UDL, AIM and AT:
Complementary Supports for the
Achievement of All Students
Joy Smiley Zabala, Ed.D., ATP
Director of Technical Assistance
Center for Applied Special Technology (CAST) and the
National Center on Accessible Instructional Materials
Who Are We?
ADMINISTRATORS
& TEACHERS
TECHNOLOGY
LEADERS
FAMILIES
& PERSONAL
SUPPORT
STUDENT
MEDIA
DESIGNERS,
DEVELOPERS &
DISTRIBUTORS
OTHER
AGENCIES &
ORGANIZATIONS
About this Session
In this session, we will discuss myths and realities
related to:
•The meaning and purposes of UDL, AT, and AIM
•The ways that UDL, AT and AIM work together as
complementary supports for the participation and
achievement of ALL students
•Online resources for further exploration of UDL, AT and
AIM
The common goal of all
educational activities
must be increasing
achievement and
producing outcomes
that enable competition
and cooperation in a
global world.
The Vision
Students with highly variable abilities, needs, and experiences in various
educational environments will use a plethora of tools and strategies 1) to master
tasks that lead to educational achievement and 2) to demonstrate achievement!
Dispelling some common myths about
Universal Design for Learning
Assistive Technology and
Accessible Instructional Materials
UDL, AT, and AIM are special education
technology initiatives.
#1
UDL and AT and AIM
•
UDL, AT and AIM are complementary supports for
the achievement of all students.
•
UDL principles help educators proactively design
goals, methods, materials and assessment that
address the full range of student variability in today’s
learning environments.
•
AT ensures that individual students have the tools
they need to participate and learn in whatever
environments they find themselves.
•
AIM ensure access to the content in educational
materials used by all students
Universal Design for Learning

Is a flexible framework proactively provides flexibility in the
ways information is presented, the ways students respond or
demonstrate knowledge and skills and the ways students are
engaged

Assumes and plans for diverse student strengths and needs

Maintains challenge and high achievement expectations for all
students

Reduces unnecessary barriers by providing appropriate
scaffolds, accommodations and supports

Places emphasis on the use of digital technology and other
strategies and materials to support all learners
Principles and Components of a UDL Curriculum
 Multiple means of
representation, to give learners
various ways of acquiring
information and knowledge
 Multiple means of expression,
to provide learners alternatives for
demonstrating what they know
 Multiple means of engagement,
to tap into learners' interests, offer
appropriate challenges, and
increase motivation.
Universally Designed Technologies
•
Technologies that are deigned and developed to be
directly usable (without the need for adaptation or
assistive technology)
•
Technologies that are designed and developed in
ways that can be made usable with assistive
technologies
•
Technologies that typically include lots of options
that can be readily manipulated to meet the needs
of a variety of users
12
Assistive Technology
 Is an individualized system of no tech, low tech, and high tech
tools, strategies, and services that match a student’s needs,
abilities, environments and tasks
 Is related to function, rather than to a specific disability category
 Includes a broad range of possible devices and services
 Enhances capabilities and lowers barriers to achievement
 May be applicable to all disability groups and in all phases of
education, rehabilitation, and life
 May be needed long-term and across environments
 Must be person-centered, task-focused and environmentally
useful to be effective
Accessible Instructional Materials
 Are required for some but may be needed by many
 Must be provided by SEAs and LEAs in a timely manner to students
who are unable to use print-based materials because of blindness or
other disability (IDEA, Section 300.172)
 Include materials designed or enhanced to be usable across the
widest possible range of student variability regardless of format
(print, digital, graphical, audio, video)
 Includes both “born print” content that requires retrofitting and “born
digital” content that is difficult to retrofit if not accessible from the
start
 Both the content and the technologies used to deliver the content,
including hardware and software, must be accessible to and usable
by the individual student.
Specialized Formats of
Print-Based Educational Materials
•
Typically require retrofitting into specialized formats that presents
the same content in a different way.
•
Typically require technology for delivery and/or interaction
Students Who May Need AIM
Students who are blind or have other disabilities that impede the
effective use of “typical” instructional materials used across the
curriculum
Served under IDEA and meets copyright criteria for specialized
formats
Not served under IDEA. Not meeting copyright criteria.
Students without identified disabilities who cannot make effective
use of “typical” instructional materials
Struggling readers. Students lacking English proficiency, etc.
Students who simply prefer options for different task
If you “have” UDL, you don’t need AT
#2
UDL and AT
Purpose of UDL:
 To proactively support access to and progress in
the general curriculum for students with and
without identified disabilities
Purpose of AT:
 To increase, improve or maintain the functional
capabilities of individual students with disabilities
Educational outcome for both:
 Increased educational participation and
achievement
If it’s “regular stuff” it’s not AT
#3
What makes a “thing” AT is why it is needed and
how its used… not about where you get it!
AT is ANY ITEM that is used to increase, improve or maintain the
functional capabilities of an individual with disabilities.
No matter what “it” is, where “it” comes from or who pays for “it”, it’s
AT if…
It is used to improve increase or maintain the functional
capabilities of an individual with disabilities
it is needed to assist someone with a disability in doing something
that would be difficult or impossible to do without “it”
AT is related to function and the least complex tool that
lowers barriers should be a first consideration
• Reading
• Seating/Positioning
• Written Expression
• Hearing
• Math
• Seeing
• Problem-solving
• Self-Care
• Communication
• Recreation
• Daily organization
• Mobility
• Behavior
• Specific task-related skills
Accessible Instructional Materials are
Assistive Technology
#4
AIM and Technology are two sides of the same
coin
• AIM is the Content
• Technology is the
delivery system
AIM is about need, not about where you get it!
 There are multiple source for AIM but all sources cannot be
used for the acquisition of materials for all students (See
Acquisition section of the AIM Navigator)
 If a student cannot use current instructional materials
effectively, AIM should be explored (see the AIM Navigator)
 If AIM in needed, it must be provided to some and, logically,
should be provided to each
 Increased availability of accessible materials for purchase will
lower many barriers
In a world going
digital, this does not
seem to be a
problem, right?
WRONG!
Many digital materials are NOT accessible!
The PALM Initiative at the AIM Center
• Accessible: Usable by
everyone right from the
start
• Learning: Materials are
designed with pedagogy in
mind or are flexible enough
that one can build in
learning supports
• Materials: Anything used in
classrooms
If we only had a SuperAlphaNumerator
everything would be fine!
#5
“The Right Tool”
 There are many, many “right” tools, but none are “right” for every
student or every task
 Even the “right” technology does not “make” an expert learner
 For many students technology enhances engagement in
teaching/learning processes
 For some students technology increases participation and
independence
 Technology greatly enhances the ability of educators plan for
and provide flexibility across educational practices
 Effective USE of technology typically includes instruction,
training, scaffolds and, for some, accommodation/modifications
and support services
A good teacher can succeed with every
student without additional supports!
#6
Shared Responsibility for Student Achievement
 GOALS: Does the curriculum include firm goals with flexible means
for achievement?
 METHODS: Do educators have learning opportunities needed build
the knowledge and skills needed to address variability in their
teaching practices?
 MATERIALS: Are materials acquired at the system level accessible
and usable across the broadest possible range of student variability?
 ASSESSSMENT: Are people at all level of the organization grappling
with the challenges of meaningful formative and summative
assessment?
 SUPPORTS: Are more intensive supports and services provided in a
timely manner when needed?
If we talk about UDL, AT and AIM long
enough people will be able to implement
them in the classroom and at home.
#7
Some Supports for UDL
 Visit the UDL Center Web Site
http://udlcenter.org
 Peruse the UDL Guidelines and dig deeply into them
 View examples and try out ideas
 Work through the UDL Online Modules
 Join in UDL conversations with others grappling with the same
challenges and opportunities
 Find out about the UDL Task Force and the UDL Implementation
Network
Some Supports for AT
 Assistive Technology Industry Association: http://atia.org
 Closing the Gap: http://closingthegap.com
 Google “Assistive Technology” 
 Join the QIAT List in AT conversations with over 2000 others at
http://www.qiat.org
 Follow smart people on the web, e.g. Karen Janowski’s blog at
http:/teachingeverystudent.blogspot.com/
 Join the Technology and Media Division of CEC
http://www.tamcec.org/
Some Supports for AIM
 Explore the AIM Center website
http://aim.cast.org
 Find information for AIM in Your State
http://aim.cast.org/learn/policy/state/nimas_nimac_contacts
 Check out the AIM Navigator
http://aim.cast.org/navigator/page/
 Learn about the PALM Initiative and share the information
http://aim.cast.org/learn/practice/palm
 Check out Bookshare and Learning Ally
http://bookshare.org
http://learningally.org
What’s Important?
Make it so!
Student
Environment
Tasks
Tools
And… if you want to know more about the SETT
Framework and SETT Scaffolds
•
•
•
•
•
Consideration
Data Gathering
Tools Selection
Implementation
Evaluation of
Effectiveness
http://www.joyzabala.com
”Our challenge is not to educate the
children we used to have or want to
have, but to educate the children who
come to the schoolhouse door.”
H. G. Wells