�Universal design for education helps schools construct accessible physical, social, and learning environments for all students� (Curry, 2003, p. 56). The physical environment of a universally designed school includes adequate classroom space for easy mobility along with inclusion of accessible electronic and information technologies. Its social environment allows learners to �construct knowledge and understand content, one another, and the world through emphasis on community� (Curry, 2003, p. 58). The learning environment of a universally designed school includes educators who are continually gathering information on the individual needs of their students while implementing constructivist learning theory principles.
Most importantly, universal design requires educators to select appropriate educational and assistive technologies to meet the needs of all learners (Curry, 2003). Curry discusses the advantages that use of some specific technologies may offer. For example, electronic whiteboards have the ability to reproduce lecture discussions to enable students to focus on participation, rather than on note-taking. Also, multimedia curricular materials present information in multiple formats, thereby enhancing all students understanding of content.
Standard TF-VI.E. requires technology facilitators to be competent in the ability to facilitate equitable access to technology resources for all students. Curry discussed the application of universal design, a model of technology in education. The fundamental concept of this framework is to design an environment which achieves equitable access to technology resources for all students. An overview of universal design is provided which demonstrates how it may be successful in helping professionals in education, such as technology facilitators, to actively create learning environments which are truly inclusive.
One of the greatest struggles of an educator is to locate the best possible teaching strategies to address the diverse needs of a given student population. While most educators do embrace this diversity, this does not erase the fact that it does present a real challenge. It was wonderful to read of a specific educator�s success in this article. It makes me realize that reaching all learners is a definite possibility and one which may be more readily attained with the assistance of technology.
Curry, C. (October, 2003). Universal design: Accessibility for all learners.
Educational Leadership, 61, 2.
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