Is assistive technology in schools becoming one-size fits all? The built-in accessibility features that used to be found only as stand-alone devices or as software are now very prevalent due in large part to the tablet and app market. School districts today are making large technology investments in these types of devices that may include such features as screen readers, zoom, voice recognition, word prediction and in some instances even alternative and augmentative communication. In a recent article, David Dikter, CEO of ATIA, explored this phenomenon in the September 2012 edition of "Friends of ATIA." He points out that although built-in accessibility features raise general awareness and helps to level the playing field for students with disabilities it also creates potential risks. Generic tools will work for some, but not for everyone and educators must not feel pressured to make these solutions work for everyone. We have a professional obligation to know what is out there now, what is achievable for students, and what is necessary to meet the needs of individual students.

You can view this ATIA newsletter (Issue 14) and past issues at the ATIA Newsletter Archives.  

• What would it look like if all students were presumed competent to learn essential general education curriculum content? 
• What would it look like if all students were participants in general education instruction in a general education classroom?
• What would it look like if disability labeling occurred just for the purpose of receiving state and federal funding and for assuring eligibility for post-secondary services?
• What would it look like if there was one curriculum based on one set of Common Core standards and all instruction was based on the principles of Universal Design for Learning?
• What would it look like if all text and other instructional materials were accessible by all students?
• What would it look like if all students had a way to communicate their wants, needs, and feelings, and about age-appropriate academic content and social topics? 
• What would it look like if Response to Intervention (RtI) and School-wide Positive Behavior Support (SPBS) practices determined which students needed intensive support (in small groups or individually) in order to achieve standards and demonstrate prosocial behavior?
• What would it look like if all students were expected to graduate from high school and go on to post-secondary education, the military, and/or competitive employment, and an inclusive life in the community? 

Dr. Jorgensen has a wide variety of resources to help schools work towards inclusion. Below are a few.

1. Book - The Beyond Access Model 
2. Book - The Inclusion Facilitator's Guide 

You will find additional resources and articles on Dr. Jorgensen's website. 

Based on recommendations by ESE administrators, the Institute for Small and Rural Districts (ISRD) is in the process of collaborating with CARD to conduct regional Autism trainings for school administrators and their teams. The proposed dates for the Autism trainings are listed under Upcoming Events. Check the ISRD Calendar for all upcoming meetings and events. 

• Tallahassee - January 18, 2013
• Plantation - January 25, 2013
• Lakeland - February 8, 2013

For additional information, please contact Peg Sullivan at msulliva@fgcu.edu or (239) 590-748; or Karen Hallinan at Karen.Hallinan@fldoe.org.  

Universal Design for Learning - and beyond!

This YouTube video provides a unique overview of the principals of UDL.   

This video was created at http://www.xtranormal.com/. Xtranormal allows users to turn simple typed text into fully animated programs. This video is also an example of UDL application. Recognition Networks are being utilized by presenting content in different ways. Users of the program would be using both the Strategic and Affective Networks by expressing what they know in multiple means and it stimulates engagement for those who prefer this type of creative media. Accessibility systems such as switches and speech to text tools could also be incorporated in this program, creating access for  anybody that wants to make their stories come to life.  

The image is a screen shot from the UDL Toolkit Wiki Page

The UDL Tech Toolkit is an interactive glog/wiki that features a variety of free technology resources teachers can use in their classrooms to incorporate universal design for learning (UDL).  For those teachers new to UDL, the authors created a page about UDL complete with the definition and the ever-increasing importance of using technology in the classroom. This page briefly broaches the topics of AT and UDL, has a short video that explains the UDL principles and guidelines and provides links to additional resources for further reading/research. Hopefully educators can use this glog/wiki to help alleviate some of the overwhelmingness that can be associated with both technology and change.   

The TLC Team includes 5 Regional Technology Coordinators, 5 Regional Technology Specialists, and 5 Regional Local Assistive Technology Specialists (RLATS).  

Our local service partners include:  

The Florida Diagnostic & Learning Resources System (FDLRS): providing services in the areas of Childfind, HRD, Parent Services, and Technology; including local TA&D, professional development, and capacity building in the areas

of accessible instructional materials, assistive & Instructional

 technologies, UDL, and virtual learning.

Local Assistive Technology Specialists (LATS): providing local support for assistive technology assessments, evaluations, and related assistive technology services.

Together we are working to help all schools implement a universal, differentiated core curriculum based on the Common Core State Standards.