A universal learning approach?
Much of the research and evidence offered above is far from current (something most researchers do agree on!) and a great deal has changed in recent years. Computer voices have improved and text-to-speech programs are more ubiquitous, e.g., WordTalk and Speak Screen on the iPad. Portable devices provide easy access to a range of tools to support reading and writing in an unobtrusive and ‘cool’ way that was previously unavailable.
The range of built-in tools available in modern devices allows learners to create their own accommodations, personalise their devices and learning materials to better suit their needs. For example,
- colour highlighting and/or masking to help with visual stress,
- customise and personalise content as adjusting font styles and background colours,
- improving readability by simplifying content,
- support with writing and spelling with word prediction and talking spell checkers and dictionaries, as well as using speech recognition, e.g. Siri and Google Voice Typing.
Other integral tools such as cameras and microphones offer a means for learners to capture notes, record lessons, create engaging stories in a multimodal way that was unimaginable a decade ago.
In essence, these devices allow learners to "learn in different ways through multiple means of engagement, representation, and expression" (Hall, Meyer, Rose, & Gordon, 2014), otherwise known as Universal Design for Learning (UDL). Universal Design for Learning is a framework first defined in the 1990s by David Rose of the Harvard School of Education. It addresses the primary understanding that individuals learn in different ways through multiple means of engagement, representation and expression.
According to Rose, UDL is a set of principles for curriculum development that gives all individuals equal opportunities to learn and provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customised and adjusted to individual needs. Many apps now integrate speech enabled homophone and spell checkers. Others offer word prediction, where a pupil types a letter and the app offers a list of contextualised words allowing the learner to ‘see the word’, ‘hear the word’ and even see a matching picture of the word before choosing.
Are digital technologies and UDL compatible?
Some educators mistakenly assume UDL will replace digital technologies [assistive technology] since all needs will be anticipated and addressed.
Rose, Hasselbring, Stahl, and Zabala (2005) address these concerns by noting that AT and UDL can be thought of as two interventions on a continuum that involves reducing barriers. At one end of the continuum, UDL seeks to reduce barriers for everyone. At the other end of the continuum, AT is used to reduce barriers for learners with additional support needs.
Hamish provides a good example of a young person embracing technology and UDL. Using his iPad with text-to-speech, Siri speech recognition and a few apps he is able to:
learn in different ways through multiple means of engagement, representation and expression.
Hamish is creating his own accommodations and personalising his learning environment. These constructs provide an opportunity for all learners to find success. As a result, Hamish is an independent learner, and definitely sounds like a successful learner, a confident individual, a responsible citizen and an effective contributor!
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