ICTs: Tools for Universal Design for Instruction

In this report, the Adaptech Research Network, Dawson College, Collège Montmorency, and Cégep André-Laurendeau present the nine principles of the concept of universal design for instruction. According to the responses obtained in the study on the use of information and communication technologies (ICTs) by students with learning disabilities (LDs) in Quebec colleges, the authors propose recommendations connected to this concept.

Table of Contents

1. The Issue
   1. What is universal design for instruction?
   2. ICTs in colleges
2. Practical Applications
   1. The Context
   2. The Results
   3. Conclusion
3. Useful References

The Issue

In the past few years, we have seen a growing diversification of the Quebec student population. It varies in terms of disabilities involving physical, motor, or neurological disabilities, and also in terms of cultures, languages, and age groups.

As well, there are increasingly more poor readers in Quebec colleges. These include students with a variety of learning disabilities (LDs). Such disabilities are of neurological origin characterized by difficulties related to reading, writing, organization, or mathematics. LDs affect 4 – 5% of the Quebec college population. Among LDs is dyslexia, a learning disability involving reading and writing that is the one most frequently reported in colleges.

In view of this reality, it is essential that teachers develop pedagogies that meet the needs of these various skills and learning styles. In this regard, the concept of universal design for instruction provides new and effective solutions that will benefit everyone.

It is in this context that the Adaptech Research Network, Dawson College, Collège Montmorency, and Cégep André-Laurendeau recently completed a three-year study entitled Les cégepiens ayant des troubles d’apprentissage face aux TIC. The study, subsidized by the Fonds de recherche du Québec – Société et culture (FRQSC) and the Ministère de l’Éducation, du Loisir et du Sport (MELS), examines the use of information and communication technologies (ICTs) by college students with LDs.

What is universal design for instruction?

Invented in the 1980s in architecture and design, the concept of universal design promotes the idea that design of products and environments are to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design (or at extra cost) (Story et al., 1998). For example, large screen monitors were originally designed for people with visual impairments, but today they are used by many people who do not have a visual impairment, including those who work with spreadsheets such as Excel (Barile et al., 2012).

Universal design for instruction, or UDI, involves the creation of environments and study programs that address all students, regardless of their abilities or learning styles. From among several proposed solutions, students can choose the ones that best match their styles of appropriating acquired competencies. This concept is beginning to prove itself in the school environment and is increasingly attracting researchers, educators, and administrators. Table 1 presents the nine principles of universal design for instruction along with examples that would ideally be applied by all.

ICTs in colleges

Students with learning disabilities (LDs) are increasingly faced with the extensive and varied use of new technologies. In the educational environment, the attraction young people have for ICTs has been used to transform these into tools that encourage and facilitate learning, and that also maximize the impact on academic success. The teachers have access to these tools to present their courses, to evaluate learning, and to make the instructional documents accessible at all times. Students use them to study and to reinforce or expand their knowledge.

For several years now, ICTs have invaded all educational projects in Quebec postsecondary institutions. For the effective transfer of ICTs to learning and teaching activities, however, it is essential that several conditions are met, including positive attitudes of teachers and students.

Studies have focused on the possible impact of these new technologies on the academic success of certain types of already fragile populations; consequently, Karsenti et al., (2005) studied the case of underprivileged boys. They concluded that the use of ICTs in the classroom by teachers increases student motivation, especially that of boys (which refers to the principle of Principle 9 – Instructional Climate). They also observed that ICTs seemed to develop the methodological and intellectual competencies of students.

Practical Applications

The Context

In our study, a total of 217 college students (124 women, 93 men, mean age of 20.24 years) responded to at least one of the five open-ended questions in our questionnaire. Of these students, 112 were English-speaking, 104 were French-speaking, and one did not specify a language of study. Seventy-eight had an LD and 139 did not have one.

The questionnaire was administered online during the 2011 winter semester. It consists of 23 questions on the use of ICTs in Quebec colleges (Nguyen et al., 2012). Five open-ended questions are analyzed and reported in the tables that follow. Participants could give more than one answer, and percentages represent the distribution of respondents who provided a response in each category. Recommendations at the end of each table are presented in conjunction with the principles of universal design for instruction.

The Results

Principle 1 – Equitable Use recommends equitable materials and tools for use by everyone.

Teachers must put into practice Principle 8 – A Community of Learners and Principle 9 – Instructional Climate. When students are encouraged to share their knowledge of ICTs, teachers will no longer feel criticized or embarrassed and everyone will feel involved in class.

In order to apply Principle 4 – Perceptible Information, teachers should ensure the availability of various formats of course materials in accordance with student requests (e.g., paper, PDF, or PowerPoint versions). Schools should modernize their IT infrastructure (for example, they should improve the wireless network and increase the number of outlets installed at different heights). The institution’s Web site should be accessible and include a diagram showing the location of available resources (Internet sockets, computers, and the software installed on them, printers, etc.). Technologies should be more available and cheaper, and there should be an adequate number of computers and software applications (Principle 1 – Equitable Use).

In regard to the high cost of ICTs, we should point out that there are already some adaptive ICTs that are free or inexpensive and that are an interesting alternative to high-end ICTs. Adaptech set up a database of these resources that are available online here. Adaptech has also produced a series of video clips to explain how some of these ICTs in its database work. You can watch these videos here.

The application of Principle 4 – Perceptible Information helps to eliminate the difference between the levels of knowledge of groups with respect to ICTs (e.g., assignment instructions should be accompanied by illustrations and diagrams that explain the use of the ICTs required for completion of the assignment). ICTs that are easy to use should be available to all students, regardless of the language they speak, their level of education, or the fact that they have or do not have an LD.

Applying Principle 1 – Equitable Use would enable the promotion of ICTs as learning tools for all, without distinction of individual needs (e.g., everyone would be able to use grammar and spell checkers). These tools should be made available because they are essential to “sustainable education.” Principle 2 – Flexibility in Use could guide ICT sellers and developers, helping them to understand the necessity of creating ICTs that are flexible, portable, and that take into account the characteristics of users.

Conclusion

Our results and student responses show that it is as important to promote general purpose ICTs (e.g., Microsoft Office Suite, PDF files, smart phones) as it is to promote specialized ICTs (e.g., Kurzweil, Dragon Naturally Speaking) because they can improve grammar, spelling, and a sense of organization. They can thus increase the academic success of ALL students, not just those with LDs!

Useful References

• Adaptech Research Network (2012). Free and Inexpensive Adaptive Technology Database. [online]. [Page consulted November 3, 2012]
  List of ICT tools and resources that could be useful to students with disabilities.
• Barile, M., Nguyen, M.N., Havel, A., and Fichten, C.S. (2012) Universal accessibility in education: a win/win situation! Pédagogie collégiale. 25(4), 20-22.
  Article that introduces and defines universal design for instruction. The French version of this article is available online: L’accessibilité universelle en pédagogie : des avantages pour toutes et pour tous!
• Edyburn, Dave. (2011). Harnessing the potential of technology to support the academic success of diverse students. New Directions for Higher Education 154 (Summer) : 37-44.
  Available upon request at CDC.
• Fichten, C.S. et al. (2012). Using Information and Communication Technologies to Improve College Success for Students with Learning Disabilities. Pédagogie collégiale. 25(4), 20-22.
• King, Laura et al. (2012). Let’s get together and read all right : How all kinds of college readers respond to technology. Rendez-vous 25, no 2 : 14-15.
• Lacasse, Jocelyne et Thérèse Létourneau. (2012). Les aides technologiques pour soutenir les étudiants des services adaptés. In Actes du 31^e Colloque de l’AQPC. Montréal : Association québécoise de pédagogie collégiale.
• Learning Disabilities Association of Canada (LDAC). [online]. [Page consulted November 3, 2012]
  Web site for information on learning disabilities.
• Meadows, J., Prud’homme, A.-C., and Lamontagne, J.-P. (2010). La conception universelle de l’apprentissage: des stratégies pédagogiques proactives pour aider les étudiants… et les enseignants! Pédagotrucs, 9(1), 1-4.
  Summary of learning disabilities, the principles of universal design, and examples of the application of instructional strategies.
• Metcalf, Deborah J. (2010). Succeeding in the Inclusive Classroom : K-12 Lesson Plans Using Universal Design for Learning. Thousand Oaks : SAGE Publications.
• Nguyen, Mai N. et al. (2006). Facilitators and obstacles to success for students with disabilities. Pédagogie collégiale, 19, no 4A.
• Raymond, Odette et Marc Tremblay. (2012). Les enjeux liés à l’utilisation des aides technologiques au postsecondaire. Rendez-vous 26, no 1 : 26-28.
• Tremblay, Marc et al. (2012). L’ utilisation des aides technologiques au cégep : Une réalité bien ancrée pour les étudiants ayant un trouble d’apprentissage. Rendez-vous 25, no 2 : 24-25.
• Viens, Jacques. (2012). Pour des technologies accessibles aux élèves handicapés ou en difficulté d’apprentissage ou d’adaptation. Montréal: Nouvelles ASMS. Cote 788385.
• Scott, S., McGuire, J. and Shaw, S. (2003). Universal design for instruction: A new paradigm for adult instruction in postsecondary education, Remedial and Special Education, 24, 369-379.