Universal Design for Learning through more than 25 articles and book chapters and 130 presentations at state and national conferences over the past 23 years.   Kathleen S. Puckett, PhD, is associate professor emerita at the Mary Lou Fulton Teachers College at Arizona State University. Her areas of interest include inclusive practices for students with disabil-ities, instructional and assistive technology, and international special education services. She is the past president of the Division of Leaders and Legacy (2023) and a past president of the Council for Exceptional Children (2009), and she continues an active role with several Council for Exceptional Children divisions. She has published numerous books and articles related to the education of children with special needs and has received many state and federal grants that recruit and support teachers and leaders in special education. Dr. Puckett has also served on state and national profes-sional boards and committees related to special education services.