2017 UDL Symposium

The contribution of UDL (Universal Design for Learning) and assistive technologies for participation of pupils with attention and learning disorders in learning processes

Dr. Betty Shrieber and Suzi Weintraub

A LINK TO OUR DIGITAL POSTER

The research examined the contribution and the impact of Universal Design for Learning (UDL) approach along with assistive technology, on the participation of students with attention and learning disorder in the learning process.

From the observations of the pupils with learning disorders, the pupils' reflections, and the other findings, it seems that the pupils' choosing possibilities, inherent in the UDL approach, contributed to enhance the pupils' motivation and positive experiences of the learning process. Integrating assistance technologies enabled the participation of pupils having learning and attention disorders, and it reinforced the learning motivation of them.

The joint learning created responsibility and mutual involvement, in order to create a joint product. The parents' response reflected satisfaction from the process that their children had gone through. They reported that their children's good experience and their feeling of success in the learning process had  been continued all day long, even when they had arrived home.

Motivation Questionnaire findings showed improvement for all students in the classroom especially for students with attention and learning disorder, however, no statistical significance was find between the groups (with and without learning disorder).

There is great significance in learning technologies for students with attention  and learning disorder that can significantly improve their participation in the class learning process.