Assistive Technology Schools Universal Design 
Edsurge
MAY 31, 2023
Christopher Bugaj Assistive Technology Specialist, Loudoun County Public Schools One way for educators to meet the needs of students is to integrate Universal Design for Learning (UDL) into their instructional practices. As a Compass High student explains, “At school, I use text-to-speech and voice-to-text daily.
eSchool News
JUNE 18, 2024
To meet the demands and needs of these neurodiverse students, school districts are on the hunt for special education professionals. As schools face a nationwide shortage of qualified professionals, countless students lack the support they need to thrive academically and socially.
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Edsurge
APRIL 1, 2020
About 14 percent of all public school students receive special education services, and for many of them the switch to remote learning has been difficult on families and the schools that teach them every day. How are schools adjusting? What is Universal Design for Learning? What resources are they turning to?
Edsurge
APRIL 2, 2020
Similarly, higher education faculty have limited or no opportunities to learn how to teach with technology, including how to find, evaluate, adapt and use technology to enrich learning. Ultimately, disabled students, who are already a vulnerable population, are going to struggle even more with the shift to remote learning.
Ask a Tech Teacher
JUNE 10, 2015
High school senior at Newton North High School in Newton, MA, Yishai Barth, feels strongly about the importance of Universal Design Language (UDL). The Universal Design movement came into existence as a response to this research by leading thinkers in the engineering and design professions.
Faculty Focus
DECEMBER 5, 2024
In response, universities and educators strive to create and nurture virtual relationships and communities that foster positive relational school cultures, understanding student behavior within a social context (Manassah, Roderick, and Gregory 2018, 39).
Faculty Focus
DECEMBER 5, 2024
In response, universities and educators strive to create and nurture virtual relationships and communities that foster positive relational school cultures, understanding student behavior within a social context (Manassah, Roderick, and Gregory 2018, 39).
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