THE PRACTICE: Accessibility Technology must be readily accessible in a way that meets the needs of all learners.
Content Presented By:
NEIRTEC, Northeast & Islands Regional Technology in Education Consortium

What is it?

To be used effectively, technology must be readily accessible in a way that meets the needs of all learners. This includes both ready access to hardware, software, and connectivity, as well as ready access to content and ideas being presented. Many times, schools and educators accommodate special needs students quite effectively. Special keyboards and input devices, adaptive software, and web sites that comply with universal access principles ensure that all students can access content and ideas. However, the concept of creating lessons and curriculum that take into consideration "universal design" principles must extend to ALL learners.

Universal design principles were established first in the field of architecture, with impetus from the Americans With Disabilities Act (ADA) and with accommodations like wheel chair ramps and door levers, rather than knobs. In the same way, curriculum designed to accommodate the widest spectrum of users meets the mandates of the ADA, but it also makes sense in supporting the belief that all students can reach high standards. Additionally, it's important to remember that it's always better, whether in the field of architecture or education, to "build in" rather than "add on." Lessons should be developed with ALL learners in mind.

"Universal design applies not only to the content of a curriculum, but also to its goals, methods, and manner of assessment." (CAST, 1998) Universal design includes: --Multiple representations of information (printed text, digital content, text-to-speech, graphics, multimedia); --Multiple means of expression (written--paper and pencil or word processing, spoken, visual representation--illustration); --Multiple means of engagement (hands-on, cooperative groups, individual learning).

Questions to Think About

Before this practice can be effectively embraced, there are important issues that should be considered by those who will be affected by the practice. Use the questions below for discussion during professional development activities and for meetings of your key stakeholder communities.

--How can today's technologies help all students, including disadvantaged students, meet high academic standards?

--How are multiple intelligences and preferred learning styles related to the notion of universal design? What do you already do in your school/district to accommodate learning preferences?

--How does implementing a philosophy of universal design affect assessment? What multiple measures of assessment are already used in your school/district? Is what you are doing sufficient?

This resource is developed and maintained by The Education Alliance at Brown University. Seed funding was provided by the U.S. Department of Education. Send comments to: loom@alliance.brown.edu