Unify Inclusive Technology Decision-Making
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Individualized educational plans (IEPs) provide a student’s education team with clarity on what a child participates in and how a child engages within an educational program. IEP team members, including students, families, educators, direct service providers, and building administrators, serve as the decision-making body for these supports and services. Technology staff can also consider these plans as a foundation for how technology will support the learner to access the general curriculum.

When the technology needs of students extend beyond the district-wide technology hardware and software resources, the interoperability between the laptop or tablet and the assistive technologies become critical. Device interoperability means information can be sent to and received from an array of devices, including assistive technologies such as screen readers, and other accessibility tools seamlessly.

Students with physical or sensory (visual or hearing) support needs may require such specific assistive technologies. Such devices include single switches, expanded keyboards, screen readers, or captioning programs. TechMatrix is an online database provided by the American Institute for Research that provides more information about available assistive technologies. In addition, some students may have tools such as digital pens or VR sets written in their IEPs to support learning opportunities. Similarly, such tools should sync seamlessly with the student devices.

Actions to unify inclusive technology decision-making with interoperable assistive technologies include:

Collaborate across the IT, EdTech, and AT leadership teams to choose devices and ensure the interoperability of such devices.
Require the purchase of accessible, interoperable technologies by including such requirements in requests for proposals (RFPs) and district contracts. Ensure all partners, such as state educational agencies, regional educational service agencies, and non-profits understand and mimic these practices.
Include individuals with disabilities in procurement and purchasing decisions, such as students, parents, organizational partners, or community volunteers.

Framing the Future of Learning with Technology
The goal of the Center on Inclusive Technology & Education Systems (CITES) is to empower school districts to create and sustain inclusive technology systems that serve all students, including students with disabilities who require assistive technology or accessible educational materials. To do this work, we are creating and disseminating a framework of evidence-based practices to enhance the successful use of technology by all students. We provide technical assistance to districts, educators, and families to ensure that students with disabilities are able to use the technology tools they need to foster learning and life success.

Get Started

Sometimes the hardest part of making change is getting started. The CITES framework offers districts a step-by-step process for identifying and removing any barriers to student or staff success caused by learning disabilities by planning for and implementing inclusive technology practices. The process requires a coordinated effort by district teams to move forward seamlessly with the framework and its practices.

To get started with the terms and concepts we use throughout the CITES framework, visit our Glossary.

Leadership in Inclusive Technology Systems
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Line drawing of a rocket ship
Effective technology leadership promotes the development of a balanced and inclusive technology infrastructure that examines assistive technology (AT), educational technology (EdTech), and information technology (IT) as part of a technology ecosystem.

The Center for Inclusive Technology in Education Systems (CITES) has utilized a design-thinking process, in partnership with local districts, to refine a set of leadership practices that enhance the development of a balanced and inclusive technology infrastructure.

CITES leadership practices include:

Create vision & goals
Develop a strategic plan
Measure progress
Develop learning outcomes
Plan infrastructure

Provide Accessible Educational Materials
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The ability to curate and share high-quality, digital learning content is identified as an important component of a robust infrastructure and crucial to delivering engaging and relevant learning experiences based on the NETP. It is imperative that all students have equal access to digital content that is not only high-quality, but also accessible. When high-quality educational materials are designed to be accessible without retrofitting, all students have the opportunity to gain the same information, engage in the same interactions, and enjoy the same services as students without disabilities with substantially equal ease of use (Office of Civil Rights).

Actions to support access to accessible learning materials include:

Select a learning management system that includes accessibility features and its own accessibility checker.
Provide accessibility tools as an option for all educators and students to support individual learner needs and preferences (screen readers, dictation, or video tools).
Choose accessible educational materials so all students may “acquire the same information, engage in the same interactions, and enjoy the same services.” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).

The theory behind Universal Design for Learning inspires many educators. However, there are some common stumbling blocks teachers face when they start applying UDL to their instructional design. With years of experience implementing UDL in her own work at the University of Kentucky’s Center for the Enhancement of Learning and Teaching and as a CAST National Faculty member, Jennifer Pusateri offers six steps to jumpstart your practice. These easy-to-implement steps can help you meet the needs of the diverse learners in your classrooms.