Assistive Technology and Universal Design for Learning

It is a common misconception in this age of inclusive education that Universal Design for Learning (UDL) and assistive technology are one in the same.  On the contrary, UDL involves the delivery of products and services without requiring the use of assistive technologies.

 That being said, assistive technology and UDL can certainly coincide in a general education setting.  The purpose of UDL is to allow learners with a wide range of abilities and learning styles to access the environment and the curriculum.  Some of these diverse learners may also require assistive technology in order to access the curriculum.  The difference between UDL and assistive tech in this aspect is that UDL should be considered while designing the curriculum, not as an afterthought.  Assistive technology is usually considered for a specific learner in order to provide access to a curriculum that already exists. 

If UDL is properly considered when planning curriculum, it becomes easier to integrate assisstive technology into the curriculum.  For example, it may be an option for all students in a classroom to type a piece of creative writing on the computer or hand write it.  A learner with output difficulties may use a speech to text technology, such as Dragon software.  If the computer was not available as an option in the first place, the assistive technology would be harder to access and set the learner further apart from his classmates.

Some further examples of how assistive technology can be incorporated into UDL are:
(a): In order to provide multiple means of representation for instructions, the teacher could:
       i. state instructions orally
      ii. write instructions on the board in a numbered sequence
     iii. provide a flow chart with instructions
      iv. provide visual instructions using Boardmaker symbols for a unique learner
(b): In order to be provided multiple means for expression, a class of learners may have the option of  presenting a report:
        i. orally
       ii. in writing
      iii. by use of an AAC device
(c): In order to have access to multiple means of engagement, students could have the choice to read a selected piece of literature:
      i. silently and/ or independently
     ii. aloud to a partner or aloud to themselves
   iii. using a read aloud software, such as the ipad Ebook reader

To fellow educators and future educators:
How is assistive technology integrated into Universal Design for Learning in your classroom? In what ways are they separate?

 Additional resources:
http://www.nectac.org/topics/atech/udl.asp
http://www.cited.org/index.aspx?page_id=72&current_level=0&mf_value0=109&mf_id0=2

I would appreciate your thoughts!